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    The Four Pillars of ESP 2

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    Lucas Viera
    The four pillars of ESP are needs analysis, learning objectives, materials and methods, and evaluation. Needs analysis involves determining student needs through surveys, tests, and discussions. Learning objectives are then set at the administrative, syllabus, and instructor levels based on needs. Materials and methods are selected that help students understand the target language setting through individual, pair and group exercises using various teaching approaches. Evaluation assesses student progress through diagnostic, formative and summative assessments to reliably and validly measure learning.

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    The Four Pillars of ESP 2

    Uploaded by

    Lucas Viera
    346 views14 pages
    The four pillars of ESP are needs analysis, learning objectives, materials and methods, and evaluation. Needs analysis involves determining student needs through surveys, tests, and discussions. Learning objectives are then set at the administrative, syllabus, and instructor levels based on needs. Materials and methods are selected that help students understand the target language setting through individual, pair and group exercises using various teaching approaches. Evaluation assesses student progress through diagnostic, formative and summative assessments to reliably and validly measure learning.

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    Theory about ESP.

    Original Title

    The four pillars of ESP 2

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    The four pillars of ESP are needs analysis, learning objectives, materials and methods, and evaluation. Needs analysis involves determining student needs through surveys, tests, and discussions. Learning objectives are then set at the administrative, syllabus, and instructor levels based on needs. Materials and methods are selected that help students understand the target language setting through individual, pair and group exercises using various teaching approaches. Evaluation assesses student progress through diagnostic, formative and summative assessments to reliably and validly measure learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    346 views14 pages

    The Four Pillars of ESP 2

    Uploaded by

    Lucas Viera
    The four pillars of ESP are needs analysis, learning objectives, materials and methods, and evaluation. Needs analysis involves determining student needs through surveys, tests, and discussions. Learning objectives are then set at the administrative, syllabus, and instructor levels based on needs. Materials and methods are selected that help students understand the target language setting through individual, pair and group exercises using various teaching approaches. Evaluation assesses student progress through diagnostic, formative and summative assessments to reliably and validly measure learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    THE FOUR PILLARS OF

    ESP
    THE 4 PILLARS.

    • 1. Needs análisis.

    • 2. Learning objectives.

    • 3. Materials and methods.

    • 4. Evaluation.
    NEEDS ANALYSIS

    • Talking to co-workers.

    • Asking Ss what they need to study.

    • Surveys, diagnostic tests, placement tests,

    • Academic or occupational needs.


    Needs
    Diagnostic Analitic

    - Necessities - SLA theory


    - Essentials Discrepanc Democratic - ELT research and
    - Prerequisites y practice

    - Wants
    - Lacks
    - Desires
    - Gaps
    - Expactations
    2. DECIDING LEARNING OBJECTIVES

    • Administrative level.

    • Syllabys.

    • Instructors.

    • General English.

    • ESP.
    GE VS ESP

    • Traditional categories of grammar and


    vocabulary.
    • Master tenses.
    • Result of needs analysis.
    • Using verbs.
    • Register (grammar and vocabulary)
    • Constructing sentences.
    • Rhetorical discourse (discourse analysis, top-
    • Expressing ideas in active or passive voice. down and bottom-up approaches)
    • Linking ideas. • Genre (communicative events).
    • Forming nominalisations.
    • Asking Qs.
    3. DECIDING MATERIALS AND METHODS

    • Materials should:
    • Help learners understand the WHAT, WHY and HOW of the target language setting.
    • Introduce and explain skills.
    • Expose learners to skills.
    • Provide individual, pair and group exercises.
    • Be complete and self-explanatory.

    • Adopt, adapt, create.


    • Audio-lingual:
    ESP METHODS SELECTION• Drilling of learners
    • Separate skills
    • Use short dialogues and language ítems.
    • Audio-lingual
    • Grammar-translation
    • CLT
    • Audio-lingual (presentations opening and
    • TBLT
    transitions)
    • CLT (Q&A)
    • Suggestopedia
    • TPR
    • Silent way • T centered (PPP)
    • Natural approach • S centered
    4. EVALUATION

    Test Assessment Evaluation


    • Performance measure. • Process of collectiong, analising • More general term.
    and using data.

    • Multiple-choice.
    • Ss observation
    • Picture description.
    • Survey or questionnaire.
    • Essay.
    WAYS OF ASSESSMENT

    • Diagnostic: identify strengths and weaknesses.

    • Formative: measure the degree of progress.

    • Summative: judge quality/adequacy of progress.


    EFFECTIVE EVALUATION

    • Reliability

    • Validity (accurately measures what it is designed to measured)

    • Practicality
    RELIABILITY
    • There are many ways to increase the reliability of an
    evaluation, • • ensure that assessment takers are familiar with the
    assessment format, the types of questions and responses, and
    • including the following:
    the grading rubric
    • • include multiple items that independently measure different
    • • conduct equivalent evaluations under the same aspects of the target area
    conditions (e.g. test duration, and the room environment)
    • • limit the freedom of assessment takers to interpret and
    • • use a clear and unambiguous assessment format and respond to
    layout
    • assessment items
    • • give clear and explicit instructions
    • • ensure that assessment takers understand the importance and
    • • identify assessment takers by number instead of name value of the assessment and complete it in a serious manner
    to avoid familiarity, gender, age, nationality, race, and
    • • process (mark, grade, evaluate) responses in a consistent
    other biases
    way
    • • provide a clear and comprehensive grading rubric

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