Study with the several resources on Docsity
Earn points by helping other students or get them with a premium plan
Prepare for your exams
Study with the several resources on Docsity
Earn points to download
Earn points by helping other students or get them with a premium plan
Community
Ask the community for help and clear up your study doubts
Discover the best universities in your country according to Docsity users
Free resources
Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors
Es un documento que contiene los requerimientos de la guía de actividades.
Typology: Cheat Sheet
1 / 5
This page cannot be seen from the preview
Don't miss anything!
Task 2 Defining ESP. Code: 1003151036. Group: 551038_31. Tutor. Clara Esperanza Bilbao Cortés. Universidad Nacional Abierta y a Distancia UNAD. Escuela de Ciencias de la Educación ECEDU. Licenciatura en Lenguas Extranjeras con Énfasis en Inglés LILEI. Teaching English for Specific Purposes. October of 2024.
Concept ESP. English for Special Purposes can be defined as a branch of pedagogy that includes teaching strategies that have broad features and are based on the individual needs of the learner. Therefore, as long as students have tracked the learning objectives, the theme exists, and according to (Gonzales, 2015, p.384), as long as the students have tracked the language learning objectives, ESP is built and continues to develop. The communicates clearly and in the desired context. Therefore, it can be emphasized that ESP is dynamic, changing, methodical and disciplinary. These statements join the definition of Dudley- Evans (2001) cited by González (2015), which postulates such variables, making ESP a special subject because it must be related to a certain discipline, use different methods and be applied to the middle level. and senior students.
Timeline. Participation Evidences.
References. Hutchinson, T., & Waters, A. (1987). Language descriptions. In English for Specific Purposes (Cambridge Language Teaching Library, pp. 24-38). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733031.008. https://doi- org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031. Hutchinson, T., & Waters, A. (1987). Theories of learning. In English for Specific Purposes (Cambridge Language Teaching Library, pp. 39-52). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733031.009. https://doi- org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031. Hutchinson, T., & Waters, A. (1987). Needs analysis. In English for Specific Purposes (Cambridge Language Teaching Library, pp. 53-64). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733031.010. https://doi- org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031. Hutchinson, T., & Waters, A. (1987). Approaches to course design. In English for Specific Purposes (Cambridge Language Teaching Library, pp. 65-78). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733031.011. https://doi- org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511733031. Jordan, R. (1997). English for Specific Academic Purposes. In English for Academic Purposes: A Guide and Resource Book for Teachers (Cambridge Language Teaching Library). Cambridge: Cambridge University Press. https://www-cambridge- org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge- core/content/view/6989B9B30343AD70BB0B8FAE2320EFB2/9780511733062c16_p 28 - 248_CBO.pdf/english_for_specific_academic_purposes.pdf
