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In this section, explain three important main idea. Three are :
-p The demands of a Brave New World
In this part explaining about the firstly existence of ESP from the second
world war in 1945, and then it is have a big effect, it is make many
people wanting to learning English for study about scientific,technical,
and economic and so many activity on an international scale, because
they think learning English is the key of International.
-p A revolution in Linguistics.
ESP is basics of design course for the learner to arranging their needs.
So, in this part Explain about how Linguisno describe the rules of
English like grammer. Language is very different for one situation to
another.
-p Focus on the learner.
In this part explain about what the learner need, actually the learner have
different needs, so they must be focus what they think more important for
them.
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There are five important point in this part, such as :
1.p The concept of special language : register analysis
2.p Beyond the sentences : rhetorical or discourse analysis
3.p Target situation analysis
4.p Skill and strategies
5.p A learning-centred approach
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In this part explain about the tree of ELT. In the tree presented some of
common division are made by ELT. ESP is branch of EFL/ESL. ESP is not
product or particular of methodology language because it is not consist of
material but just approach to language learning is based on learner need.
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Factor affecting ESP course design, in the diagram explain three factor
supporting ESP course, they are :
1.What language description ? syllabus.
2. How the learning theories ? by the methodology
3.Who,why,where, when need analysis ? by nature of particulartarget
and learning situation.

First word in the terminology, a lot of confussion in discussion about ESP

course design such as communicative, structural,functional etc. we shall
adopt two strategies.

-p Firstly, we shall avoid the term communicative.

-p The second strategy, we have adopted is to make a clear distinction
between the two elements of language description and learning theory.

¦p

  

In this part, there are six main strategies of development, they are :
1.p Classical or traditional grammer
2.p Structural linguistics
3.p Transformation generative ( TG ) grammer
4.p Language variation and register analysis, in this part explain two
describing the same job, but have different instruction language
5.p Functional / National grammar
6.p Discourse (Rhetorical) analysis
½p  

Development in learning theory have followed a similar pattern to those
in language descriptions, and each has had some effect on the other. But,
if we are to see the importance of each for language teaching, it is best to
consider the theories relating to language learning separately. As with
language and the main developments in theories of how learners learn
and relate each to the needs of the ESPlearner and teacher.
 We can identify five main stages of development since then, which are of
relevance to the modern language teacher.

1.p Behaviourism : learning as habit formation

2.p Mentalism : thinking as rule-governed activity
3.p Cognitive code : learners as thinking beings
4.p The affective factor : learners as emotional beings
5.p Learning and acquisition
6.p A model for learning

. 



In the first instance, we can make a basic distinction between target needs
and learning needs. We shall consider learning needs later , but even with in the
category of target needs.

*

 
  

Target needs more useful to look at the target situation in terms of :

a.p Necessities
b.p Lacks
c.p Wants

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It follows from the above that the analysis of target needs involves far
more than simply identifying the linguistic features of the target situation.
The most frequently used are :

a.p ‰uestionnaires
b.p Interviews
c.p  bservation
d.p Data collecting
e.p Informal consultation with learners and other

*
 
 In the target situation they may need, for example, to read long,
complex text.

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Analyzing of the target situation needs is conserned with language

use. To know about about language learning.what we also need to know is
how people learn to do what they do with language. We need, in other
words, alearning-centred approach to needs analysis.

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 Data about learning need is interpreted in order to produce an integrated

series of teaching-learning.

A.pLanguage-centred course design

It is process aims to draw as direct a connection as possible between the
analysis of the target situation and the content of the ESP course.
B.p Skills ±centred course design
The skills ±centred approach still approaches the learners as a user of
language rather than as a learner of language.it is with this distinction in
mind that we turn to the third approach to course design.
C.p A learning-centred approach
The learner-centred approach is based on the principle that learning is
totally determined by the learner. The learner is one factor to consider in
the learning process, but not the only one. We must look beyondthe
competence that enables someone to perform, cause what we really want
to discover is not the competence.
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In this first chapter on the application of course desgn model.

A.pWhat do we mean by a syllabus?

A syllabus is a document which says what will be learnt. This stems from
the fact that the statement of what will be learnt passes through several
different stages before it reaches its destinationin the mind of the learner
like :
xp The evaluation syllabus
xp The organizational syllabus
xp The materials syllabus
xp The teacher syllabus
xp The classroom syllabus
xp The learner syllabus
B.p Why should we have a syllabus ?
There are also acknowledged and hidden reasons for having a syllabus :
xp Language is complex entity
xp In addition to its practical benefits,
xp Particular importance when there are commercial sponsors involved
xp Returning to our analogy of learning as a journey
xp A syllabus is an implicit statementof views the nature of language and
learning
xp A syllabus provide a set of criteria for materials selection and/or
writing
xp Is one way in which standardization is archieved
C.p  n what criteria can a syllabus be organized ?
xp Topic syllabus like the rig, fishing jobs, natural flow etc
xp Structural syllabus
xp Functional syllabus like a properties, location, and shapes
xp Skills syllabus like an organizing ur studies, taking notes , improving
ur reading.
 xp Situational syllabus like a sales report, a memo, a journey etc
xp Task-based syllabus like a making arrangements, attending meetings
etc
xp Discourse syllabus
xp Ski and strategis
D.pWhat role should a syllabus play in the course design process ?
We can look at this question in terms of the approaches to course design
that we out lined.
xp A language-centred approach
xp A skills-centred approach
xp A learning-centred approach
xp The post hock approach

A syllabus is not divine writ. It is working document that should be

used flexibly and appropriately to maximise the aims and process of
learning.