I . G . A . O K A C A H Y A D E W I ( 1 2 0 1 3 0 5 0 5 4 )

I . G . A . T R I A N A R A K A N I T A ( 1 2 0 1 3 0 5 0 5 5 )

A . A . P U T U R I N A D E W I ( 1 2 0 1 3 0 5 0 5 6 )

PLANNING AND CONCEPTUALIZING AN ESP

PROGRAM

T H E P R O C E S S O F C O N C E P T U A L I Z I N G I S M U L T I F A C E T E D ,W H I C H I N V O L V E :

Thinking about what your students to learn, given who they are, theirneeds and the purpose of the course.

Making decisions about what to include and emphasize.

Organizing the content in a way that will help you to see therelationship among various elements, so that you can make decisionsabout objectives, materials, sequence and evaluation.

Conceptualizing

PLANNING AN ESP PROGRAMS Analysis of Learners

Needs

Syllabus and Course Design

Giving Feedback on Learners Progress

Analysis of Learners Needs

Process of getting information on learners ‘language

needs’, which will help in drawing up a profile to

establish coherent objectives, and take subsequent

decisions on course content because learners is at the

heart of any teaching program.

Syllabus and Course Design

Type of Syllabus :

A grammar or structural syllabus.

The content of the language teaching is a collection of the

forms and structures of the language being taught.

A notional or functional syllabus.

The content of the language teaching is a collection of the

functions or the notions that are performed when thelanguage is used.

A situational (topical) syllabus.

The content of the language teaching is a collection of

imaginary situations where the language is used.

A skill-based syllabus.

The content of the language teaching is a collection of

specific skills in using the target language.

A task-based syllabus.

The content of the language teaching includes a series of

purposeful tasks that language learners need to perform

A content-based syllabus.

The primary purpose of instruction is to teach subject

matter of the content course or information using the targetlanguage. The subject is primary and language learningoccurs automatically while language learners are studyingthe subject.

Course Design

Type of Course Design :

Language – centered

Drawing connection between analysis of

target situation and the content of ESPcourses

Skill – centered

Founded on two principles. Theoretical andPragmatics.

Learning – centered

Focuses on students’ learning. Determined by the learner. Builds on prior knowledge and skills.

Giving Feedback on Learners Progress

Suggest follow – up work and references

Suggest specific ways to improve the assignment

Balance negative with positive comments

Offer the opportunity to discuss the assignment and your comments