Share to: English for specific purposes: a learning-centred approach / Tom Hutchinson and Alan Waters. View the summary of this work. Bookmark. : English for Specific Purposes (Cambridge Language Teaching Library) (): Tom Hutchinson, Alan Waters: Books. 10 Apr English for Specific Purposes: A Learning Centred Approach. Tom Hutchinson and Alan Waters. Cambridge University Press Contents.

Author: Vulkis Juk
Country: Australia
Language: English (Spanish)
Genre: Personal Growth
Published (Last): 2 January 2008
Pages: 151
PDF File Size: 12.80 Mb
ePub File Size: 11.17 Mb
ISBN: 728-2-29038-857-3
Downloads: 30666
Price: Free* [*Free Regsitration Required]
Uploader: Gojas

A general syllabus outlining the topic areas and the communicative tasks of the target situation is all that is required at the beginning. The water vapour condenses into cloud 6 The condensed water Mis as rain.

The competence, providing, as hutchinspn does, the generative basis for further learning It reflects an enlish assumption as to the nature of language and linguistic performance. People who bought this also bought. As we noted in chapter z, discourse analysis has been closely associated with ESP, particularly through the influence of Henry Widdowson and the Washington School -of American linguists.

The manager or assistant manager first establishes contact with his customer, greeting him and putting him at his ease.

Cambridge Language Teaching Library: English for Specific Purposes

A positive learning cycle 47 Theories of learning 5 Learning and acquisition Much debate has recently centred around the distinction made by Ste p hen K rashen between learning and acquisition. It is important, therefore, not to base any approach too narrowly on one theory. Structurally they are different and there is no way of indicating the identity of meaning.

Right Withdrawing the drill. For example, oxygen and carbon dioxide are absorbed through the walls of various organs. Study the diagram and then describe the flow of water through the system. They say nothing about how the language items described can or should be taught. Section 4 considers the role of the ESP teacher and provides information about resources to help the teacher.


John is eager to please. Thus, for example, the skills syllabus, as well as establishing criteria for the ordering and adaptation of texts, will probably also play a role in their initial selection. The model acts as a vehicle which leads the learners to the point where they are able to carry out the task.

Now the emphasis-moved to looking at how meaning is generated between sentences. But this need not occur. Topics names of tools electricity pumps materials construction etc. The learner is simply used as a means of identifying the target situation. We must now take a more humble view and recognise that language learning is a very complex and little understood process.

But this whole analysis derives from an initial identified need on the part of the learner to learn a language. Tasks i Our tree gives only a few examples of ESP courses. English language – Study and teaching – Foreign speakers I. There is, therefore, no need to focus closely on the surface forms of the language.

Thus the form of a word would change according to whether it was a subject, object, indirect object and so on. For this reason the structural syllabus continues to be widely tpm in spite of criticism from advocates of functional, notional or use-based descriptions of English see e. This method of linguistic analysis led in English language teaching to the development of the substitution table as a typical means of explaining specicic patterns.

But it is quite possible that the l earners views will conflict with the perceptions of other interested parties: This kind of model provides the generative framework within which creativity can operate. Three large categories are usually identified here: From this question will flow a whole host of further questions, some of which will relate to the learners themselves, some to the nature of the language the learners will need to operate, some to the given learning context.

Cambridge Language Teaching Library: English for Specific Purposes : Tom Hutchinson :

Accordingly in chapters 4 and 5 we shall look at the main developments in language descriptions and learning theory in general terms and then consider how they have been, or can be, useful in ESP. If we take a skills basis, we are saying that skills are the most important aspect and so on.


A dog bite death. It is unnecessary to analyse language features in detail before the materials are started. If nothing else, the syllabus shows that some thought and planning has gone into the development of a course.

Thus these two sentences: If you think learning is helped by frequent reinforcement, make sure that items to be learnt are processed several times.

Diabetes mellitus I 1 unconsciousness. An analysis of language items cannot tell you whether a text or arT activity is interesting. Swales presents an article by C. An ESP textbook has to suit the needs of a number of parties — teachers, students, sponsors, so it is important that the subjective factors, which will admittedly play a part, should not be allowed to obscure objectivity in the early stages of analysis.

To examine the sequence of a consultation. The students would have to write manuals in the target situation and this obviously explains the choice of this particular mode of expression. We have not in this section paid much attention to this distinction, using the two terms interchangeably.

Traditionally the target situation analysis has had a direct determining influence on the development of syllabus, materials, methodology and tests. For apparently perverse reasons, language learners would not conform to the behaviourist stereotype: A materials design model The primary focus of the unit is the task.