English For Specific Purposes GROUP1.

Needs Analysis

Cues Notes

I. What is Needs Analysis? - the process of determining the needs for which a learner or a group of learners acquires a language and
arranges the needs according to priorities.
- a primary stage in teaching English for Specific Purposes (ESP). It helps identify students' needs, desires,
and prerequisites. It also identifies their language background and preferences. A needs analysis can help
design an effective course.

II. Definition of Needs Analysis - The difference between what a learner can do in a language and what he or she should be able to do.

- To determine which students from a group are most in need of training in particular language skills.
III. Purpose of Needs Analysis
- Teachers, learners and writers of textbooks, Testing personnel, teachers and learners.
IV. Main Users of Needs Analysis

V. Types Of Needs Analysis

a. Target Needs - what the learner need to do in the target situation

b. Learning Needs - factors that affect the learning like attitude, motivation, awareness, personality, learning styles and
strategies, together with the social background

Summary:

The process of needs analysis is a crucial initial stage in teaching English for Specific Purposes (ESP). It involves identifying the language needs and priorities
of learners or a group of learners. This analysis considers students' desires, prerequisites, language background, and preferences. The goal is to determine
the disparity between a learner's current language abilities and the desired proficiency level. This information aids in designing a targeted and effective
language course. Needs analysis is particularly valuable for identifying which students within a group require specific training in particular language skills.
Stakeholders such as teachers, learners, textbook writers, and testing personnel all play roles in this comprehensive assessment process.

English For Specific Purposes GROUP2. Genre Analysis

Cues Notes

I. What is Genre Analysis? - is a new approach to discourse and text analysis in ESP. Its research findings have established
common rhetorical patterns in academic writing.
- is a method of analyzing discourse and text in English for Specific Purposes (ESP). focuses on the
communicative functions of genres, which are described in terms of moves and steps. ➔ also
analyzes the linguistic properties of these functions.
- is an approach that attempts to explain regularities in texts in terms of shared communicative
purposes within discourse communities.

II. Concept of Genre Analysis 1. Genre Analysis and the use of texts- in the context of language use involves examining the typical
structures, language features, and communicative purposes of specific text types or genres within a
particular field.

2. Genre Analysis used by ESP Teachers- This approach allows students to develop the ability to
produce and comprehend texts relevant to their professional or academic contexts, enhancing their overall
communication proficiency. The difference between what a learner can do in a language and what he or
she should be able to do.

III. Models of Genre Analysis 1. CaRS MODEL- John Swales 1990, his model attempts to explain and describe the organizational
pattern of writing the introduction to scholarly research studies.

2. Martin’s MODEL-Focuses on the relationships between genre, register, and language, is a valuable tool
for comprehending these concepts without making them overly complex. This model introduces a
hierarchical structure, which helps in organizing our understanding.

a. Language - The foundation of the model is language. Language refers to the system of communication
encompassing vocabulary, grammar and syntax, which underpins all forms

b. Register - Register exists on an intermediate level. It refers to the various styles and tones of language that
adapt to specific situations, contexts, and communicative purposes.

c. Genre - Genre represents the highest level in this hierarchy. It encompasses the specific types or categories
of written or spoken communication. Genres have their own characteristic structures, conventions,
and purposes

Summary:

Genre analysis is a systematic and methodical examination of a particular category or type of communication or text that aims to uncover its inherent
characteristics, purpose, conventions, and intended audience. It involves a structured investigation into the patterns and norms that govern the creation and
reception of such texts. This process helps researchers and analysts gain a deeper understanding of how different genres function within various contexts,
shedding light on the role they play in effective communication
English For Specific Purposes GROUP3. ESP in relation to: Teacher Goals, Syllabus Goals, and Students Goals

Cues Notes

I. ESP in a relation to TEACHER GOALS - English for Specific Purposes (ESP) is a language teaching approach that aims to provide learners
with the language skills they need to function effectively in a specific field or profession.
- The primary goal of ESP is to help learners develop the language proficiency they need to perform
specific job-related functions

a. Objectives relates to teacher goals: 1. to equip the learners with a certain English
2. proficiency level for a situation where the language is going to be used
3. to prepare students to read and comprehend their own field materials in English
4. to make the students familiar with many technical terms in English.
5. To integrate specific, objective-oriented lexical corpora into an ESP programme
6. To develop target performance competencies.
7. To teach underlying knowledge.

II. ESP in relation to SYLLABUS GOALS - ESP, or English for Specific Purposes, in relation to syllabus goals, is an approach to language
instruction that focuses on tailoring the content, materials, and goals of a language course to
meet the specific needs and objectives of a particular group of learners. The syllabus in ESP is a
key tool for achieving these specific goals.

b. Here’s how ESP relates to syllabus 1. Learner-Centered: Goals in ESP focus on learners' specific language needs.
goals: 2. Contextual Relevance:Syllabus directly relates to learners' professional or academic fields
3. Precise Objectives: Clear and measurable goals are set for language use.
4. Specialized Vocabulary and Skills: Syllabus includes language unique to learners' domain.
5. Materials and Content Selection: Chosen materials reflect authentic workplace language.
6. Assessment Criteria: Clear criteria measure language use in professional context.
7. Teaching Strategies: Specific methods employed to achieve language goals.
8. Flexibility: Syllabi can adapt to changes in learners' fields.
III. ESP in relation to STUDENTS GOALS

- focus means that English is not taught as a subject divorced from the students' real-world; instead
it is integrated into a subject matter area important to the learners.
c. How ESP relates to student goals:

1. Tailored Instruction- the content and focus of the course are directly relevant to what the
students want to achieve in their chosen field.
2. Relevance to Career or Academic Path- the content and focus of the course are directly relevant
to what the students want to achieve in their chosen field or profession
3. Specific Vocabulary and Terminology- the acquisition of industry-specific vocabulary,
terminology, and communication skills.
4. Improved Communication Skills- to enhance students' overall communication skills within the
context of their specific goals
5. Real-World Application- practical application of learning in real-life situations
6. Motivation and Engagement- ESP courses are tailored to students' specific needs, learners are
often more motivated and engaged in the learning process

English For Specific Purposes GROUP4. Instructional Approaches

Cues Notes

I. What is Instructional Approach? - An instructional approach refers to a systematic method or strategy used by educators to teach and
facilitate learning. It encompasses a set of principles, techniques, and methods employed to help
learners grasp new information, develop skills, and achieve specific educational goals.
- Instructional approaches guide the overall design and delivery of educational content and activities in a
way that optimizes learning outcomes.

II. Instructional Approaches used in a. Needs Analysis- process that involves systematically identifying and understanding the language needs and
ESP: requirements.
b. Task-Based Learning- to teach language skills by focusing on real-world tasks and activities relevant to the learners'
specific field or profession.
c. Content-Based Instruction- to teach language skills through the content of a specific academic or professional field
d. Authentic Materials- real-world materials that are used in professional or academic contexts
e. Simulation and Role-Play- to immerse learners in realistic, interactive scenarios relevant to their specific field
f. Vocabulary Building- equips learners with the specialized terminology and language needed for effective
communication
g. Specialized Skills- goes beyond general language proficiency and aims to equip learners with the precise skill
h. Needs-Based Syllabus- designed specifically to address the language and communication needs
i. Learner-Centered Approach- tailoring the ESP curriculum, materials, and activities to meet the specific requirements
j. Authentic Assessment- evaluating learners' language proficiency and communication skills
k. Technology Integration- use of various technological tools and resources to enhance language learning and teaching
within a specific profession
l. Cultural Awareness- focuses on fostering an understanding of cultural factors
m. Ongoing Feedback- continuous provision of feedback to learners

Summary:

In ESP, the key is to tailor instruction to the specific language needs and goals of the learners, ensuring that they are well-prepared to use English effectively
in their professional or academic contexts.