Models of Syllabus Design in Teaching ESP (Geoscience)
| Parent link: | SGEM. 16th International Multidisciplinary Scientific GeoConference: Conference Proceedings, Albena, June 28 - July 6, 2016.— , 2016 Bk. 5, vol. 3.— 2016.— [P. 899-906] |
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| Summary: | Title screen The current article considers the basic theoretical approaches to ESP teaching in terms of adequacy of the ways to incorporate ESP syllabus into Geoscience education programs to the course content and applied teaching strategies. In order to define the most appropriate model of ESP syllabus design, the analysis of two models of ESP teaching “subject teacher involvement” (course is delivered by subject teacher only) and “tandem teaching” (subject teacher and language teacher) was carried out. Based on the revealed limitations and needs analysis results, a new model of ESP syllabus design was proposed, namely, “cluster ESP teaching”, which involves subject teacher, language teacher and native speaker (company/business representative). It was proved that the given model is employment-related and flexible in terms of education process (involvement of students with different language and subject background, implementation of various teaching techniques, block hours alteration). All the revealed advantages foster students’ motivation and increase their professional and intercultural competences. In addition, it can be used in teaching ESP within various education programs and enable teachers to cope with a number of problems that usually arise. Режим доступа: по договору с организацией-держателем ресурса |
| Language: | English |
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2016
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| Series: | Education and accreditation in geosciences |
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| Online Access: | http://dx.doi.org/10.5593/SGEM2016/B53/S22.115 https://sgemworld.at/sgemlib/spip.php?article7553 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=652174 |
| Summary: | Title screen The current article considers the basic theoretical approaches to ESP teaching in terms of adequacy of the ways to incorporate ESP syllabus into Geoscience education programs to the course content and applied teaching strategies. In order to define the most appropriate model of ESP syllabus design, the analysis of two models of ESP teaching “subject teacher involvement” (course is delivered by subject teacher only) and “tandem teaching” (subject teacher and language teacher) was carried out. Based on the revealed limitations and needs analysis results, a new model of ESP syllabus design was proposed, namely, “cluster ESP teaching”, which involves subject teacher, language teacher and native speaker (company/business representative). It was proved that the given model is employment-related and flexible in terms of education process (involvement of students with different language and subject background, implementation of various teaching techniques, block hours alteration). All the revealed advantages foster students’ motivation and increase their professional and intercultural competences. In addition, it can be used in teaching ESP within various education programs and enable teachers to cope with a number of problems that usually arise. Режим доступа: по договору с организацией-держателем ресурса |
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| DOI: | 10.5593/SGEM2016/B53/S22.115 |