| Competences |
| Type A | Code | Competences Specific |
| A6 | Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English | |
| Type B | Code | Competences Transversal |
| CT4 | Work in multidisciplinary teams and in complex contexts | |
| CT6 | Develop abilities to manage their professional career | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A6 |
Plans effective educational tasks bearing in mind the specificity of English teaching Designs materials and activities directed at students with specific needs and for different purposes in a wide range of academic and professional contexts | |
| Type B | Code | Learning outcomes |
| CT4 |
Understand the team’s objective and identify their role in complex contexts Communicate and work with other teams to achieve joint objectives Commit and encourage the necessary changes and improvements so that the team can achieve its objectives Trust in their own abilities, respect differences and use them to the team’s advantage | |
| CT6 |
Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction to ESP | 1.1 What is ESP? 1.2 Definitions of ESP 1.3 Approaches to ESP 1.4 Characterizing ESP courses 1.5 Classifications of ESP |
| 2. Evolution of ESP: Approaches and Trends | 2.1 Origins and evolution of ESP 2.2 Different approaches to ESP |
| 3. ESP Now: The ESP Teacher and the Learner | 3.1 An Overview of ESP teaching today 3.2 The multidisciplinary nature of ESP 3.3 Current trends in ESP 3.4 The ESP teacher and learner |
| 4. ESP Course Design: Needs Analysis | 4.1 Course design: basic concerns 4.2 Needs Analysis in ESP 4.3 Needs Analysis and Evaluation |
| 5. ESP Course Design: Genre Analysis |
5.1 Basic concepts in Genre Analysis 5.2 Types of genres 5.3 Approaches to genre in ESP teaching |
| 6. ESP Course Design: Syllabus Design | 6.1 Bases for syllabus design 6.2 Approaches to syllabus design in ESP courses |
| 7. ESP Teaching Practice: Teaching Skills |
7.1 Teaching skills in ESP 7.2 Using texts in ESP: Authenticity |
| 8. ESP Teaching practice: Materials | 8.1 Approach to language in ESP 8.2 Materials Selection and Development 8.3 Task Design |
| 9. Information Technology in ESP | 9.1 Information Technology in ESP 9.2 Making the most of IT in ESP 9.3 The Digital Age and ESP |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Presentations / oral communications |
|
3 | 10 | 13 | ||||||
| Collaborative work |
|
1 | 12 | 13 | ||||||
| Reading written documents and graphs |
|
0 | 7 | 7 | ||||||
| Webcasting |
|
0 | 6 | 6 | ||||||
| videoconferencing |
|
4 | 2 | 6 | ||||||
| Self-monitoring activities |
|
0 | 9 | 9 | ||||||
| Problem solving, exercises in the classroom |
|
0 | 15 | 15 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| Debates |
|
0 | 4 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Every unit/session will include at least an introductory activity (a "Warm-up activity") to raise students’ interest and help them understand specific aspects of ESP course design. |
| Presentations / oral communications | Towards the end of the course, students will have to give an oral presentation of their collaborative work: the design of an ESP course of their choice. In their oral presentation, each group member will have to discuss a different phase or aspect of ESP course design. They will also have to justify all the decisions made concerning course design, putting into practice all the concepts learnt in the course. The oral presentation of each member of the group will be video-recorded and then submitted as just one video. |
| Collaborative work | In groups, students will have to design an ESP course of their choice, and they will have to go through all the different stages of course design, reflecting on each of them and making decisions. They will have to describe the specific context of the ESP course, carry out a Needs Analysis, create a syllabus, develop a complete teaching unit creating or adapting materials, and establish a coherent assessment method that takes into account the main objective of the ESP course designed. |
| Reading written documents and graphs | Every week students will have to read course readings in order to successfully participate in debates and complete self-monitoring activities. |
| Webcasting | Every week students will have to watch the corresponding voice-over videos, which include course contents previously registered in a video. |
| videoconferencing | There will be 2 synchronous sessions that will take place via webconferencing: one to create groups for the collaborative work students will have to complete and another one to ask students questions on their oral presentation of the collaborative work. |
| Self-monitoring activities | Throughout the course, students will be able to check their progress and understanding of concepts related to ESP courses by completing 4 online tests. |
| Problem solving, exercises in the classroom | Every week and after watching the corresponding videos, students will have to submit their weekly assignments.These assignments will consist in practical exercises related to the contents of the course. |
| Personal attention | Students will be able to ask questions or talk to their teacher about subject-related issues via videoconference or just sending an email message. |
| Debates | Critical thinking will be fostered in this course through online debates. In order to participate in those debates, students will have to read assigned readings, show they can deal with complex ESP situations and provide creative solutions. |
| Personalized attention |
| Description |
|
Students will be able to ask questions or talk to their teacher about subject-related issues via videoconference or just sending an email message. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Presentations / oral communications |
|
As part of their collaborative work on the design of an ESP course, students will have to deliver an oral presentation that should be video-recorded. Then, in a synchronous session they will have to answer questions on their presentation. | 20% | ||||
| Collaborative work |
|
In groups of 4-5 members, students will have to design an ESP course of their choice, in which they will have to reflect all the course decisions made regarding course design. They will have to submit a complete a Needs Analysis and a Genre Analysis, a syllabus, a complete teaching unit, and the assessment method appropriate for the ESP course designed. They will also have to submit a powerpoint explaining the whole process of course design. | 20% | ||||
| Self-monitoring activities |
|
In order to help students check their progress and understanding of concepts related to ESP courses, they will have to complete 4 online tests. | 35% | ||||
| Problem solving, exercises in the classroom |
|
Submission of weekly assignments related to course contents. | 15% | ||||
| Debates |
|
Active participation in debates and in the Question and Answer period in one of the synchronous sessions. | 10% | ||||
| Others |
| Other comments and second exam session | |||
|
ONLINE TEACHING: 1st CALL (Continuous Assessment): The calculated final grade will result from the following assessment items: -Oral Presentacions (20 %) + Collaborative Work (20 %) + Self-monitoring activities (35 %) + Problem solving, Exercises in the classroom (15 %) + Debates (10 %) + = 100% 2nd CALL: Students who may not be able to complete all the assessment activities of continuous assessment (except for weekly Assignments and self-monitoring activities or Online tests) should be able to complete them for the 2nd Call. The activities students can submit again include only Oral Presentations, Collaborative work and Debates (50 % of the final grade). Academic integrity and PLAGIARISM: If the instructor considers that any work submitted (an activity or part of it, e.g. an assignment, an online test, or an ESP course) is not original, the student will be disqualified from the activity, will receive 0 and will NOT be able to take the 2nd Call Examination. See URV's regulation on Academic Plagiarism: https://www.crai.urv.cat/media/upload/domain_2232/arxius/crai/plagi/060418_es_guiaprofessors_web.pdf Examples of plagiarism include copying, self-plagiarism, collusion, submitting other people's work as your own, mosaic plagiarism, summarizing and paraphrasing without acknowledging the original source. |
|||
| Sources of information |
| Basic |
Tony Dudley-Evans, Maggie Jo St John, Developments in English for Specific Purposes: A Multidisciplinary Approach, Cambridge University Press, Cambridge: UK, 1998
Michael H. Long (ed.), Second Language Needs Analysis, Cambridge University Press, Cambridge: UK, 2005
T. Hutchinson, A. Waters, English for Specific Purposes: A Learning-Centred Approach, Cambridge University Press, Cambridge: UK, 1987
Rosa Muñoz-Luna & lidia Taillafer (eds.), Integrating Information and Communication Technologies in English for Specific Purposes, Springer International Publishing, Springer, 2018
Pauline Robinson, ESP Today: A Practitioner's Guide, Prentice Hall, Hemel Hempstead: UK, 1991
John Swales, Genre Analysis, Cambridge University Press, Cambridge: UK, 1990
R.R. Jordan, English for Academic Purposes, Cambridge University Press, Cambridge: UK, 1997
E. Arnó Macià, A. Soler Cervera, C. Rueda Ramos (eds.), Information Technology in Languages for Specific Purposes: Issues and Prospects, Springer, New York: USA, 2006 |
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Aquest bibliografia recull alguns llibres bàsics per a entendre els conceptes i temes clau en ESP. |
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| Complementary |
, English for Specific Purposes,, ,
, Journal of English for Academic Purposes, ,
, Ibérica: Journal of the European Association of Languages for Specific Purposes, , |
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Conjunt de revistes sobre l'àrea d'ESP. Poden donar a l'estudiant una bona perspectiva del treball que s'està fent en aquest àmbit. |
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| Recommendations |
| Subjects that are recommended to be taken simultaneously | |||||
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| Other comments | |
| Students will have to watch all the online videos and read all course readings recommended in the Course Plan for the different sessions in order to follow the course development, participate in online debates effectively and understand important course concepts. |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.