Changing the way you learn

CLASSIFICATION
1. English for academic purposes
  1. refers to
    1. an educational context
2. English for occupational purposes
  1. refers to
    1. professional purposes
DEVELOPMENT
1. Starts in the 1960s, and has been developed in 5 phases
  1. 1. Record analysis
    1. introduced in
      1. sixties and early seventies
    2. basic objective
      1. Identify grammatical and lexical characteristics according to the specific register (end or purpose)
    3. associated with
      1. Peter Strevens (Halliday, Mclntosh and Strevens, 1964), Jack Ewer (Ewer and Latorre, 1969) and John Swales (1971).
  2. 2. Rhetorical or discourse analysis
    1. Leaders or representatives
      1. Henry Widdowson in Great Britain and the so-called Washington School of Larry Selinker, Louis Trimble, John Lackstrom and Mary Todd-Trimble in the United States.
    2. basic objective
      1. identify organizational patterns in texts and specify the linguistic means by which these patterns are signaled.
  3. 3. Target situation analysis
    1. basic objective
      1. Establishing procedures for relating language analysis more closely to learners' reasons for learning.
    2. Leaders or representatives
      1. Chambers' (1980), John Munby (1978)
  4. 4. Skills and strategies
    1. basic objective
      1. Consider thought processes beyond language itself, which allow the meaning of speech to be extracted.
        Puts
        the emphasis on reading or listening strategies
    2. associated with
      1. Françoise Grellet (1981), Christine Nuttall (1982), and Charles Alderson and Sandy Urquhart (1984)
  5. 5. A learning-centred approach
    1. basic objective
      1. Understanding of the processes of language learning
ORIGINS
1. arose from
  1. 1 The demands of a happy world
    1. Worldwide expansion at the end of the Second World War (1945).
    2. Learning English was the key to international currencies of technology and commerce.
  2. 2 A revolution in linguistics
    1. The aim was to use language as a form of real communication, not just grammatically.
    2. In the teaching of English, it was determined that the language varies from one use situation to another.
  3. 3 Focus on the learner
    1. Each student has different needs and interests, so it is essential that the course addresses these and thus achieve the effectiveness of their learning.
RELATE TO ELT IN GENERAL
1. Both are derived from the teaching of English.
2. The ELT in general does not analyze the needs of students. Use the same materials as a teaching tool for everyone. The curriculum and methodology is the same for all students.

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English for Specific Purposes

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	Created by DIANA CAROLINA LOZANO CASTRO over 3 years ago