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Assignment of Esp....

Uploaded by

wwwbaqarayaz5
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© © All Rights Reserved
Available Formats
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Assignment Submitted to: Sir ilyas

Assignment Submitted by: Diba Kiran


Subject: English for specific Purpose
Roll no: BS-Eng-TESOL-5146
(University of Okara)

Topic:
Stage of Course Designing for ESP
( ESP) :
English for Specific Purposes (ESP) refers to teaching and learning English tailored to meet the
specific needs of learners in a particular field or profession. This could include English for medical
purposes, English for business, English for aviation, etc. The focus is on providing language skills and
knowledge relevant to the learners' professional or academic context.

Each stage of designing a course for English for Specific Purposes (ESP) in more detail:

1. Needs Analysis:
- Conduct surveys, interviews, or focus groups with learners and stakeholders to identify their language
needs, goals, proficiency levels, and specific contexts of language use.

- Analyze authentic materials, documents, and communication samples from the learners' professional
field to determine the language skills and competencies required.

- Consider factors such as learners' job roles, tasks, communication situations, and cultural background
that may influence their language learning needs.

2. Objective Setting:
- Develop clear, specific, and measurable learning objectives that articulate what learners will be able
to do by the end of the course.

- Align learning objectives with the findings from the needs analysis to ensure they address the
identified language needs and goals.

- Use frameworks such as the CEFR (Common European Framework of Reference for Languages) or job-
specific competency frameworks to guide objective setting.

3. Content Selection:
- Choose authentic materials, texts, and resources that reflect the language use and communication
demands of the learners' professional context.

- Select content that covers relevant topics, vocabulary, grammar structures, and discourse patterns
commonly encountered in the learners' field.

- Incorporate multimedia resources, industry-specific documents, case studies, and real-life examples
to make the content engaging and relevant.

4. Task Design:
- Design tasks and activities that simulate real-world communication situations and tasks that learners
are likely to encounter in their professional environment.

- Create tasks that integrate language skills (reading, writing, listening, speaking) and foster the
development of communicative competence.

- Provide opportunities for collaborative work, problem-solving, role-playing, and authentic


interactions to enhance language learning outcomes.

5. Instructional Design:
- Choose appropriate instructional methods, techniques, and approaches based on the learners' needs,
preferences, and learning styles.

- Incorporate a variety of teaching strategies such as lectures, discussions, simulations, hands-on


activities, and technology-enhanced learning.

- Scaffold learning activities to support learners at different proficiency levels and provide opportunities
for both guided and independent practice.

6. Assessment Design:
- Develop assessment tools and criteria that align with the learning objectives and measure learners'
language proficiency and performance in their specific context.

- Include formative assessments (e.g., quizzes, exercises, peer evaluations) to provide ongoing feedback
and support learning progress.

- Use summative assessments (e.g., exams, presentations, projects) to evaluate learners' overall
achievement of the course objectives.

7. Feedback and Revision:


- Provide timely and constructive feedback to learners on their language use, performance, and
progress towards achieving the learning objectives.

- Encourage self-assessment and reflection to help learners monitor their own learning and set goals
for improvement.

- Regularly review and revise the course content, materials, and activities based on learner feedback,
assessment results, and changes in the learners' professional context.

By following these detailed steps, course designers can create effective ESP courses that meet the
specific language learning needs and goals of their target learners.

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