The origin of ESP can be explained by three reasons: First reason: the demands os a brave new world. when the second world war ends it brings as consequence the expansion in scientifis, technicla and economic activity on a international scale, the United states of America is the most notably economic power, the language spoken is this country was the english, so, english became a very important language to learn.
second reason: Impact on the emergence of ESP was a revolution is linguistics. In the late 1960s and the early 1970s there were many attemps to describe english for science and technology (EST), revolutionary pioneers in linguistics realized the ways in which language is used in real communication.
Third reason: ESP has to do with Psychology. More attention was given to the ways in which learners acquire language and the differences in the ways language is acquired, ESP focuses on the learners´needs.
ESP can be defined: to meet specific needs of the learners, makes use of methodologies and activities of the discipline it serves, may use, in specific teaching situations, a different methodology.
we have to take into account four factors in the design of ESP courses. Sociological: It refers to the learner´s characteristics such as: age, previous experience of the target language, learners´needs or language use according to the area.
linguistics: it refers what descriptive device is appropiate to explain the language used by the learners´specific area.
Psychological: It refers what theory of learning is appropiate to reflect our concern with the teaching of communicative as well as linguistic competence.
Pedagogic: It refers in what order the skills will be taught, how the relationship are between skills to be authentically presented and practiced.
The first unit it is related with the 3 main reasons that explains the needs of learners to speak English. Reason #1.- Was the demands of a new world, because after the second world war, United State became a powerful country in different genres as Biology, Technology, Economy, among others. Reason #2.- The impact on the emergence of ESP was a revolution in linguistics, because it was design for specific needs in different genres, later the needs were not only the language but also the four skills of communication. Reason #3.- Has to do with the Psychological because it takes into account about needs and interests from the people. There are four factors of ESP: Psychological, it refers to the theory underlying the teaching process. Sociological, it refers to the characteristics of the learners. Pedagogical, deals with the relationship between skills of communication. Linguistics, it refers to the correct way to use the language; it has to do with the rules, structures, history, and grammar. In this unit I also learned what acronym is. It is composed by the first letter of a group of words that means something. For example: ESP (English with Specific Purpose). Johanna Westdorp
Be the first drive we can study various topics such as definitions of ESP. In this unit we find definitions such as Dudley-Evans who describes ESP as an "attitude of mind '., While Hutchinson et al. (1987:19) state," ESP is an approach to language teaching in which all decisions about content and method is based on the student's reason for learning". then we can say that ESP is an approach designed to meet the specific needs of the student in learning English.
Its origin takes place according to Hutchinson and Waters (1987) after World War II, thanks to strong international growth of the various scientific, technical and economic. Besides the need to adapt language teaching to meet the needs of students in specific contexts to the 1960s and early 1970s forced the traditional linguists to a revolution in linguistics in English describing the search for Science and Technology being that a second reason for the origin of ESP, as well as the need for specific courses in language training tailored to suit the interests of students is another reason cited by Hutchinson and Waters (1987) at the origin of ESP.
As theachers, in a near future, we have to take into account the different ways how people can be taught or how people learn. the different methods and tecniques are based in three theories:
Behaviorist theory: this theory is based in the process "stimulus-answer". It has the goal of theaching with structural patterns repeatly and students have to do everything correctly without mistakes. The punishment is accepted in behaviorism.
Cognitivist theory: This theory takes into consideration the mental processes where the previous experience helps to reinforce the new knowledge. activities are based in the experience of learning the new language.
Constructivist theory: This theory stablishes that the knowledge must be built. We have to build our own knowledge. Positive affective condition are important as stimulators.
In the Unit I was about the origins of ESP. there are three reasons to the emergence of ESP. The first reason: The Demands of a Brave New World. Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought. Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English. The second reason: Impact on the emergence of ESP was a revolution in linguistics. Revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). And the final reason: Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology. ESP (KEY CONCEPTS). ESP is defined to meet specific needs of the learner; ESP makes use of the underlying methodology and activities of the discipline it serves. Classification of ESP: There are two according Mumby, EOP (English for occupational purposes: The participant needs English to perform all of his occupational duties. And EAP (English for Academic Purposes: The participant needs English for educational purpose to pursue part of all his duties. Design factors in ESP courses: Sociological: - What are the characteristics of the learner? - Age - Previous experience of the target language. - What are the learners’ requirements for learning the language? - Learners’ exact needs. - Learners’ possible language use according to the area.
Linguistic: - What kind of descriptive device is appropriate to explain the language used by the learners’ specific area? - Description of the language required by the learner. - Communicative features of language use. - Code features of the language system (syntax, lexis…)
Psychological: - Orientation to: what theory of learning is appropriate to reflect our concern with the teaching of communicative as well as linguistic competence? - Language learning as a communicative instrument. - ‘Problem solving’ role of the learner. - Participation in the interpretation and composition of discourse Pedagogic: - What skills are to be taught, in what order, and how are the relationships between skills to be authentically presented and practiced? - Language skills are not sufficiently delicate to describe the learners’ needs. - Functional skills are required to accomplish particular tasks. - Abstracting technical articles. - Taking an active part of oral seminars - Report writing based on experimental procedures.
Unit II was about the three thoeries cognocitivism, behaviorism and constructivism. The first is relate to th knowledge focuses on the mental procceses taking into account the previous knowledge and adding new information to give way to the meaningful learning.
The second is based on stimulus - response. The stimulus can be reinforced with positive or negative feedback to condition desired behaiviors, sometimes use punishment to reduce incorrect actions and also rewards the good or correct actions.
The third has to do with the internalization of learning is base on the process of accomodation and assimilation because the learner add new experiences to the already existing in this way he is building his own knowledge, is important to note that in this theory the student use their experiences to understand.
The origin of ESP can be explained by three reasons:
ResponderEliminarFirst reason: the demands os a brave new world.
when the second world war ends it brings as consequence the expansion in scientifis, technicla and economic activity on a international scale, the United states of America is the most notably economic power, the language spoken is this country was the english, so, english became a very important language to learn.
second reason: Impact on the emergence of ESP was a revolution is linguistics.
In the late 1960s and the early 1970s there were many attemps to describe english for science and technology (EST), revolutionary pioneers in linguistics realized the ways in which language is used in real communication.
Third reason: ESP has to do with Psychology.
More attention was given to the ways in which learners acquire language and the differences in the ways language is acquired, ESP focuses on the learners´needs.
ESP can be defined:
to meet specific needs of the learners, makes use of methodologies and activities of the discipline it serves, may use, in specific teaching situations, a different methodology.
we have to take into account four factors in the design of ESP courses.
Sociological: It refers to the learner´s characteristics such as: age, previous experience of the target language, learners´needs or language use according to the area.
linguistics: it refers what descriptive device is appropiate to explain the language used by the learners´specific area.
Psychological: It refers what theory of learning is appropiate to reflect our concern with the teaching of communicative as well as linguistic competence.
Pedagogic: It refers in what order the skills will be taught, how the relationship are between skills to be authentically presented and practiced.
The first unit it is related with the 3 main reasons that explains the needs of learners to speak English.
ResponderEliminarReason #1.- Was the demands of a new world, because after the second world war, United State became a powerful country in different genres as Biology, Technology, Economy, among others.
Reason #2.- The impact on the emergence of ESP was a revolution in linguistics, because it was design for specific needs in different genres, later the needs were not only the language but also the four skills of communication.
Reason #3.- Has to do with the Psychological because it takes into account about needs and interests from the people.
There are four factors of ESP:
Psychological, it refers to the theory underlying the teaching process.
Sociological, it refers to the characteristics of the learners.
Pedagogical, deals with the relationship between skills of communication.
Linguistics, it refers to the correct way to use the language; it has to do with the rules, structures, history, and grammar.
In this unit I also learned what acronym is. It is composed by the first letter of a group of words that means something. For example: ESP (English with Specific Purpose).
Johanna Westdorp
Be the first drive we can study various topics such as definitions of ESP.
ResponderEliminarIn this unit we find definitions such as Dudley-Evans who describes ESP as an "attitude of mind '., While Hutchinson et al. (1987:19) state," ESP is an approach to language teaching in which all decisions about content and method is based on the student's reason for learning". then we can say that ESP is an approach designed to meet the specific needs of the student in learning English.
Its origin takes place according to Hutchinson and Waters (1987) after World War II, thanks to strong international growth of the various scientific, technical and economic. Besides the need to adapt language teaching to meet the needs of students in specific contexts to the 1960s and early 1970s forced the traditional linguists to a revolution in linguistics in English describing the search for Science and Technology being that a second reason for the origin of ESP, as well as the need for specific courses in language training tailored to suit the interests of students is another reason cited by Hutchinson and Waters (1987) at the origin of ESP.
VILLARREAL HEIDI
As theachers, in a near future, we have to take into account the different ways how people can be taught or how people learn. the different methods and tecniques are based in three theories:
ResponderEliminarBehaviorist theory:
this theory is based in the process "stimulus-answer". It has the goal of theaching with structural patterns repeatly and students have to do everything correctly without mistakes. The punishment is accepted in behaviorism.
Cognitivist theory:
This theory takes into consideration the mental processes where the previous experience helps to reinforce the new knowledge. activities are based in the experience of learning the new language.
Constructivist theory:
This theory stablishes that the knowledge must be built. We have to build our own knowledge. Positive affective condition are important as stimulators.
In the Unit I was about the origins of ESP. there are three reasons to the emergence of ESP. The first reason: The Demands of a Brave New World. Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought. Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.
ResponderEliminarThe second reason: Impact on the emergence of ESP was a revolution in linguistics. Revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one significant discovery was in the ways that spoken and written English vary. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST).
And the final reason: Hutchinson and Waters (1987) cite as having influenced the emergence of ESP has less to do with linguistics and everything to do psychology.
ESP (KEY CONCEPTS).
ESP is defined to meet specific needs of the learner;
ESP makes use of the underlying methodology and activities of the discipline it serves.
Classification of ESP: There are two according Mumby, EOP (English for occupational purposes: The participant needs English to perform all of his occupational duties. And EAP (English for Academic Purposes: The participant needs English for educational purpose to pursue part of all his duties.
Design factors in ESP courses:
Sociological:
- What are the characteristics of the learner?
- Age
- Previous experience of the target language.
- What are the learners’ requirements for learning the language?
- Learners’ exact needs.
- Learners’ possible language use according to the area.
Linguistic:
- What kind of descriptive device is appropriate to explain the language used by the
learners’ specific area?
- Description of the language required by the learner.
- Communicative features of language use.
- Code features of the language system (syntax, lexis…)
Psychological:
- Orientation to: what theory of learning is appropriate to reflect our concern with
the teaching of communicative as well as linguistic competence?
- Language learning as a communicative instrument.
- ‘Problem solving’ role of the learner.
- Participation in the interpretation and composition of discourse
Pedagogic:
- What skills are to be taught, in what order, and how are the relationships between
skills to be authentically presented and practiced?
- Language skills are not sufficiently delicate to describe the learners’ needs.
- Functional skills are required to accomplish particular tasks.
- Abstracting technical articles.
- Taking an active part of oral seminars
- Report writing based on experimental procedures.
Unit II was about the three thoeries cognocitivism, behaviorism and constructivism.
ResponderEliminarThe first is relate to th knowledge focuses on the mental procceses taking into account the previous knowledge and adding new information to give way to the meaningful learning.
The second is based on stimulus - response. The stimulus can be reinforced with positive or negative feedback to condition desired behaiviors, sometimes use punishment to reduce incorrect actions and also rewards the good or correct actions.
The third has to do with the internalization of learning is base on the process of accomodation and assimilation because the learner add new experiences to the already existing in this way he is building his own knowledge, is important to note that in this theory the student use their experiences to understand.
Hi everybody,
ResponderEliminarThanks for all your meaningful comments.
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