| Course Type | Elective Course |
|---|
| Course Level | Bachelor's Degree |
|---|
| Year of Study | - |
|---|
| Semester | - |
|---|
| ECTS | 3 |
|---|
| Name of Lecturer(s) |
|
| Learning Outcomes |
At the end of this course, the students;
- Define ESP and distinguish it from General English.
- Understand the historical development and current trends in ESP.
- Conduct effective needs analysis for ESP learners.
- Design ESP course syllabi based on learner needs, language descriptions, and learning theories.
- Develop and adapt teaching materials suitable for specific professional or academic contexts.
- Evaluate and assess ESP learning outcomes.
- Reflect on the role and identity of the ESP practitioner.
|
| Mode of Delivery | Face to face |
|---|
| Prerequisites | No |
|---|
| Recommended Optional Programme Components | |
|---|
| Course Description | Developing communicative competence in a specific field of study, profession or purpose; student-centred approach; design, implementation and evaluation of ESP courses. |
|---|
| Course Contents |
| WEEK |
TOPICS |
|
1st Week |
Introduction to ESP |
|
2nd Week |
Origins and Development of ESP |
|
3rd Week |
ESP: An Approach, Not a Product |
|
4th Week |
Needs Analysis: Concepts |
|
5th Week |
Needs Analysis: Practice |
|
6th Week |
Language Descriptions in ESP |
|
7th Week |
Theories of Learning |
|
8th Week |
Midterm Exam Week |
|
9th Week |
Approaches to Course Design |
|
10th Week |
ESP Syllabus Design |
|
11th Week |
Materials Selection & Adaptation |
|
12th Week |
Methodology in ESP |
|
13th Week |
Teaching the Four Skills in ESP |
|
14th Week |
Assessment in ESP; Role of the ESP Practitioner & Wrap-Up |
|
| Recommended or Required Reading | Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge University Press.
Dudley-Evans, T. & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
|
|---|
| Planned Learning Activities and Teaching Methods |
- Lecture
- Discussion
- Questions/Answers
- Practice
- Presentation
- Project
|
|---|
| Assessment Methods and Criteria |
|
Quantity |
Percentage (%) |
| Mid-term |
1 |
40 |
| Assignment |
5 |
10 |
| Project |
1 |
50 |
| Total(%) |
|
100 |
| Contribution of In-term Studies to Overall Grade(%) |
|
100 |
| Contribution of Final Examination to Overall Grade(%) |
|
0 |
| Total(%) |
|
100 |
|
| ECTS Allocated Based on Student Workload |
| Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Midterm exam |
1 |
2 |
2 |
| Preparation for Quiz |
|
|
|
| Individual or group work |
|
|
|
| Preparation for Final exam |
|
|
|
| Course hours |
13 |
2 |
26 |
| Preparation for Midterm exam |
1 |
10 |
10 |
| Laboratory (including preparation) |
|
|
|
| Final exam |
|
|
|
| Homework |
5 |
7 |
35 |
| Project |
1 |
17 |
17 |
| Total Work Load | 90 |
| Total Work Load / 30 (h) | 3 |
| ECTS Credit of the Course | 3 |
|
| Language of Instruction | English |
|---|
| Work Placement(s) | No |
|---|
