LECTURE#07

ENGAGING WITH TIE DISCIPLINE

There are three levels of cooperation
I. Cooperation
II. Collaboration
III. Team teaching
1. Cooperation
I. First stage.
II. Introduction about students' subject courses by asking
questions.
 How English fits into their course.
 What department see priorities?
 What students see priorities?
iii. Students' wants (Hutchinson and Walters, 1987).
1.2 Aim
Finding out about the conceptual and discoursal Framework Of
the subjects students are studying.
1.2 Encouraged
Cooperation is encouraged by the language teachers taking an
interest in other aspects of courses that students are following.
1.3 Dry Affair
Dry affairs are dangers of ESP teaching.
2. Collaboration (Outside Class)
In collaboration the Language teacher and subject teacher work
together outside the classroom Language teacher + Subject
teacher = Collaboration.
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2.1 Goals of collaboration
a. Planning of a series of classes.
b. Running of a class on a specific skills.
c. Adjunct Model (North American) adjunct act as a backup
class to subject.
For example
Collaborative economics and language course
Economics tape's language was very difficult
By language teacher, language was made easy
3. Team-leaching (in the classroom)
It is the final level of subject level integration.
Stages
There are 4 stages in team-teaching:
1.Recording of lectures
2.Rechecking the language of lecture by language teacher
3.Langdage lecturer checks the questions with the subject
lecturer
4.The session itself
Objective
To empower students to understand and take notes on all
lectures.
The subject lecturer may plays a more important role.
Reasons for successful team-teaching
i. Roles of two teachers has be clearly defined.
ii. Mutual respect between two teachers.

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 iii. Individual subject lecturer has not to be burdened
although he plays the more important role.
From cooperation and collaboration to team teaching
From book
Difference between EAP and EOP
S EAP EOP
r.
1 Part of course Need in field
2 Focus on common-core Focus on features of
specific discipline
3 Writing short reports English consultants in
hospital need
4 English in written English for patient's
medical communication interaction with doctor

ELP (Division by Bhatia, 1983)

i. Academic legal writing (Legal text books and research
journals)
ii. Juridical writing (law reports)
iii. Legislative writing (agreement, treaties, act of parliament)

NEEDS ANALYSIS
Pilbeam (1979): He suggests that needs analysis should be
concerned with establishing both a target profile of language
skills and profile of personal ability.

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 Difference between (General English) and (English for
Specific Purposes)
Sr# GE ESP
1 Needs are not Awareness of need
identified
2 No awareness of Awareness of Target
target situation situation
Target situation
:identifiable needs

Range of questions about key communication variables

Key communication variables
i. Topics
ii. Participants
iii. Medium
Target Needs
What are the learners' needs in a target situation?
Target situation in terms of
i. Necessities
ii. Needs
iii. Wants

LECTURE#08
CHAPTER 4: CHARACTERISTICS OF BUSINESS
ENGLISH
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Offshore English (Guy and Muttock, 1995)
Europeans who A not share their fast languages and have
learned English for practical purposes rather English for
academic purposes.
Definition of business English (Pickett, 1986)
General English

Communication with public

Business
English

Communication among
business
Specialized language of
particular business

DIFFERNCE BETWEEN EGBP AND ESBP

EGBP
For pre-experience learners or
early stage of the career
Similar to general EFL courses
with material on business
English.
People attend these courses for
language nit for job.
Range of good published
material is available.
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ESBP
For job experienced
learner.
Selection from range of
published books and
written activities.
For becoming efficient in
their job or carry out tasks
effectively
Selection from written
books and written
 activities.
Focus is on four skills (reading Focus is on two language
speaking listening writing) skills (written and spoken)
specific grammar+ specific and specific business
vocabulary. communicative events
Presentation skills and
practice in accuracy and
fluency.
Setting includes Setting are mainly taken
1. Meeting people from leaners own business
2. Making arrangement context.
3. Travelling
4. Talking about yourself and
company
Typical topics Carrier contents are from
1. Marketing leaners own business
2. Branding context.
3. Advertisement
4. Product development

NEEDS ANALYSIS
Pilbeam (1979): He suggests that needs analysis should be
concerned with establishing both a target profile of language
skills and profile of personal ability.
Key issues for Business English
Language communication in business is at two levels:
(A)Micro level:
1. Discourse communities
2. Business genres
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 3. Key communicative events
(B)Macro level
4. Function grammar and lexis

1. Discourse communities
Three factors are significant in discourse communities:
 What type of relation?
 Where power lies?
 Cultural values and attitudes

2. BUSINESS GENRES
 Terminology mismatch
 Written and spoken
 Meeting and negotiations

3. KEY COMMUNICATIVE EVENTS

Five events require primary language:
 Telephonic
 Presentation
 Attending seminar
 Socializing
 Taking part in negotiations

4. Function grammar and lexis
For example: I’m going with my chair.
2. I’m taking my chairs permission.
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 (Chair is nonliving thing but here in context it means
chairperson)
The role of class cultural communication
Seven dimensions of culture (Trompenaar 1993)
Out of seven four are important:
 Neutral: emotional.
 Individualism collectivism.
 Specific diffuse.
 Universalism: particularism.