Guia docente

DATOS IDENTIFICATIVOS

2011_12

Asignatura

INGLES PARA FINES ESPECIFICOS

Código

00408145

Enseñanza

LIC. EN FILOLOGIA INGLESA

Descriptores

Cr.totales

Tipo

Curso

Semestre

Optativa

Quinto

Segundo

Idioma

Prerrequisitos

Departamento

FILOLOGIA MODERNA

Responsable

LANERO FERNÁNDEZ , JUAN JOSÉ

Correo-e

jjlanf@unileon.es
nramg@unileon.es

Profesores/as

LANERO FERNÁNDEZ , JUAN JOSÉ

RAMÓN GARCÍA , NOELIA

Web

http://

Descripción general

"This course is designed to familiarise students with some of the recent developments in the field of English for Specific Purposes. Its major aim is to equip learners with a knowledge base and some skills that will help them in their prospective role as teachers of English for some specific setting, either professional or academic. It also attempts to provide students with an opportunity to explore these insights and skills in practice, to further develop their team work abilities and to improve their own communicative skills in English.

Tribunales de Revisión

Tribunal titular
Cargo	Departamento	Profesor

Tribunal suplente
Cargo	Departamento	Profesor

Objetivos

Metodologías

There will be four one-hour sessions of class per week during the second semester, which will count as six credit units. Classes will be a combination of lectures, students? presentations, and discussion of reading tasks, linguistic analyses, debates and project work covering the following basic components. The first is exposition by the lecturer, through which the content will be partly presented and discussed. The second element is reading assignments, oral presentations by the students and debates, through which part of the content will also be presented and discussed. The third element is texts ?samples of spoken and written language taken from a variety of ESP settings-, which will be analysed using different methods at various levels: lexical, grammatical, discourse and genre. The fourth element is a number of tasks, written assignments and project work, through which students will be invited to explore the major developments in English for Specific Purposes in practice and present their findings to the group. This combination of learning procedures will help students to understand the key insights more fully, to be better equipped for a possible role as teachers of English for some specific purpose situation, to develop their team work abilities and to improve their own communicative skills in English.

Contenidos

Bloque

Tema

1. ORIGINS, DEVELOPMENTS, CLASSIFICATION AND DEFINITION OF ENGLISH FOR SPECIFIC PURPOSES (ESP).

2. COURSE DESIGN IN ESP.

2.1. NEEDS ANALYSIS FOR ESP COURSES.

2.2. THEORIES OF L2 LEARNING.

2.3. LANGUAGE DESCRIPTIONS IN ESP.

2.4. APPROACHES TO SYLLABUS DESIGN IN ESP.

3. LINGUISTIC EXPLORATIONS INTO ESP TEXTS.

3.1. VOCABULARY AND GRAMMAR.

3.2. DISCOURSE AND GENRE.

4. ESP TEACHING METHODOLOGY.

4.1. TEACHING TECHNIQUES IN ESP.

4.2. PRINCIPLES OF TASK-BASED INSTRUCTION IN ESP.

Otras actividades

Most analytical tasks, reading and written assignments will be given as homework (before being discussed in class). There will also be a written assignment (10-15 pages long), which can be done in pairs or small groups. Guidance on how to do the project and presentation of results will be given in class, but students are expected to find some time to meet with their group outside class time to collaborate in carrying out their project. These assignments and presentations of student work will be announced as the course progresses and deadlines given for each. Lack of participation in them will be given zero marks.

Evaluación

	descripción	calificación

Otros comentarios y segunda convocatoria
All students are required to pass an end-of-year examination which will count as 50% of the final mark. To pass the exam, a 50% pass mark needs to be attained. All students are also required to hand in a written assignment which will account for 30% of the final mark. It will be 10-15 pages long and will be done in pairs or small groups following precise instructions given in class. To pass the written asignment students are required to attain a 50% pass mark. Written assignments handed in late will count as zero marks. Both the final exam and the written assignment need to be passed separately in order to pass the course. Those students that do not hand in and pass the written assignment will not be able to pass the course. For those students who attend classes regularly (over 85% of sessions), it will be possible to add a continuous assessment mark (provided it is higher) to the overall pass mark. This will be obtained from participation in class in relation to tasks, oral presentations, debates, and discussion of reading and written assignments. This participation will account for another 20% of the final mark. Students who do not attend classes regularly will be assessed on the basis of the final exam and the written assignment. These students should contact the lecturer by 1st May to find out about the content of the written assignment. A final draft of the written assignment must be handed in together with the end-of-year exam script. These two documents, in combination, will account for 100% of the final mark.

Fuentes de información

Acceso a la Lista de lecturas de la asignatura

Básica
	"Much of the content will draw on the following book, which students should have: Dudley-Evans, T. & St. John, M. (1998). Developments in English for Specific Purposes. A multidisciplinary approach. Cambridge: Cambridge University Press. There will also be many handouts and reading assignments available throughout the year, which will be announced at the beginning of each teaching unit. Students should make sure they have all of these along with the class notes. They are mainly taken from: Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press. Robinson, P. (1991). ESP Today. Hemel Hempstead: Prentice Hall International.
Complementaria
	Bhatia, V. K. (1993). Analysing Genre: Language Use in Professional Settings. London: Longman. Ellis, M., & Johnson, C. (1994). Teaching Business English. Oxford: Oxford University Press. Jordan, R. R. (1989). English for Academic Purposes. Language Teaching, 22(3), 150-164. Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for teachers. Cambridge: Cambridge University Press. Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-55. Orr, Thomas. (2002) English for Specific Purposes. [Case Studies in TESOL Practice Series]. Teachers of English to Speakers of Other Languages, Inc. Paltridge, B. (2001). Genre and the Language Learning Classroom. Ann Arbor: The University of Michigan Press. Robinson, P. (1993). Course design for ESP. In Actas de las II Jornadas de Lenguas para Fines Específicos Alcalá de Henares: Universidad de Alcalá de Henares. Robinson, P. & Ross, S. (1996). The development of task-based assessment in English for Academic Purposes Programs. Applied Linguistics, 17(4), 455-476. Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28(1), 127-151. Skehan, P. (1996a). A framework for the implementation of task-based learning. Applied Linguistics, 17(1), 38-62. Skehan, P. (1996b). Second language acquisition research and task-based instruction. In J. Willis, & D. Willis (eds.), Challenge and Change in Language Teaching (pp. 17-30). Oxford: Heinemann ELT. Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286. Swales, J. (2004) Research genres. Exploration and Applications. Cambrige: Cambridge University Press. West, R. (1994). Needs analysis in Language Teaching. Language Teaching, 27(1), 1-19. Willis, J. (1996). A flexible framework for task-based learning. In J. Willlis, & D. Willis (eds.), Challenge and Change in Language Teaching (pp. 52-62). Oxford: Heinemann.