29229619
Description
Mind Map by DIANA CAROLINA LOZANO CASTRO, updated more than 1 year ago
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Created by DIANA CAROLINA LOZANO CASTRO
over 3 years ago
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English for Specific Purposes
- CLASSIFICATION
- English for academic purposes
- refers to
- an educational context
- an educational context
- refers to
- English for occupational purposes
- refers to
- professional purposes
- professional purposes
- refers to
- English for academic purposes
- DEVELOPMENT
- Starts in the 1960s, and has been developed in 5 phases
- 1. Record analysis
- introduced in
- sixties and early seventies
- sixties and early seventies
- basic objective
- Identify grammatical and lexical
characteristics according to the specific
register (end or purpose)
- Identify grammatical and lexical
characteristics according to the specific
register (end or purpose)
- associated with
- Peter Strevens (Halliday, Mclntosh and
Strevens, 1964), Jack Ewer (Ewer and
Latorre, 1969) and John Swales (1971).
- Peter Strevens (Halliday, Mclntosh and
Strevens, 1964), Jack Ewer (Ewer and
Latorre, 1969) and John Swales (1971).
- introduced in
- 2. Rhetorical or discourse analysis
- Leaders or representatives
- 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.
- 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.
- basic objective
- identify organizational patterns in texts and specify
the linguistic means by which these patterns are
signaled.
- identify organizational patterns in texts and specify
the linguistic means by which these patterns are
signaled.
- Leaders or representatives
- 3. Target situation analysis
- basic objective
- Establishing procedures for relating language
analysis more closely to learners' reasons for
learning.
- Establishing procedures for relating language
analysis more closely to learners' reasons for
learning.
- Leaders or representatives
- Chambers' (1980), John Munby (1978)
- Chambers' (1980), John Munby (1978)
- basic objective
- 4. Skills and strategies
- basic objective
- Consider thought processes beyond language
itself, which allow the meaning of speech to
be extracted.
- Puts
- the emphasis on reading or
listening strategies
- the emphasis on reading or
listening strategies
- Puts
- Consider thought processes beyond language
itself, which allow the meaning of speech to
be extracted.
- associated with
- Françoise Grellet (1981), Christine Nuttall
(1982), and Charles Alderson and Sandy
Urquhart (1984)
- Françoise Grellet (1981), Christine Nuttall
(1982), and Charles Alderson and Sandy
Urquhart (1984)
- basic objective
- 5. A learning-centred approach
- basic objective
- Understanding of the processes of
language learning
- Understanding of the processes of
language learning
- basic objective
- 1. Record analysis
- Starts in the 1960s, and has been developed in 5 phases
- ORIGINS
- arose from
- 1 The demands of a happy world
- Worldwide expansion at the end of
the Second World War (1945).
- Learning English was the key to international
currencies of technology and commerce.
- Worldwide expansion at the end of
the Second World War (1945).
- 2 A revolution in linguistics
- The aim was to use language as a
form of real communication, not
just grammatically.
- In the teaching of English, it was determined that the
language varies from one use situation to another.
- The aim was to use language as a
form of real communication, not
just grammatically.
- 3 Focus on the learner
- Each student has different needs and interests, so
it is essential that the course addresses these and
thus achieve the effectiveness of their learning.
- Each student has different needs and interests, so
it is essential that the course addresses these and
thus achieve the effectiveness of their learning.
- 1 The demands of a happy world
- arose from
- RELATE TO ELT IN GENERAL
- Both are derived from the teaching of English.
- 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.
- Both are derived from the teaching of English.
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