ENGLISH FOR SPECIFIC PURPOSES

ANALYSIS OF A BOOK ON ENGLISH FOR EDUCATION

GROUP I:

DESMIN MARCHELYA A 121 17 019

MARYAM ULFA A 121 17 003

EYLEEN KAPPA A 121 17 011

ISMI AUDINI A 121 17 041

NUR JANNAH A 121 17 006

RHIZMAN ASHARY .M A 121 17 039

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

TADULAKO UNIVERSITY

2020
Analysis Book of English for Education:
1. Does the book have 4 skills or components of vocabulary, grammar, or
pronunciation? Yes, it does.
 Language skills. There are four language skills in this books are listening,
speaking, reading and writing skill. Real-life language incorporates a
mixture of skills: this book engage in conversations which require both
listening and speaking and respond to written stimuli by filling in forms,
writing letters, making notes or discussing the content of our reading with
others.
 Component skills. First component is Grammar-based language teaching,
such as grammar-translation and audio-visual/audio-lingual
methodology, adopted a rigid, graded approach to structures. This text
books written in these traditions (and there are still a lot of them about)
present items in what is considered to be a logical sequence (e.g. present
tense before past, nominative case before dative), intended to teach
learners to acquire certain items before progressing to other, supposedly
more complex ones. Second is vocabulary. Providing students with an
insight into the nature of language learning means explaining to them the
reasons for engaging in particular classroom activities but also teaching
them proven strategies for learning vocabulary: for example, using word
roots and affixes, guessing strategies, word cards, and imagery. At the end
of each exercise it is suggested that students learn the vocabulary in the
sections corresponding to the exercise. The last is pronunciation. Within
this book the students also have one weekly expression oral class and one
fortnightly language laboratory class. students are provided with exercises
to complete autonomously pronunciation.

2. Does the book interesting to read or to be used for teaching? Yes, it does.
This book are interesting teaching and learning practices. It is interesting
to note that while an ‘excellent’ or ‘major’ teaching contribution can be
evidenced in a variety of ways, considerable weight is attached to data
generated from the university’s own online student evaluation system.
And also this book can be teaching norms that attach to disciplines. Earlier
sections have mentioned disciplinary-specific research around a number of
learning theories. How far students are aware of, drawn to, or shaped by
disciplinary norms and how far their perception is shared by academics is
unclear. The idea that the preferred learning style of an individual may have a
relationship to the particular disciplinary framework in which the learning is
taking place is one that still warrants further research.
3. What are the content of the book?
This book contain all the material related to the English for education. The
content of this book deals with an interesting chapter, figure and table to support
the explanation of passages or text. It also show that the book is dominated by
highly skilled teaching technique. Another skills is reported by students to foster
conditions whereby they can observe their own learning styles, change these
styles to suit different tasks and engage more deeply with the content of their
subject.
In each chapter is written so that it can be read independently of the others,
and in any order. Readers can easily select and prioritise, according to interest,
although Chapter 2 should be early essential reading. The book has three major
parts. Part 1: Teaching, supervising and learning in higher education. These
chapters address most of the repertoire essential to teaching, supervising,
curriculum development, assessment and understanding of the student experience
of higher education. Part 2: Teaching in the disciplines. This chapter considers
and explores how teaching in higher education draws on knowledge of three areas,
namely knowledge about one’s discipline, generic principles and ideas about
teaching and learning and specific paradigms and objectives particular to teaching
and learning in one’s own disciplinary area. and Part 3: Enhancing personal
practice. This chapter describes frameworks and tools for professional
development and demonstrating experience in teaching, be it as part of a
programme to enhance individual practice or about sustaining career
development.
FIGURES
2.1 The Kolb Learning Cycle
4.1 The logical model of curriculum development
4.2 Amodification to Cowan’s earlier model
4.3 Views of the curriculum
11.1 Supervisor–supervisee relationship in project supervision
14.1 Sources and methods of feedback
14.2 The evaluation cycle
15.1 Model of discipline-specific pedagogical knowledge (DPK) for university
teaching
24.1 The ‘for–about’ spectrum in business education
24.2 Shifting the focus along the ‘for–about’ spectrum
26.1 PBL at St George’s
TABLES
2.1 Learning styles
2.2 Classification of academic knowledge
3.1 Reasons for studying
3.2 Percentage of students agreeing with questions on the ASSIST scale
3.3 Motivational generalisations and design principles
4.1 The University of Auckland: graduate profile
5.1 Emphasising the structure of lectures using signals and clues
7.1 Hypothetical teaching situations and possible e-learning responses
9.1 Questions students ask themselves
10.1 Characteristics of grades A, B and C
12.1 University of East Anglia: full-time research degrees
12.2 Doctoral qualifications obtained in the UK, 2001 to 2005
15.1 Dimensions associated with components of the knowledge base for teaching
15.2 Dimensions associated with components of disciplinary specificity
15.3 Dimensions associated with components of the personal epistemology
23.1 Skills and cognitive levels assessed by law coursework and examinations
24.1 Acritical reading framework for empirical academic papers
28.1A The UK Professional Standards Framework
28.1B Areas of activity, knowledge and values within the Framework

4. How the author layout his book?

There are several authors who had compiled this book, Denis Berthiaume
was one of them. Denis Berthiaume is Director of the Centre for Learning and
Teaching at the University of Lausanne, Switzerland. His research interests
include discipline-specific teaching in higher education, reflective practice in
teaching, and the assessment of learning in higher education.
The authors layout his book with offers higher education professionals
both sage advice on the essentials of effective teaching and research-based
reflection on emerging trends. It is a precious collection of core chapters on
lecturing to large groups, teaching and learning in small groups, teaching and
learning for employability, assessment, and supervision of research theses. At
the same time, there are chapters on e-learning, effective student support, and
ways of providing evidence for accredited teaching certificates and promotion,
including the expanding use of teaching portfolios. Specialists from the
creative and performing arts and humanities through business and law to the
physical and health sciences will benefit from discipline-specific reflections
on challenges in teaching, learning and assessing.
5. To know the level of the book difficulty, try to do few exercise presented in
the book!
Interrogating practice
a. What particular problems do you think the e-learning environment poses
for facilitating groups? Some students lack a basic knowledge of the
period, and some students use sources indiscriminately and without
reference. With the rapid growth in e-learning and blended learning
approaches questions about facilitating groups in this relatively new
environment have become very pressing. e-learning is something that
happens when students learn with information and communications
technology.

b. In what ways do/might you monitor student interaction in electronic

environments? We can monitor our students with Introduction to teacher
videos, course instructional materials, email and telephone contact
information, announcement boards and quick feedback evaluations were
designed to replicate the accessibility of ‘face-to-face’ communication in
the e-environment.