1 演講人：陳英輝 中國科技大學 The Knowledge Base of an ESP Teacher

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演講人：陳英輝中國科技大學　

The Knowledge Base of an ESP Teacher

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Example from LCCI

FTBE: Further Certificate for

Teachers of Business English

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FTBE Examination

Section A: Professional Skills needs analysis, syllabus design, lesson planning, client

approach, feedback and evaluation, etc.

Section B: (Teaching) Methodologies and

Materialscommunicative, TBL, PBL, lexical, role play, simulation,

etc. Basic Business Awarenessmanufacturing, marketing, HRM/D, R&D, finance and

accounting, MIS, etc.

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What do we learn from FTBE?

ESP teaching: teach English or teach

Content/Domain/Subject knowledge?

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ESP & Genre

ESP & Genre Approach

genre: highly structured and conventionalized , recurring set features

Genre can be divided into 3 components: action (the text), substance (the content/information) and form (the linguistic features used to package the content to realize the action). (Judy Noguchi)

Is genre reproducible?

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ESP & Genre (continued)

OCHA (Judy Noguchi, “OCHA and PAIL for

Adaptable ESP: Raising Genre Awareness for

Teaching of and Research on ESP Discourse”)

O: Observe the genre text

C: Classify the features observed

H: Hypothesize on how these features can be used when reading and writing specialized texts

A: Apply what one has learned

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ESP & Genre (continued)

PAIL (Judy Noguchi)

Students observe the PAIL of the text.

P: purpose

A: (target) audience

I: information (the information that it carries)

L: language (the language features that package the information)

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Needs Analysis

The basic aim of a needs analysis is to

collect, and examine, critically, information

about the current situation, in other

words where the learners are before teaching

begins, and the target situation, which is

where they would like to be at the end of the

Teaching. (Evan Frendo, How to Teach

Business English)

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Needs Analysis (continued)

Ways of doing needs analysis document review pro forma survey Interview work shadowing placement test

pre-experienced learners vs.

job-experienced learners

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ESP 內涵的爭議ESP= English (as a tool, a vehicle) + a discipline (or a subject or a domain) But English in itself can be a discipline or a subject?!應外系對待英語文應該是 vehicle 或 tool ，不應該

是 subject 或 discipline ，本末倒置是當今問題的所在。

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ESP 內涵的爭議 ( 續 )

Re-conceptualization of English

How you conceptualize English decides

how you are to do with English.

CEFR & “can do” statements

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ESP 內涵的爭議 ( 續 )

ESP: English competency + domain knowledge

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Who teaches ESP ？Who are good & competent ESP teachers?English teachers? Subject teachers?Native speakers as ESP teachers?Local teachers as ESP teachers?

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Who teaches ESP ？ ( 續 )

Current practice in China? In EU countries?

in Japan? In Taiwan?

Pedagogy in ESP

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ESP 教學，不可能的任務 ? ESP education, mission impossible?

How about EIL (English as International language) EGL (English as global language); globalization, Marshall McLuhan’s phrase ‘global village’—We are all global villagers now and English is the medium of that village.?

Cf. David Crystal’s English as a Global Language (1997)

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Can local teachers teach EAP?

EOP + EAP 大學雙軌英語文教育

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傳統系所組織已不合時宜 ( 許士軍 )

1117 期／ 2009.04

高學歷等於高失業率

學涯與職涯的大落差

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the untouchables:

“The key to thriving as an individual, in a flat world is figuring out how to make yourself an ‘untouchable.’” (280)

“Untouchables . . . are people whose jobs cannot be outsourced, digitized, or automated.” (280)

Globalization

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“English as a Global Language” by David Crystal

English as a lingua franca in

international workplace

published in 1997

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“English Next” by David Graddol

Why global English may mean the end of “English as a Foreign Language”

published in 2006

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Who Speaks English?

There are three kinds of English speaker: those who

speak it as a first language, those for whom it is a

second or additional language and those who learn it as

a foreign language. Native speakers may feel the

language “belongs ” to them, but it will be those who

speak English as a second or foreign language who will

determine its world future.

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The Three circles of English according to Braj Kachru (1985) with estimates of speaker numbers in millions according to Crystal (1977)(English Next, P.110;

The Future of English, P.10)

Who Speaks English? (continued)

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Kachru himself, has proposed that the “inner circle” is now better conceived of as the group of highly proficient speakers of English – those who have “functional nativeness” regardless of how they learned or use the language.(English Next, P.110)

Who Speaks English? (continued)

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Who Speaks English? (continued)

Showing the three circles of English as overlapping makes it easier to see how the “centre of gravity” will shift towards L2 speakers at the start of the 21st century.

(The Future of English, P.10)

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World English & its Implication in English Teaching

English in its new global form

vs.

the end of “English as foreign language”

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A new orthodoxy has emerged: learners begin in primary school

Desirable age-proficiency levels in the traditional EFL curriculum. (English Next, P.97)

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傳統的英語學習結構

Elementary School

Junior High School

Senior High School

College: EAP?

Academic CareerWorkplace

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英語學習模式方案

EGP (High School)

EIL (Freshman year)

EAPEOP

Workplace Academic career

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大學英語教師的處境 (1)

經濟蕭條與全球就業競爭大學生就業困難大學文憑快速貶值學生英語程度低落或能力落差大

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大學英語教師的處境 (2)

英語全球化與國際英語的興起英語證照興起大學英語以 outcome 論英雄大學評鑑壓力日趨嚴重EIL 與 EOP 教學需求快速上升

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底層與上層結構Base & Superstructure

A Marxist theory of culture: Being determines consciousness. a determining base a determined superstructure

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教師的信念 ( 上層結構 )teachers’ belief systems (superstructure) What beliefs and principles do teachershold, and how do these influence their practice? decision-making = successful practice

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信念 ( 上層結構 ) 的形成

A primary source of teachers’ classroom practices is belief systems—the information, attitudes, values, expectations, theories, and assumptions about teaching and learning that teachers build up over time and bring them to the classroom.

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教師知識基礎的構成 6 domains of the knowledge base

1) general theories of teaching, 2) teaching skills, 3) communication skills, 4)subject matter knowledge5) pedagogical reasoning & decision making6) contextual knowledge (Jack Richards—Beyond Training)

Questions & Responses?