TEACHING ENGLISH FOR SPECIFIC PURPOSES

Course Information
TitleΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΓΙΑ ΕΙΔΙΚΟΥΣ ΣΚΟΠΟΥΣ / TEACHING ENGLISH FOR SPECIFIC PURPOSES
CodeΓλ3-342
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600007069

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6
Class Information
Academic Year2017 – 2018
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600115226
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
By the end of the course the participants should be: Familiar with central issues in ESP and types of ESP courses Able to carry out needs analysis for ESP Select and exploit specialized (genre-appropriate) texts and design ESP materials Able to design a short ESP course.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work in teams
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Definition, origins and types of ESP ,The roles of the ESP teacher. Characteristics of ‘specialised’ language (e.g. academic, scientific and technical) the relevance of register, discourse and genre analysis to the teaching of ESP , needs analysis models, Approaches to ESP syllabus and course design, ESP materials design and evaluation.
Keywords
Αγγλικά για ακαδημαϊκούς και επαγγελματικούς σκοπούς, επίπεδα ύφους, ανάλυση λόγου, κειμενικά είδη, σχεδιασμός προγραμμάτων διδασκαλίας, ανάλυση αναγκών, σχεδιασμός διδακτικού υλικού, αξιολόγηση
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
power point presentations, eclass, email
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1174.7✓
Laboratory Work301.2
Exams30.1
Total1506
Student Assessment
Description
Final exam
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Additional bibliography for study
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press. Chapters: 1, 2, 4 (4.4., 4.5, 4.6), 6, 7, 8, 9, 10 Jordan, R.R. (1997). English for academic purposes. Cambridge: Cambridge University Press. Chapters: 7, 16, 17, 18. Chung, T. M. & Nation, P. (2003). “Technical vocabulary in specialised texts”. Reading in a Foreign Language (15)2, pp. 103-116. Freely downloadable from http://nflrc.hawaii.edu/rfl/october2003/chung/chung.pdf Ferguson, G. 1997. “Teacher Education and LSP: The Role of Specialised Knowledge”. In Howard, R. & Brown, G. (eds.), Teacher Education for Languages for Specific Purposes. Multilingual Matters, 80-89. (COURSE READING PACKET in the library) Trimble, L. 1985. English for Science and Technology: A Discourse Approach. Chapter 9. (COURSE READING PACKET in the library)
Last Update
11-02-2020