COURSE DESIGN

ENGLISH FOR TEACHING

 Hello!
We are :
Vanesha Gusti Ayu Nugroho (1621600020)
Wardah Febby Harlina (1621600035)
 ESP COURSE DESIGN : ENGLISH FOR TEACHING

1 Definition 2 Objectives/Goals 3 The Approaches

We will talk about this We will talk about this Then, we will talk about
first. second. this.

4 Conclusion

We will talk about this last.

We will talk about the
definition first.
ESP is an approach to language teaching which aims to meet the
needs of particular learners.
 The definition of course design
Course design is the process by which the raw data about a learning
need is interpreted in order to produce an integrated series of
teaching-learning experiences, whose ultimate aim is to lead the
learners to a particular state of knowledge. In practical terms this
entails the use of the theoretical and empirical information available
to produce a syllabus, to select, adapt or write materials in accordance
with the syllabus, to develop a methodology for teaching those
materials and to establish evaluation procedures by which progress
towards the specified goals will be measured.
 The goals of course design
The concept of specific English records as a basis for ESP, as well as the practical
constraints on learning imposed by limited time and resources, led to the creation
of skills-centred course design. It aims to help students become better information
processors rather than presenting a specific linguistic information corpus
(Nurpahmi, 2016).
 The approaches of course
design
There are probably many different approaches to ESP course design as there
are course designers. However, we can identify three main types of course design:
Language-centered course design,
1
Skills-centered course design, and
2 Learning-centered approach.
3
 1. Language-Centered Course Design

This is the simplest kind of course design and is probably the one most familiar to English
teacher. It is particularly prevalent in ESP. The language-centered course design process
aims to draw as direct a connection as possible between analysis of the target situation and
the content of the ESP course.
 Did you get something
strange?
At the first sight, this may seem to be a very logical
procedure. But, the learner here is simply used as a
means of identifying the target situation. Instead of
taking the whole of English and teaching it to the
learner, as happens in General English, only a
restricted area of the target language is taught.
 2. Skills-Centered Course Design

The skills-centered approach to ESP has been widely applied in a number of countries,
particularly in Latin America. Students in universities and colleges there have the limited,
but important need to read subject texts in English, because they are unavailable in the
other tongue. The skills-centered approach is founded on two fundamental principles:
Theoretical and Pragmatic. Both principles aims to developing the students’ ability to read
in English.
 Theoretical Hypothesis
General Objective (performance Specific Objective (competence
level) level)

The students will be able to catalogue The students will be able to:
books written in English. 1Extract the gist of a text by skimming
through it.

2
Extract relevant information from the
main parts of a book.

This example from a Brazilian ESP syllabus for Library Science students is given a Maciel et al. (1983) (our brackets)
 3. A learning-Centered Approach

The learner-centered approach is based on the principle that learning is totally determined
by the learner. As teaches we can influence what we teach, but what learners learn is
determined by the learners alone. Learning is seen as a process in which the learners use
what knowledge or skills they have in order to make sense of the flow of new information.
Learning, therefore, is an internal process, which is crucially dependent upon the
knowledge the learners already have and their ability and motivation to use it.
 Conclusion of The Approaches

1 2 3
A Language- A Skill-Centered A Learning-Centered
Centered Approach Approach Approach
That’s not enough. We must look That’s not enough either. We must look
This the nature of the target
behind the target performance data to beyond the competence that enables
situation performance and
discover what processes enable someone to perform, because someone
that will determine the ESP
someone to perform. Those processes acquires that competence.
course.
will determine the ESP course.
Thank you!