Group-1-Blue-ESP-Report-Revised-and-Final-Copy.pptx

ENGLISH FOR
SPECIFIC PURPOSES
A learning-centered approach
(Hutchinson & Waters, 1987)

MS. ALLIAH NOOR ALIP
Section 1: What is ESP?
THE ORIGINS OF ESP

Learning Route
 The demands of a Brave New World
 A revolution in linguistics
 Focus on the learner

• With the advent of content-based language instruction and skills-based
syllabus, more and more teachers have realized the effectiveness and
practicality of teaching what the students NEED and not what the
syllabus or the curriculum dictates. Hence, the birth of English for Specific
Purposes (Elcomblus, 2017).
• ESP started as a phenomenon that grew out of a number of converging
trends, narrowing down 3 reasons of these trends' operation:

• occurrence of international scale of scientific, technical
and economic expansion, dominated by 2 forces:
technology and commerce
• create a mass of people learning English for
international currencies of technology and commerce
• acceleration of this development was by Oil Crises
early 1970s transpiring massive flow of funds and
Western expertise into oil-rich countries
• general effect was to exert pressure on language
teaching profession
1. THE DEMANDS OF A BRAVE NEW WORLD

• from traditional linguistic rules of English language usage (grammar)
to actual use of English in communication (Widdowson, 1978)
• English language teaching gives rise to important varieties of language contexts
considering their respective features
• presentation of Swales' (1985) article by C. L. Barber on nature of Scientific
English published on early 1962
• greatest expansion on nature of particular varieties of English occurred in late
1960s and early 1970s
• most works are English for Science and Technology (EST) which was most
synonymous to ESP
• views of English usage are based on linguistic characteristics of specialist area,
work, or study
2. A REVOLUTION IN LINGUISTICS

• developments in educational psychology through central importance of
learners and their attitudes to learning (e.g., Rodgers, 1969)
• development of courses relevant to learners' needs and interests with the
aid of texts from learners specialist area (eg Biology for Bio students)
• improvement of learners' motivation intertwine with English course focus
addressed for their needs
• brought about by combination of three important factors: (1) expansion of
demand for English to suit particular needs, (2) developments in the fields
of linguistics, and (3) educational psychology
3. FOCUS ON LEARNER

• English for Specific Purposes, known as
acronym-‘ESP’, has been a distinct
activity in the field of English Language
Teaching (ELT) since 1960s. It is a course
developed based on an assessment of
PURPOSES and NEEDS and the
activities for which English is needed.
• To Hutchinson and Waters, it is “ an
approach to language learning and is
based on learners’ need.”
WHAT IS ESP?

MR. ROCHE CATIPAY
THE DEVELOPMENT
OF ESP

Learning Route
 The concept of special language: register analysis
 Beyond the sentence: rhetorical or discourse analysis
 Target situation analysis
 Skills and strategies
 A learning-centered approach

• In the 1960s, ESP has undergone three main phases of development. It is now in
a fourth phases with a fifth phase.
• English for Science and Technology (EST) is particularly important in the
development of ESP
• Swales (1985) uses the development of EST to illustrate the development of ESP.
THE DEVELOPMENT OF ESP

• took place mainly in the 1960s and early 1970s
• associated in particular with the work of Peter Strevens (Halliday, Mcintosh and
Strevens, 1964), Jack Ewer (Ewer and Latorre, 1969) and John Swales (1971)
• Ewer and Latorre's syllabus shows register analysis revealed that there was very
little that was distinctive in the sentence/grammar of Scientific English beyond a
tendency to favor particular forms such as the present simple tense, the passive
voice, and nominal compounds.
• The aim was to produce a syllabus which gave high priority to the language
forms students would meet in their Science studies.
1. THE CONCEPT OF SPECIAL LANGUAGE: REGISTER ANALYSIS

• ESP became closely involved with the emerging field of discourse or rhetorical
analysis.
• led by Henry Widdowson in Britain and Washington School of Larry Selinker,
Louis Trimble, John Lackstrom and Mary Todd-Trimble in the United States
• Difficulties which students encounter arise not so much from a defective
knowledge of the system of English, but from an unfamiliarity with English use
(Allen & Widdowson, 1974).
• Register analysis had focused on sentence grammar, but now attention shifted
to understanding how sentences were combined in discourse to produce
meaning.
2. BEYOND THE SENTENCE: RHETORICAL OR DISCOURSE ANALYSIS

• Purpose of all ESP course: to enable learners to function adequately in a target
situation or the situation where learners use the language they are learning
• ESP course design process (called needs analysis) should proceed by:
• first identifying the target situation;
• carrying out a rigorous analysis of the linguistic features of that situation;
• the identified features will form the syllabus of the ESP course
• Most thorough explanation of target situation analysis was provided by the
system of John Munby in Communicative Syllabus Design (1978)
• produces a detailed profile of the learners' needs in terms of communication
purposes, communicative setting, the means of communication, language skills,
functions, structures etc.
3. TARGET SITUATION ANALYSIS

• The fourth stage as an attempt to look below the surface and to consider not
the language itself but the thinking processes that underlie language use.
• Significant studies by scholars suggested to work on reading skills
• The principal idea behind the skills-centered approach is that underlying all
language use there are common reasoning and interpreting processes, which
enable us to extract meaning from discourse.
• The focus should be on the underlying interpretive strategies.
• A focus on specific subject registers is unnecessary in this approach.
4. SKILLS AND STRATEGIES

• In outlining the origins of ESP, we identified three forces:
• needs,
• new ideas about language, and
• new ideas about learning
• All of the stages outlined so far have been fundamentally flawed, in that they
are all based on descriptions of language use.
• Our concern in ESP is not with language use - although this will help define the
course objectives.
5. A LEARNING-CENTRED APPROACH

MS. IRENE MIRAS
ESP: APPROACH
NOT PRODUCT

How does ESP at
the present time
relates to the rest of
ELT?

• ESP is not a matter of teaching 'specialised varieties' of English.
• ESP is not just a matter of Science words and grammar for Scientists, Hotel
words and grammar for Hotel staff and so on.
• ESP is not different in kind from any other form of language teaching.
ESP: APPROACH NOT A PRODUCT
ESP must be seen as an approach, not a product.
• It is an approach to language learning, which is based on learner need.

MS. CEEJEE XYRAH PADA
Section 2: Course Design
LANGUAGE
DESCRIPTIONS
MS. KAREN JOY CADIZ

Learning Route
 Classical or traditional grammar
 Structural linguistics
 Transformational Generative (TG) grammar
 Language variation and register analysis
 Functional/Notional grammar
 Discourse (Rhetorical) analysis

Designing a course is fundamentally
a matter of asking questions in order
to provide a reasoned basis for the
subsequent processes of syllabus
design, materials writing, classroom
teaching, and evaluation.
• Investigate on the basic questions,
considering them under three
main headings:
1) Language descriptions,
2) Theories of learning, and
3) Needs analysis
COURSE DESIGN IN ESP

• Refers to the way in which the language system is broken down and
described for the purpose of learning
• We now have a number of ways of describing language available to us.
• It is important to understand the main features of each of these descriptions in
order to consider how they can be used most appropriately in ESP courses.
• Six main stages of development
1. Classical or traditional grammar
2. Structural linguistics
3. Transformational Generative (TG) grammar
4. Language variation and register analysis
5. Functional/Notional grammar
6. Discourse (Rhetorical) analysis
LANGUAGE DESCRIPTION

• Describes the structure of a language, based on an analysis of the role played by
each word in the sentence
• concerning the 10 word classes: noun, verb, adjective, adverb, pronoun, number,
article, preposition, conjunction, and interjection
• Languages were described in this way because the classical languages were case-
based languages where the grammatical function of each word in the sentence
was made apparent by the use of appropriate inflections.
• Verb Aspect (Progressive): Run Running
→
• Verb Aspect (Perfect): Fall (Has) fallen
→
• Governed by strict rules (prescriptive grammar)
• Never split an infinitive (to go, to buy | not, to slowly go, to hurriedly buy)
• Knowledge of the classical description can still deepen our knowledge of how
languages operates
CLASSICAL OR TRADITIONAL GRAMMAR

• Advent of structuralism, associated with linguists such as Bloomfield
• The structural or 'slot and filler' form of language description
• In a structural description the grammar of the language is described in terms of
syntagmatic structures which carry the fundamental propositions (statement,
interrogative, negative, imperative etc.) and notions (time, number, gender etc.).
STRUCTURAL LINGUISTICS
Syntagmatic analysis - involves studying the structure and the relationships between words, including the positioning
• The words in a sentence are all syntagms and together they form a syntagmatic relationship that creates meaning.
If you change the order of syntagms in a sentence, it can change the meaning significantly.
John ate an octopus.
An octopus ate John.
• Two sentences using the exact same words (syntagms), but very different meanings because the order (the
syntagmatic relationship) of the words changed.

• By varying the words within these
structural frameworks, sentences with
different meanings can be generated.
• Led to the development of the substitution
table as a typical means of explaining
grammatical patterns
STRUCTURAL LINGUISTICS
• Strength: Very powerful means of
selecting and sequencing language
items
• items are graded so that
simpler and more
immediately usable structures
precede the more complex
ones
• Weakness: It may fail to provide
the learner with an understanding
of the communicative use of the
structure.
STRUCTURAL SYLLABUS

Syntactic Structures by Noam Chomsky
• structural description was too superficial, because it only described the surface structure of
the language, and thus could not explain relationships of meaning.
TRANSFORMATIONAL GENERATIVE (TG) GRAMMAR
John is easy to please.
John is eager to please.
The City Bank has taken over Acme Holdings.
Acme Holdings has been taken over by the City Bank.
Two Levels of Meaning
• Deep Level: which is concerned with the organization of thoughts
• Surface Level: where these thoughts are expressed through the syntax of the language
• For ESP, the most important lesson to be drawn from Chomsky's work was the
distinction he made between performance (i.e. the surface structures) and
competence (i.e. the deep level rules)
• The concept of communicative competence has had far reaching consequences for ESP.

LANGUAGE VARIATIONS AND REGISTER ANALYSIS
TEXT A
Now I have to change to the final size drill
I require, which is three-quarters of an
inch diameter, and this is called a
morse-taper sleeve.
A slower speed for a larger drill.
Nice even feed should give a reasonable
finish to the hole.
Applying coolant periodically. This is
mainly for lubrication rather than
cooling.
Almost to depth now.
Right. Withdrawing the drill.
TEXT B
1 Select required drill.
2 Mount drill in tailstock. Use taper sleeves as
necessary.
3 Set speed and start machine spindle.
4 Position tailstock to workpiece.
5 Apply firm even pressure to tailstock
handwheel to feed drill into workpiece.
6 Apply coolant frequently.
7 Drill hole to depth.
8 Withdraw drill.
9 Stop machine.
(Hutchinson and
Waters, 1981)

Language Variation
• Language varies according to the context of use, which enables us to distinguish:
• formal from informal
• written from spoken
• self-sufficient language from context-dependent
• Its concept gave rise to the type of ESP which was based on register analysis.
• If language varies according to context, then it is possible to identify the kind of
language associated with a specific context such as:
LANGUAGE VARIATIONS AND REGISTER ANALYSIS
(1) an area of knowledge
• legal English
• social English
• medical English
• business English
• scientific English
(2) an area of use
• technical manuals
• academic texts
• business meetings
• advertisements
• doctor-patient communication

• Register cannot be used as a main basis for selection, because there is no
significant way in which the language of science differs from any other kind of
language (Coffey, 1984).
• Other language forms tend to be used more frequently in a context than in
another.
• But even if they do, they are still not distinctive forms.
• Language Variation that implies the existence of identifiable varieties of
language related to specific contexts of use has, in effect, proved to be
unfounded.
According to further research…

FUNCTIONAL/NOTIONAL GRAMMAR
FUNCTIONS
• concerned with social behavior and
represent the intentions of the speaker
or writer, approximately equated with
the communicative acts that are
carried out through language.
• Advising, warning, threatening,
describing
NOTIONS
• reflect the way which the human mind
thinks. The categories into which the
mind and thereby language divides
reality (Johnson and Morrow, 1981).
• Time, frequency, duration, gender,
number, location, quantity, quality

FORMAL GROUND VS. NOTIONAL/FUNCTIONAL GROUNDS
FORMAL GROUNDS
•Equivalence was difficult to establish on formal grounds since the formal structures of
languages show considerable variation
• A German student is likely to have to spend a large amount of time in learning the:
• gender/case endings of articles, nouns and adjectives
• An English learner will not face the same problem, but may need to spend more time
on, for example:
• the spelling, simple/continuous tense distinction, countable/uncountable distinction
NOTIONAL/FUNCTIONAL GROUNDS
• Some approximate equivalence can be achieved since notions and functions represent
the categories of human thinking and social behavior which do not vary across
languages

• Drawbacks – suffers from a lack of any kind of systematic conceptual
framework, which does not help the learners to organize their knowledge of
the language
• often seen as a replacement for the older structural syllabus, when in fact,
it should be viewed as complementary, supporting and enriching the
other
STRUCTURE + CONTEXT = FUNCTION

• There is a shift of language syllabuses organized on structural grounds to ones based on
functional or notional criteria.
• Functionally based syllabuses were strong in the development of ESP, largely on pragmatic
grounds that majority of ESP students have already done a structurally organized syllabus.
• Their needs are not to learn the basic grammar but to learn how to use the knowledge they
already have.
• Attraction and drawback of functional syllabus
• Attraction – based on language in use, unlike structural syllabus which shows only form
(Eastwood, 1980)
Asking about travel
Making travel arrangements
Ordering a meal
Asking the way
Hiring a car
(Ewer and Latorre, 1969)
Simple Present Active
Simple Present Passive
Simple Present Active and Passive
-ing forms
Present-Perfect; Present Continuous
Infinitives

• Snakes and Ladders syllabus
(Brumfit, 1981)

DISCOURSE (RHETORICAL) ANALYSIS
• From viewing the language in terms of the sentence to emphasizing how meaning is
generated between sentences; context of the sentence is important in creating meaning
• For example: The response “It is raining” in different dialogues with different meanings
Can I go out to play?
It is raining.
Have you cut the grass yet?
It is raining.
I think I’ll go for a walk.
It is raining.
• A change in meaning brought about by two factors:
• Sociolinguistic context – meaning changes according to the relationship between the participants
• Relative positions of the utterances within the discourse – an utterance acquires meaning by
virtue of what utterances it precedes or follows (discoursal meaning)
It’s raining.
I think I’ll go out for a walk.

• Nature of Discourse used in ESP
teaching materials.
• Learners are made aware of the
stages in certain set-piece transactions
associated with particular specialist
fields. One of the most influential
projects of this kind has been the
analysis of doctor-patient
communication by Candlin, Bruton,
and Leather (1976).

• Second use of discourse analysis in ESP:
• through materials which aim to
explain how meaning is created by
the relative positions of the sentences
in a written text
• led to the text-diagramming type
of exercise found in many ESP
materials which ultimately aims
to make learner into more
efficient readers by making them
aware of the underlying structure
of a text and the way in which
language has been organized to
create this structure

• Attack on the discourse
• It misrepresents the real nature of discourse where it does the same with
what structural linguistics did for sentence grammar.
• It establishes pattern, but does not account for how there patterns create
meaning.

CONCLUSION
1. There is no single source from which a language course can, or should, derive
its linguistic input. The various developments which we have described are
not separate entities. Each stage has reacted to, and drawn inspiration from,
those preceding it.
2. Describing a language for the purposes of linguistic analysis does not
necessarily carry any implications for language teaching.
3. Describing a language is not the same as describing what enables someone
to use or learn a language. We must make a distinction between what a
person does (performance) and what enables them to do it (competence).
Similarly, we must not confuse how people use a language with how people
learn it.

MR. JHON REY VILLANUEVA
THEORIES OF
LEARNING

Learning Route
 Behaviorism: learning as habit formation
 Mentalism: thinking as rule-governed activity
 Cognitive code: learners as thinking being
 The affective factor: learners as emotional beings
 Learning and acquisition
 A model for learning

• Learning is a mechanical process of habit formation with the use of
reinforcement (stimulus-response sequence)
• Example: Audiolingual Method – main objective is to help learners acquire
accurate pronunciation
• Precepts (general rules):
• Never translate.
• New language is dealt in the sequence: hear, speak, read, write.
• Frequent repetition is essential.
• All errors must be immediately corrected.
• Basic exercise – pattern practice, drills, memorizing and repeating dialogues,
substitution exercises
BEHAVIORISM

• Spearheaded by Noam Chomsky, and arose in response to Skinner's behaviorism
• Thinking must be rule-governed
• A finite, and fairly small, set of rules enables the mind to deal with the potentially infinite
range of experiences it may encounter
• Individual experiences are used by the mind to formulate a hypothesis
• Such hypothesis is then tested and modified by subsequent experience
• For example: knowing that words that end in‘–y’ take ‘–ies’ to form their plural, while
those that end in ‘–f’ will change to ‘–ives’, the learner, given these rules, can form a lot of
plurals even from words they have never seen before
MENTALISM
Chomsky believed that behaviorism simply could not explain how from
a limited range of experience being taught, the human mind was able to
cope with an infinite range of possible situations which are not taught.

• Deductive approach (rule-driven)
• starts with the presentation of a
rule and is followed by examples
in which the rule is applied
SAMPLE METHODS
• Inductive approach
• involves the learners detecting or
noticing patterns and working
out a ‘rule’ for themselves before
they practice the language

• Learner being an active processer of information
• Treats learners as thinking beings and puts them at the center
of the learning process
• Thinking about and trying to make sense of what we see, feel, and hear
• Basic teaching technique – problem-solving tasks
COGNITIVE CODE
The learner actively tries to make sense of the data presented, and
learning takes place when the learner has managed to impose some sort
of meaningful interpretation or pattern on the data.

• Has had a significant impact on
ESP through the development of
courses to teach reading strategies
• concentrated on making students
aware of their reading strategies
so they can consciously apply
them to understanding texts in a
foreign language
COGNITIVE CODE

• Refers to the emotional factor which influences learning and can have a
negative or positive effect to the learners
• Example: A learner's attitude to English, to the teacher, to other learners in
the group and to oneself
• Affective filter
• describes how a student's attitudes or emotional variables can impact the
success of learning a new language
• Motivation is treated as an important element to the theory
• Requires learning to have a marriage on the cognitive and emotional aspects
AFFECTIVE FACTOR

• Gardner & Lambert (1972) identified two types of motivation:
AFFECTIVE FACTOR
(1) Instrumental Motivation
• Reflection of an external need
• Learning a language because
they need to
• Example: need to sell things to
speakers of the language, need to
pass an examination in the
language, the need to read texts
in the language for work or study
(2) Integrative Motivation
• An internally generated want
rather than an externally imposed
need
• Derives from a desire to be
members of the speech
community that uses a particular
language
• Example: learning the jargons in
the workplace to better socialize
present in all
learners but
varies in
influence
depending
on age,
experience,
and changing
occupational/
social needs

• Interplay can be in a
positive or negative cycle
COGNITIVE/AFFECTIVE INTERPLAY
Learner wants
to learn
Learner sees learning as
an enjoyable and
satisfying experience
Learner applies
cognitive powers to
acquire knowledge
Increased competence
enables learner to learn
more easily
Learning is successful
Learner’s
competence
develops
Entry point here
Positive Learning Cycle
(good and appropriate course)
• Learners must be fired with
enthusiasm in finding the
relevance of their ESP materials
• ESP courses must have a sense of
enjoyment, fun, and creativity

• Learning is seen as a conscious process, while acquisition proceeds unconsciously
(Krashen, 1981).
LEARNING AND ACQUISITION
Acquisition (Acquired system)
• Subconscious acceptance of knowledge where
information is stored in the brain through the use
of communication
• Language in a natural environment, focuses more
on communicating the message and the
language that comes naturally
• The process used for developing native languages
Learning (Learned system)
• Conscious acceptance of knowledge
'about' a language (i.e. the grammar or
form)
• Result of direct, formal instruction (i.e.,
classroom set-up) in the rules of the
language
• Both processes are likely to play a useful part for L2 learners and that a good
ESP course will try to exploit both

• Provides a practical source of reference
for the ESP teacher and course designer
• The mind is treated as a network of
connections, rather than a road map.
• links bundles of knowledge to
understand a concept
• e.g., a sequence to learning
• Contents and experiences are
arranged in hierarchical manner
where the basis can either be logic of
the subject matter or on the
developmental patterns of growth of
the cognitive, affective and
psychomotor domains
A MODEL FOR LEARNING
A model for learning

a. Individual items of knowledge have little significance on their own. They only acquire
meaning and use when they are connected into the network of existing knowledge.
b. It is the learner’s existing knowledge that makes it possible to learn new items.
c. Items of knowledge are not equal significance.
d. The learner will make better progress by developing strategies for solving the
learning problems that will arise.
e. A communication network is a system. Learning will be difficult, if not impossible, if
the student views it as a random collection of arbitrary obstacles.
f. The learner must have some kind of motivation. Establish a need to acquire
knowledge and an equal need to actually enjoy the process of acquisition.
Why have we pictured the mind as operating like this?

MS. MAE OJARIO
NEEDS ANALYSIS

Learning Route
 Target needs
 Analyzing target situation
 Learning needs
 Analyzing learning needs

Communication Needs Procedure (CNP)
• consists of a range of questions about key communication varibales (topic,
participants, medium, etc.)
• produces a list of the linguistics features of a target situation
COMMUNICATIVE SYLLABUS DESIGN (Munby, 1978)
Target needs
- what the learner
needs to do in the
target situation
Learning needs
- what the learner
needs to do in
order to learn
versus

A. Necessities
• type of need determined by the demands of a target situation; that is, what
a learner has to know in order to function effectively in the target situation
B. Lacks
• need to know what the learner knows already, so that one can decide which
of the necessities the learner lacks
• gap between the target proficiency and the existing proficiency of the
learners
C. Wants
• learners' view of what their needs are
• Learners should have a clear idea of the 'necessities' of the target situation
and they will certainly have a view as to their 'lacks'.
WHAT ARE TARGET NEEDS?

Why is the language needed?
• for study;
• for work;
• for training;
• for a combination of these;
• for some other purposes, e.g. status, examination, promotion.
How will language be used?
• medium: speaking, writing, reading etc., ;
• channel: e.g. Telephone, face to face;
• types of text or discourse: e.g. academic text, lectures, informal conversations, technical
manuals, catalogues.
What will the content area be?
• subjects: e.g. medicine, biology, architecture, shipping, commerce, and engineering;
• level: e.g. technician, craftsman, postgraduate, secondary school.
A TARGET SITUATION ANALYSIS FRAMEWORK

Who will the learning use the language use?
• native speakers or non-native;
• level of knowledge of receiver: e.g. expert, layman, student;
• relationship: e.g. colleague, teacher, costumer, superior, subordinate.
Where will the language be used?
• physical setting: e.g. office, lecture, theatre, hotel, workshop, library;
• human context: e.g. alone, meetings, demonstrations, or telephone;
• linguistic context: e.g. in own country, abroad.
When will the language be used?
• concurrently with the ESP course or subsequently;
• frequently, seldom, in small amounts, in large chunks.
A TARGET SITUATION ANALYSIS FRAMEWORK

A FRAMEWORK FOR ANALYZING LEARNING NEEDS
Why are the learners taking the course?
• compulsory or optional;
• apparent need or not;
• Are status, money, promotion involved?
• What do learners think they will achieve?
• What is their attitude towards the ESP course? Do they want to improve their English
or do they resent the time they have to spend on it?
How do learners learn?
• What is their learning background?
• What is their concept of teaching and learning?
• What methodology will appeal to them?
• What sort of techniques are likely to bore/alienate them?
LEARNING NEEDS

What resource are available?
• number and professional competence of teachers;
• attitude of teachers to ESP;
• teachers’ knowledge of and attitude to the subject content;
• materials;
• aids;
• opportunities for out-of-class activities.
Who are the learners?
• age/sex/nationality;
• What do they know already about English?
• What subject knowledge do they have?
• What are their interests?
• What is their socio-cultural background?
• What teaching styles are they used to?
• What is their attitude to English or to the cultures of English-speaking world?
LEARNING NEEDS

Where will the ESP course take place?
• are the surrounding pleasant, dull, noisy, cold etc.?
When will the ESP course take place?
• time of day;
• everyday/once a week;
• full-time/part-time;
• concurrent with need or pre-need.
LEARNING NEEDS

MS. DECE JANE EGE
APPROACHES TO
COURSE DESIGN

Learning Route
 Language-centered course design
 Skills-centered course design
 A learning-centered approach

• the process by which the raw data about a learning need is interpreted in
order to produce an integrated series of teaching-learning experiences, whose
ultimate aim is to lead the learners to a particular state of knowledge
• In the context of ESP, course design is a process of data collection in preparing
effective tasks, activities, and creating the most suitable setting for ESP learners
to achieve their goals. (Richards, 2001).
• 3 Approaches to Course Design
1. Language-centered course design
2. Skills-centered course design
3. A learning-centered approach
COURSE DESIGN

• aims to draw as direct
connections as possible
between the analysis of the
target situation and the
content of ESP course
LANGUAGE-CENTERED COURSE DESIGN

DISADVANTAGES
• It is not learner-centered approach but, learner-restricted approach.
• Static and inflexible procedure, which can take little account of the conflicts
and contradictions that are inherent in any human endeavor.
• It appears to be systematic.
• Gives no acknowledgement to factors which must inevitably play a part in
the creation of any course.
• The language-centered analysis of target situation data is only at the
surface level.
LANGUAGE-CENTERED COURSE DESIGN

• aims at helping learners to develop skills and strategies which will continue after the ESP
course; not only to provide language knowledge but to make the learners into better
processors of information
2 Fundamental Principles (theoretical & pragmatic)
A. Theoretical hypothesis - underling any language behavior there are certain skills
and strategies, which the learner uses in order to produce or comprehend discourse
(Creswell, 2003:124).
- General objective (i.e. performance level)
- The student will be able to catalogue books written in English.
- Specific objectives (i.e. competence level)
- The student will be able to extract the gist of a text by skimming through
it; extract relevant information from the main parts of a book.
SKILLS-CENTERED COURSE DESIGN

SKILLS-CENTERED COURSE DESIGN
B. Pragmatic basis
• derives from a distinction made by Widdowson (1981) between goal-
oriented courses and process-oriented courses
The Skills-centered approach, therefore, can certainly claim to take the learner
more into an account than the language-centered approach.
a) It views language in terms of how the mind of the learner processes it
rather than as an entity in itself.
b) It tries to build on the positive factors that the learners bring to the
course, rather than just on the negative idea of' lacks’.
c) It frames its objectives in open-ended terms, so enabling learners to
achieve at least something

• Learning-centered course design approach is focused on maximizing learning,
while the learner-centered course designed starts from the premises that the
learning experience is entirely determined by the learner, based on his or her
motivation and previous knowledge. Hutchinson and Waters (1987:72)
• Learning-centered approach to course design takes account of the learner at
every stage of the design process. This has two implications:
1. Course design is a negotiated process.
2. Course design is a dynamic process.
LEARNING-CENTERED COURSE DESIGN

Alliah Noor Alip
THE GROUP
Karen Joy Cadiz Roche Catipay Dece Jane Ege
Irene Miras Mae Ojario Ceejee Xyrah Pada Jhon Rey Villanueva

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centred
approach. Cambridge: Cambridge University Press.
REFERENCE

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