Role of the esp teacher:
Dudley Evans and St. John (1998) identify five key roles for the ESP
practitioner:
teacher
course designer and materials provider
collaborator
researcher
evaluator.
The key problem here is whether the ESP teacher needs to understand the subject matter of ESP materials? What kind of knowledge is required from him? The only answer to this is: if teachers are unable to operate highly specialized texts they should not be used. What is required is a positive attitude towards ESP content, where there are personal preferences and limitations (pedagogic, psychology, medicine, biology). A knowledge of the fundamental principles of the subject area is necessary – mush can be simply picked up.
Certainly, in ESP there are positional dangers, such as:
~ lack of both personal and professional contact with subject teachers;
~ isolation from other ESP teachers ;
~ lack of respect from students.
ESP components and competencies of school-leavers level:
~ ability to transform info from one signal system to another;
~ ability to work with texts of different functional styles, scanning and skimming of articles;
~ ability to participate in international ‘Olympiads’;
~ career orientation;
~interdisciplinary PW;
~ compensatory competencies, such as use of type (bold, italics), comments, references.
+ several specific communication spheres, such as ‘Scientific and technological progress’, ‘Nature and Ecology’.
References:
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Johns, A., & Dudley-Evans, T. (1991). English for Specific Purposes: International in scope, specific in purpose. TESOL Quarterly, 25, 297-314.
Johnson, R. (Ed.). (1989). The second language curriculum. Cambridge: Cambridge University Press.
Jones, G. (1990). ESP textbooks: Do they really exist? English for Specific Purposes, 9, 89-93.
Lomperis, A. (1998). Best practices in EOP/EPP: Steps in providing a program. http://my.voyager.net/azure/programI.html
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
ESP FOLLOW-UP TASK 1
Say, which problem you consider most challenging for ESP teachers. Why?
Dwell upon sources of variety for ESP classes.
Name teacher roles in ESP; which of them are not expected of EGP language instructors?
Give definition of register analysis approach.
Name ESP components which are part of school curriculum.
ESP FOLLOW-UP TASK 2
Give definition of target situation analysis.
Dwell upon main principles of setting up one-to-one classes.
Enumerate types of gaps, which make communication genuine.
Say, which professional hazard you consider most serious for ESP.
Name ESP components which are part of school curriculum.
ESP FOLLOW-UP TASK 1
Say, which problem you consider most challenging for ESP teachers. Why?
Dwell upon sources of variety for ESP classes.
Name teacher roles in ESP; which of them are not expected of EGP language instructors?
Give definition of register analysis approach.
Name ESP components which are part of school curriculum.
ESP FOLLOW-UP TASK 2
Give definition of target situation analysis.
Dwell upon main principles of setting up one-to-one classes.
Enumerate types of gaps, which make communication genuine.
Say, which professional hazard you consider most serious for ESP.
Name ESP components which are part of school curriculum.
ESP FOLLOW-UP TASK 1
Say, which problem you consider most challenging for ESP teachers. Why?
Dwell upon sources of variety for ESP classes.
Name teacher roles in ESP; which of them are not expected of EGP language instructors?
Give definition of register analysis approach.
Name ESP components which are part of school curriculum.
ESP FOLLOW-UP TASK 2
Give definition of target situation analysis.
Dwell upon main principles of setting up one-to-one classes.
Enumerate types of gaps, which make communication genuine.
Say, which professional hazard you consider most serious for ESP.
Name ESP components which are part of school curriculum.