1 / 18

Enhancing ESP Teaching Practices: Classroom Strategies & Beyond

Explore learner's specialist knowledge, class sizes, and strategies for ESP teaching. Emphasize roles, relationships, materials, and project work to maximize learning outcomes.

demont
Download Presentation

Enhancing ESP Teaching Practices: Classroom Strategies & Beyond

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Module 25 Classroom practice and beyond

  2. What’s inside • Learner’s specialist knowledge • Class size • Beyond the classroom

  3. Learner’s specialist knowledge Since ESP learners bring to their language learning some knowledge of the own specialist field and the communication within it, the ESP teacher has to develop a conscious awareness so that control is gained, whether over language, rhetorical structure or communication skills.

  4. Content Knowledge Teaching ESP is different from teaching EFL because learners have knowledge that they need to use, which generally ESP teachers do not have.

  5. Roles and Relationships An ESP teacher provides a bank of English for learner’s to use. Any judgment of appropriacy, versus accuracy can only be made jointly.  An ESP teacher is often more of a consultant than a teller giving advice, suggesting alternatives and allowing the learner to make informed decisions.

  6. Teaching and learning Materials • Methodological approaches

  7. Integrating the methodologies of other Disciplines • Case studies - design an advertisement - write a letter/report - draw up a business plan - design an announcement for display on computer screens.

  8. Project Work In subject projects students generally have to: - generate a hypothesis - carry out a literature review - test the hypothesis - write a report - give an oral presentation or seminar

  9. Module 26 Classroom practice and beyond

  10. What’s inside • Learner’s specialist knowledge • Class size • Beyond the classroom

  11. Class Sizes • When is large large? • When small is small – one-to-one classes.

  12. When is large large? The notion of what constitutes a large class depends on situation, purpose and experience.

  13. Large class size

  14. Dealing with large classes • Run classes at alternative times • Combine and split classes • Split classes • Team-teach

  15. Get the authorities to increase resources – teachers, rooms, materials, etc so that class size can be reduced or out of class support can be increased

  16. Changing the approach • Allow learners to consult each other • Introduce pair and group work • Introduce new feedback procedures • Have core and alternative/additional activities

  17. When small is small one to one Intensive Extensive Direct Direct Indirect Eg. EAP Tutorials Eg. Telephone courses Eg. Professionals in Business, diplomacy courses

  18. Beyond the classroom Five modes of technology • Video discs and CD-ROMS • The Internet • Electronic mail (E-Mail) • CALL Material • Computer-based corpora

More Related