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UNIT 3: COURSE DESIGN

Unit Objectives: Students are able to: distinguish between popular terms used to describe ESP instruction; describe a classical model of language course design; compare two or more models to cite similarities and/or differences; identify the three main approaches to course design;

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UNIT 3: COURSE DESIGN

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  1. Unit Objectives: Students are able to: distinguish between popular terms used to describe ESP instruction; describe a classical model of language course design; compare two or more models to cite similarities and/or differences; identify the three main approaches to course design; use their knowledge of the various types of learner need to plan a short ESP course; and identify the various constraints that impact ESP course design. UNIT 3: COURSE DESIGN

  2. Key Stages in ESP evaluation needs analysis assessment course design teaching-learning Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p. 121)

  3. Key Stages in ESP 2 evaluation needs analysis assessment course design teaching-learning Stages in the ESP process: reality (Dudley-Evans & St John, 1998, p. 121)

  4. Popular terms in ESP CD • Syllabus – a formal document that specifies the content of a course of instruction (see possible components below) • Course – a planned series of topics and learning tasks/exercises based on the syllabus • Curriculum – the sum total of teaching-learning activities that make up a course • Programme – a formal series of courses with an educational goal Note: curriculum’ and ‘programme’ may be used interchangeably in the literature

  5. general aims specific objectives a rationale (i.e. why the course is necessary) an inventory of (language) items an indication of entry level (essential previous learning) an indication to mastery level indications of teaching methodology explanations for students and teachers indications of time distribution assessment procedures indications of non-linguistic content (e.g. topics) variation provisions (e.g. enrichment activities for more able learners and remedial activities for weaker learners) Possible syllabus components

  6. Models of CD • Classical model of language course design; • Pragmatic model: Analyse needs Construct GNP Specify objectives of course  Design syllabus of topics and tasks Design tasks and exercises Produce learning materials

  7. Approaches to ESP CD Three main approaches to course design: • Language-based approach (genre analysis and register analysis) • Skill-based approach (language skills required for students in the study area or workplace) • Task-based approach (topics and tasks related to the area of study or work – may use elements of both approaches above)

  8. Course design process • use knowledge of the various types of learner need to plan the ESP course; and • identify the various constraints that impact ESP course design.

  9. Narrow- vs. Wide-angle approach Mono- vs. Multi-skill’ focused courses Special methodologies for ESP courses ‘Common core’ approach (e.g. EGAP) Discipline-specific approach (e.g. ESAP) Deep-end strategy Functional translation strategy Team teaching Issues in ESP Course Design

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