What is Esp

When should we have needs analysis?
Before the course
The first day of the course
What to include in a needs
analysis at the beginning of a
course?
Previous experience/ background  Motivation
Availability
Areas for improvement
Needs and wants
Learning (or teaching) style or preferences
Level
Beliefs about the learning process


ESP course
Syllabus Design
Common characteristics of syllabus
•A syllabus is a document which consists of a list. 
•The actual components of the list may be: content items (words, structures, topics) or process (tasks, methods)
•The lists are ordered: usually, easier or more essential earlier, and more difficult and less important ones later.
There are six broad types of Syllabus:
•1. grammatical or structural
•Functional-notional
•Situational
•Skills-based
•Topic-based
•Task- based
Most syllabuses are based on a combination of two or more of the types.
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•. Task- based syllabus: Use of language with through meaningful tasks 
•. Skill- based syllabus: There are practiced the four skills of the language
Types of syllabus
•1. Grammatical
A list of grammatical structures, such as the present tense, comparison of adjectives, usually divided into sections graded according to difficulty and/or importance.
2. Lexical
A list of lexical items (girl, boy, go away..) with associated collocations and idioms.
3. Grammatical-lexical
Both structures and lexis are specified. 
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•4. Situational
These syllabuses take the real-life contexts, headed by names of situations or locations such as “eating a meal” or “In the street”
5. Topic-based 
Headings are broadly topic-based, including things like “food” or “the family”
6. Notional
“Notions” are concepts that language can express. It may include “number”, “colour”…
7. Functional-notional
Things you can do with language: ‘identifying’, ‘denying’, ‘promising’
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•8. Mixed or “multi-strand”
–topics, tasks, functions and notions, grammar, vocabulary
9. Procedural
Map reading, doing scientific experiements, story-writing
10. Process
The only syllabus which is not pre-set. The content of the course is negotiated with the learners at the beginning of the course (Candlin, 1984; Clarke, 1991)
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The syllabus
•Next step in the task of planning is to select a type of syllabus
•The syllabus can be seen for our purposes as the overall organizing principle for what is to be taught and learned. 
•Richards and Rodgers (2001) have proposed a useful framework, it has 3 distinct levels: approach, design, and procedure
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What is course design?