i made sujana esp competency0 course outline

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ENGLISH FOR SPECIFIC

PURPOSES (ESP)

I Made Sujana

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PART I: COURSE OUTLINE

Learning Outcomes (LO):

After attending all required

lectures, actively participating in discussion, and completing all the

assigned tasks, the learners are

expected to be able to design

syllabus for teaching ESP with all aspects needed in the

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SKELETON FOR LO ACHIEVEMENT

Comp. 1

Understand principles on ELL and their innovation in ELT

Comp. 2

Understand the basic concepts of ELT using an ESP Approach

Comp. 3 Conduct NA using

an ESP Approach

Comp. 4 Develop materials

for ESP teaching Design and use various teaching media in teaching

ESP

Comp. 7 Design and use

appropriate assessment in

teaching ESP

Comp. 8

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TEACHING MATERIALS

Material 1

Principles on ELL and their innovation in ELT

Matrial 2

The basic concepts of ELT using an ESP Approach Teaching Media in

ESP

Material 7 Assessment in ESP

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ASSESSMENT

• Student’s final grade will be based on the

following tasks

:



Test and Non-test

– Assignments (20%)

• Group Assignment on theory and practice (in a group of 2) (see Course Readers)

• Posters (in a group of 2)

– Written Test (40%)

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Suggested Readings

• Basturkmen, H. 2005. Ideas and Opinions in English for Specific Purposes. New York: Routledge.

• Basturkmen, H. 2010. Developing Courses in English for Specific Purposes. McMilan: Palgrave

• Crook, T., 1991. A Paper presented at TEFLIN Seminar at FKIP Unram.

• Dudley, E. & St. Jones., 1998. Development in English for Specific Purpose: An Interdisciplinary approach. Cambridge: CUP

• Harper, D. (ed.). 1986. ESP for the University. Sydney: Pergamon Press.

• Hutchinson, T. & A. Waters, 1987. English for Specific Purpose: A learning-center approach. Cambridge: Cambridge University Press. (main sources)

• Kennedy, C., & Bolitho, R., 1991. English for Specific Purposes. Hong Kong: McMillan Press

• Nunan, D., 1993. Introducing Discourse Analysis. Victoria: Penguin Books Australia.

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• Robinson, P. C., 1991. ESP Today: A Practitioner's Guide. New York: Prentice Hall.

• Scarino, A., D. Vale, P. McKay, & J. Clark. 1994. A Learner-Centered Approach and the Application of the Eight Pri iples of La guage Lear i g , i P. He ry,et al. (eds). Foundations of Language Teaching: Reader. Geelong: Deakin University Press.

• “uja a, I M. . Esta lishi g E glish Co pete y. A paper presented at NUESP National Conference, University of Jember, Jawa Timur 3-5 August 2003

• Sujana, I M. 2006. Redesigning the Teaching of English at non-English Department to Improve

• “uja a, I M. . I tegrati g Mi d Mappi g a d I for atio Gap A tivities i Tea hi g A ade i Readi g , Online Journal E“P_World Issue 36 No.Accessed from http://esp_world.info.

• “uja a, I M. . CLIL as a Alter ative “olutio s. A Paper prese ted at the 6 th_{TEFLIN International}

Conference held at Faculty of Humanity, the University of Indonesia Jakarta, 27 - 29 August 2013.

• Sujana, I M., E. Fitriana, E. Syahrial. (2016). Conflict among the Necessities, Lacks, and Wants in Designing Teaching English at Higher Education in Indonesia: New Delhi: Ykings Books.

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Course Designer & Lecturer

•

• I Made Sujana was born in Peliatan, Ubud, Gianyar, Bali. He

completed his elementary to senior high school in Ubud, Bali from 1972 – 1984 and his undergraduate study in English Education from the University of Mataram in 1989 and earned his M.A. in Applied Linguistics from Department of English Linguistics and Media (ELM) Macquarie University Sydney Australia in 1995 under AUSAID scholarship. He has been a lecturer at English

Education Department, Faculty of Teacher Training and Education (FTTE), the University of Mataram since 1991.

• His interests are in English Curriculum and Syllabus Design, English for Specific Purposes (ESP), Language Testing and Evaluation, Self-Access Language

Learning (SALL), English Grammar.

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 _{Why should we teach ESP instead of General English (GE)?}  _{Do ESP courses require a change in language teaching}

methodology? Why is the communicative approach associated so closely with ESP?

 _{What are some communicative techniques for teaching}

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 _{How can an English teacher teach ESP without}

being a subject specialist? What do teachers need to know about the subject, and how can they rely on the subject specialist for the knowledge they need but don not have?

 _{What are the factors which cause models of ESP}

vary from place to place?

 _{At what point in the curriculum should ESP begin: in}

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 _{How does one determine the particular language} needs of a target group of learners?

 _{Is it possible to find an all-purpose ESP text, or is it} necessary to write new materials for each situation?  _{Should ESP courses focus on the skill of reading only,}

or should they include all four language skills?

 _{What special about ESP?: Is it special English or is it} special purpose to which English is put?; Does each subject in English have its own language register? What is scientific English? What does it have in