BBI 3211 English for Specific Purposes

Outline
Introduction Basic Principles of Language Learning Model Lesson Techniques Language Learning Task Conclusion

Introduction of Methodology
Methodology

A branch of pedagogics dealing with analysis and evaluation of subjects to be taught and of the methods of teaching them.

What

goes on in the classroom, what students have to do. (Robinson, 1991)

Basic Principles of Language Learning (a)

Language learning is developmental process - existing knowledge contributes to better understanding.

Language learning is an active process. - psycho-motor activity - language processing activity

LOCALIZATION OF LANGUAGE IN BRAIN (A)

LEFT HEMISPHERE (analytic) -Analytic thought - logic -Language - Science and math

RIGHT HEMISPHERE ( creative ) holistic thought intuition creativity art and music

LOCALIZATION OF LANGUAGE IN BRAIN (B)

Paul Broca also specified the location of the language part in the brain which is at the front part of the left hemisphere known as Brocas area

A decade later, a German Neurologist, Carl Wernicke has discovered another variety of aphasia at the temporal lobe of left hemisphere known Wernickes area.
Brocas area + Wernickes area = language function (lateralization)

LOCALIZATION OF LANGUAGE IN BRAIN (C)

Basic Principles of Language Learning (b)

Language

learning is a decision making process. - enhance critical thinking - developmental process of knowledge takes place.
Language learning is not just a matter of linguistic knowledge. - linguistic knowledge and cognitive capacity should be developed together.

Basic Principles of Language Learning (c)

Language

learning is not the learners first experience with language. - learners are already competent in communication.
Learning is an emotional experience. - create positive emotions

Basic Principles of Language Learning (d)

Language

learning is to large extent incidental. - Language can be learned in many ways.

Language learning is not systematic. - learners should create their internal system inside the brain.

Model Lesson (a)

Materials: Hotel Management and Operations text book (5th edition). Test Pad 1, 2, 3, 4 and 5. Audience: Economics and management students. Place: In Hotel and Resort Management class.

Model Lesson (b)

Procedures: A) Starter Ask students to read a case study in Unit 4.6, from page 150 to 158.

B) Analysis 1) Divide the class into 5 groups. 2) Give one test pad to each group. 3) Give one question to each group, the questions provided are as follow: a) Who is bellstand? List the duties of the bellstand in a hotel. b) Describe procedures in handling various types of guests luggage. c) Describe pre-check in activities. d) Describe the procedures handling VIPs arrival in a hotel. e) What is an express guest check out? Describe the procedures in handling express guest check out. 4) Ask the students to discuss in group and list out the points in the test pad provided.

Model Lesson (c)

Procedures

(cont.)

C) Sharing Information 1) Ask each group to send a representative to present the answer for each of the questions. 2) Ask every student to give comments based on the answers given. 3) Ask why if students think that the points presented are not enough. Teacher will then give further explanation on the topic given. D) Prediction In this way, students should be able to: 1) know how front office works in a hotel. 2) describe what are the procedures in every check-in activities. 3) think critically. (Why do you think so?)

Techniques (a)
Types of Techniques Gaps Explanation Gaps create the demand of thinking in the learning process. There are varies of gaps: a) Information Gaps b) Media Gaps

c) Reasoning Gaps
d) Memory Gaps e) Jigsaw Gaps f) Opinion Gaps g) Certainty Gaps

Techniques (b)
Variety In order to get the repetition necessary to help learning, there must be a variety to keep the mind alert. Variety can

be achieved in:
(i) Medium: text, speech (ii) Classroom Organisation: pair work, group (iii) Learner Roles: presenter, negotiator (iv) Exercise, activity, task (v) Skills: , listening, speaking (vi) Topic (vii)Focus: fluency, discourse Prediction Using existing knowledge of pattern or system to assume or anticipate a novel situation.

Techniques (c)
Enjoyment Necessary in order to engage the learners mind. It doesnt matter how relevant a lesson is, if it bores the learners it is a bad lesson. An Integrated Methodology Coherence Preparation Using a range of skills increases the range of activities in the classroom. The progress of lesson should be clear. Each stage should be in order to ensure a smooth flow of process. An early planning on what is needed to be taught in the lesson. Also normally interpreted as the teacher planning the stages of the lesson.

Techniques (d)
Involvement Creativity Atmosphere Participation of the student in both cognitively and emotionally in the lesson. Lesson should includes activities that allow varies answer level of responses, The cultivation of a cooperative social climate within the classroom. Eg. A teacher who is unsure of the materials or who actively dislikes the subject area will project a different ambience.

Language Learning Task (a)

Language Learning Task In EGP

Language learning task is one of a set of differentiated, sequencable, problem-posing activities that involving learners and teachers. Language learning task is also a range of varied cognitive and communicative procedures applied to existing and new knowledge in the collective exploration and pursuance of foreseen or emergent goals within a social milieu. (Candlin, 334) Criterias for task design: A) Extended discourse B) Information gap C) Uncertainty D) Goal-orientation E) Real-time processing

Language Learning Task (b)

Language Learning Task In ESP

Methodological principles: A) Reality control B) Non-triviality C) Authenticity D) Tolerance of error

Language Learning Task (cont.)

Role

Play and Simulations

Role play

- involves the learner taking on a different role and even identity from his or her usual one. Simulations - is frequently longer than a role play and allow the student to maintain his or her normal persona. Roles of simulation: A) Motivate learner. B) Give opportunities for meaningful practice of the language learnt. C) Inject a feeling of realism. D) Use as an assessment technique. E) Encourage creativity.

Language Learning Task (cont.)

Case Studies

Case studies/case report - an intensive analysis of an individual unit and stressing development factors in relation to context. By doing case studies, all language skills are involved. Reading input documents, listening and speaking or discuss and writing the report. Have introduction to the professional culture.

Language Learning Task (cont.)

Project work

Group project Mini research project Literature based project

Language Learning Task (cont.)

Oral Presentation

Most common last task type in ESP. Project such as written report, case studies and mini research are required to do oral presentation in the end. All the language skills are involved. Communication and professional skills as main focus.

Conclusion
Identify the learners' needs, create syllabus and carry out methodologies is not enough to let an ESP programme to be successful. Interaction between the teachers and the learners is more important to create a successful ESP programme. Enable learners to communicate effectively using the target language by interaction. Enable learners to achieve the course goal. Can improve both teachers and learners performances.

Questions
Explain methodology in ESP. What are the techniques used in methodology of ESP? What are the difference of the methodological principles between EGP and ESP? How can the variety be achieved?

THANK YOU