Needs Analysis
When should the needs analysis be conducted?
Before the ESP course starts. The needs analysis is the cornerstone of every ESP course.
What 5 steps must be followed to design an ESP course?
Needs analysis, aims and objectives, course content, materials, tasks, evaluation
Mention 2 characteristics of ESP materials.
Authenticity and specificity.
Can a teacher with a background in GE or EGP teach ESP?
Definitely
Mention the main difference between ESP and EGP testing.
In ESP testing the test taker’s specific purpose language ability and knowledge of the specialist field are measured. EGP testing, on the other hand, usually measures language ability and knowledge in everyday situations, i.e., general topics.
What information can ESP teachers get from the needs analysis?
The needs analysis will provide teachers with the necessary information about their students' professional and language background, time availability to take the classes, and target situation.
Mention 2 possible types of syllabus for an ESP course
Topic based and situational
Mention 2 possible criteria to select good authentic materials.
1.They must fully match the learners' needs.
2.They must reflect the skills, grammar, and lexis we intend to help the learners develop.
Is there a set and/or recommended methodology for ESP courses?
Not really, it all depends on the needs of the learners and the teaching context
What should be evaluated in an ESP course?
Learners should be evaluated (formative and summative assessment), and the course as well (materials, teaching and learning techniques, testing, etc).
What's the difference between objective/perceived needs and subjective/felt needs?
Objective and perceived needs are seen as derived by outsiders from facts, from what is known and can be verified, while subjective and felt needs are derived from insiders and correspond to cognitive and affective factors.
What do you call a syllabus that combines different types of syllabi?
Multisyllabus
Mention 1 benefit of using authentic materials in ESP.
Authentic materials and media can help students develop and enhance the connection between the language classroom and their professional world.
Authentic materials offer the students a valuable source of language input since they can be exposed to more than just the language presented by the teacher and the textbook.
They tend to be highly motivating, giving a sense of achievement when understood, and they may even encourage further reading
Mention and briefly describe the 3 steps of the ITB framework.
Into
Decide what is needed for students to experience success (e.g. stimulate curiosity, gather background information you can give students to read and discuss, relate previous learnings to new lesson).
Through
Help students explore and comprehend new materials and concepts in a wide variety of ways (e.g. cooperative dramatizations & learning projects, response logs & interactive journals, illustrations, demonstrations, portfolios, personal stories, outside speakers).
Beyond
Help students clarify their thinking by taking them beyond the scripted lessons and learning experiences. Experiment with a wide variety of enrichment activities. Provide for many student opportunities to demonstrate their understanding of the concepts presented.
What's the difference between Placement tests and Proficiency tests?
Placement Tests are used to “place” learners in the ESP course most suited to their needs. The placement test normally comes at the beginning of the course.
Proficiency Tests assess whether or not the student can cope with the demands of a particular situation, for example, study at a university or reading technical manuals. They are usually administered at different points in the course, e.g. halfway and at the end.
Mention one difference between Present situation analysis and Target situation analysis.
The Target situation analysis will include the objective/perceived needs and product-oriented needs. What students should be able to do at the end of the course.
A Present Situation Analysis estimates strengths and weaknesses in language, skills, learning experiences. It shows student's current language level at the beginning of the course.
What's the difference between an aim and an objective?
Aims are general, objectives are more specific
Mention 1 possible way of turning your course design into actual teaching materials.
• Select from existing materials (materials evaluation)
• Write your own materials (materials development)
• Modify existing materials (materials adaptation)
How can authenticity be enhanced in the ESP classroom?
There are several possible approaches to enhancing authenticity in the ESP classroom. One of them is the use of tasks inspired by real-life/professional communicative activities, e.g. after watching a video, students in an EMP course engage in role plays as patients and doctors. Another approach involves problem-based learning (PBL) activities which are meant to engage learners in collaborative solving of typical field-specific problems. These activities prepare learners for functioning in their target communities since they equip them with language learning strategies and problem-solving skills.
"An ESP test should be valid, comprehensible and simple" What does this mean?
Validity is achieved when an ESP test measures what it's supposed to measure (in compliance with the course objectives).
Comprehensiveness implies that a good ESP test should include items from different areas of material assigned for the assessment.
Simplicity means that the ESP test and instructions should be written in a clear way (avoid ambiguous and tricky questions).
What instruments would you combine to put together a well-designed needs analysis? Why?
Possible instruments:
-Questionnaire
-Checklist
-Structured interviews
-Meetings
-Observations
The more instruments we combine, the more comprehensive the needs analysis will be. Thus, it will render better results.
What 2 verbs must never be used when writing aims and objectives?
Know and learn
How useful are ESP textbooks?
The usefulness of textbooks often depends on their successful adaptation. Although the perfect textbook may not exist, it is possible to settle on a compromise which suits our students. needs and at the same time reflects the teacher.s view of the teaching-learning process.
What advice would you give to beginning ESP teachers?
Start by doing research into the discourse of the field.
Put together a sound needs analysis.
If there's a textbook you can use, use it and adapt it.
How are ESP tests and course objectives related?
A well-designed ESP test should match the course objectives. Otherwise, it would render invalid.