23
English for Specific Purposes Teaching and Research Page 1 ESP and Corpus-Informed Teaching and Research Dr. Ken Lau Assistant Professor Centre for Applied English Studies The University of Hong Kong Email: [email protected] Course Schedule 9:00-9:10 Opening remarks 9:10-10:30 ESP Teaching and Research I: Arts and Humanities 10:30-10:40 Tea Break 10:40-12:10 ESP Teaching and Research II: Science and Engineering 12:10-1:20 Lunch 1:20-3:00 Corpus-Informed Teaching and Research I 3:00-3:10 Tea Break 3:10-4:40 Corpus-Informed Teaching and Research II Acknowledgements Thanks to colleagues of the Centre for Applied English Studies who have generously shared their course materials for illustration purposes.

ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

  • Upload
    haanh

  • View
    227

  • Download
    0

Embed Size (px)

Citation preview

Page 1: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 1

ESP and Corpus-Informed Teaching and Research

Dr. Ken Lau

Assistant Professor

Centre for Applied English Studies

The University of Hong Kong

Email: [email protected]

Course Schedule

9:00-9:10 Opening remarks

9:10-10:30 ESP Teaching and Research I: Arts and Humanities

10:30-10:40 Tea Break

10:40-12:10 ESP Teaching and Research II: Science and Engineering

12:10-1:20 Lunch

1:20-3:00 Corpus-Informed Teaching and Research I

3:00-3:10 Tea Break

3:10-4:40 Corpus-Informed Teaching and Research II

Acknowledgements

Thanks to colleagues of the Centre for Applied English Studies who have generously shared

their course materials for illustration purposes.

Page 2: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 2

1. Definition of ESP

English for Specific Purposes (ESP) has been defined by a number of researchers. One of the

most oft-cited definitions is from Hutchison and Waters (1987)1 who see ESP as an

approach rather than a product, meaning that ESP does not imply a particular kind of

language, teaching material or methodology. The central idea in their definition lies in the

construct of need. “Need is defined by the reasons for which the student is learning English,

which will vary from study purposes such as following a postgraduate course in an English-

speaking country to work purposes such as participating in business meetings or taking

hotel bookings” (Dudley-Evans & St John, 1998, p.3)2.

2. Classification of ESP (adapted from Dudley-Evans & St John, 1998, p. 6).

English for

Specific Purposes

(ESP)

The case of Centre for Applied English Studies (selected courses)

Faculty Course Nature of the course: EAP/EOP

Architecture Communication Course for Architecture Students EAP Arts Academic English for Arts Students EAP Business & Economics

English for Academic Communication for Economics and Finance Students

EAP

Dentistry English for Dental Students ? Education Academic English for Education Students EAP Engineering Professional and Technical Written/Oral

Communication for Engineers EAP

Law Writing Solutions to Legal Problems EAP Medicine English for Clinical Clerkship EOP/EAP Science Academic English for Science Students EAP Social Sciences Professional Writing Skills for Social Work EOP

1 Hutchison, T. and Waters, A. (1987). English for specific purposes. Cambridge: Cambridge University Press.

2 Dudley-Evans, T. and St John, M.J. (1998). Developments in English for specific purposes: A multi-disciplinary

approach. Cambridge: Cambridge University Press.

English for Occupational

Purposes (EOP)

English for Science and Technology

English for Medical Purposes

English for Legal Purposes

English for Management, Finance and

Economics

English for Professional

Purposes

English for Vocational

Purposes

English for Medical

Purposes

English for

Business Purposes

Pre-Vocational English

Vocational English

English for Academic

Purposes (EAP)

Page 3: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 3

3. Needs Analysis

Following from the definition above, needs analysis appears a crucial part and often the first

stage of ESP. Needs cover a wide range of issues such as learner’s goals, backgrounds,

proficiency, reasons for taking the course, the situations where they need the

communication knowledge and skills, etc.

There are three main types of needs analysis: present situation analysis (PSA), learning

situation analysis (LSA) and target situation analysis (TSA). PSA refers to information about

learners’ current abilities, familiarity with the written and spoken genres, their skills and

perceptions; what they are able to do and what they want at the beginning of the course.

Data can therefore be both objective (age, proficiency, prior learning experiences) and

subjective (self-perceived needs, strengths and weaknesses). A statement such as “I have

difficulty selecting appropriate word choices when writing a feasibility report” is an

example of PSA. LSA is concerned with the learners, teachers and teaching and learning

contexts. It includes subjective, self-perceived, process-oriented needs. An example of LSA

statement is “I am more comfortable working on my own than in groups”. TSA concerns

the learner’s future roles and the linguistic skills and knowledge required to perform

competently in a target context. This involves mainly objective and product-oriented data:

identifying the contexts of language use, observing the language events in these contexts,

listing the genres employed, collecting and analyzing target genres. “I have to draft an

assessment report after seeing a client” is an example.

To collect needs data, teachers can draw on a range of different sources and techniques such

as interviews, questionnaire surveys, observations.

Imagine you are asked by your department head to create an ESP course for social

workers entitled “Professional Writing Skills for Social Work”. What kind of (1) writing

and (2) language needs do you plan to cover in the course?

Page 4: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 4

4. Course Design

Look at a sample course schedule. How are the topics structured?

Sample course schedule

Session Topic to be covered

1 Principle of social work writing Function and structure of an intake summary Extracting relevant information from an interview

2 Format of an intake summary

Tenses, and reported speech in social work reports Describing facts and opinions objectively

3 Reading an intake summary sample (proofreading exercise) Feedback on draft intake summary

4 Citations and referencing in report writing

Analyzing two intake summary samples

5 Function and structure of a proposal Selecting a focus for proposal and drafting objectives

6 Discussing proposal format

Literature search Discussing proposal objectives

7 Analyzing sample proposals

8 Function and structure of assessment report Language of assessment Analyzing two assessment report samples

9 Organizing information for an assessment report

10 Function and style of social work referral letter

Language and stylistic errors in a letter of referral

11 Feedback on first draft of assessment report (tutorial)

12 Wrap up

Page 5: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 5

5. Tasks and Materials Development

Look at the tasks of one sample unit. How are tasks sequenced to help build up students’ knowledge? What other kinds of tasks do you think would be useful?

Writing an Intake Summary

By the end of this session, you should be able to:

understand the principles and functions of an intake summary learn and practice vocabulary describing relationships

Task 1: Elements of an Intake Summary

In order to write a complete intake summary it is important to understand the uses or functions

it may have as well as the underlying principles.

What is an intake summary?

What are the functions of an intake summary?

What are some of the principles of good summary recording?

What kind of information should an intake summary include?

Task 2: Analyzing a case

In the first three classes the focus will be on writing a summary of the first contact with a client.

This kind of recording is often referred to as an intake summary.

Watch the 1st scene of the video recording of a Hong Kong social work case. Take notes as you

watch. Imagine that you are the social worker assigned to the family – later you will write an

intake summary of the meeting to provide a record for colleagues and the client. You may

discuss some of the following issues with your classmates.

Family Members

Social worker’s questions & client’s key responses

Problems you think they have (provide evidence)

Possible forms of intervention

Page 6: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 6

Task 3: Describing relationships

When writing summaries of interviews with clients, descriptions of relationships are important for accurate documentation. As well as detailing who the members of the family are, words to do with birth, death, marriage, separation and divorce will be used. A family tree or genogram is often used to display these relationships – look at one for the Ho family on the next page. What do the different symbols mean? Can you describe the relationships depicted here?

Mr Ho: Genogram

Mr Ho

Daughter aged 12

Daughter aged 11

Son aged 6

Describe the relationships that the genogram illustrates.

Task 4 Language Practice

Use the web concordancer introduced by your teacher to check concordances and derive the

differences in usage and meanings of the following trios.

1. Marry/married/marriage 2. Engage/engaged/engagement 3. Separate/separated/separation

Engagement

Mary and Simon ________________________ next week.

Mary ___________________ to Alan but it didn't work out.

Marriage Jenny ____________to a wealthy man. She enjoys __________ life very much. She feels that her _____________ is very successful. Pansy does not want to __________ at present, as she wants to pursue her studies overseas. My parents are now in their early seventies. They ______________________________ for over fifty years.

Page 7: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 7

6. Language Materials

After all, ESP courses are offered under an English centre or department. A substantial

amount of input should therefore be given to language. The course Professional Writing

Skills for Social Work serves a good example because social work language is not as easily

taught because its terms are basically those we use in daily English. This is an area which

you really need to discuss with your counterpart/contact person in the social work

department.

The following are some of the salient language features in social work:

Description of behaviours and emotions

Using non-judgmental language

Using reported speech

Now, let us look at the tasks on these language features.

Task X: Describing non-verbal behaviour

The content of the assessment will depend on its purpose. Assessment reports may include

descriptions of living conditions, verbal and non-verbal behaviour and interpersonal

relationships, as well as other relevant information that helps you to assess a client’s health,

emotional and intellectual functioning. Remember that you only need to focus on aspects of

the client’s situation which are relevant to the case and the problems identified by the

worker and client.

What emotions might the following words and expressions describing behaviour indicate?

She raised her eyebrow.

She frowned.

He clenched his fist.

She shrugged her shoulders.

She raised her voice.

Page 8: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 8

Additional task: Describing verbal and non-verbal behaviour

Look at one scene of the American sitcom “Friends”

http://www.youtube.com/watch?v=06PJ-V0QAJE – describe Ross’ reaction when he popped

into the apartment seeing his best friends kissing.

Answer key:

Ross entered the house and saw Rachel and Joey kissing. He looked puzzled and confused. He

was speechless at first and looked surprisingly calm. When he started talking, he raised his tone

and had a squeaky voice. He then pressed his hands to his ears and screamed. He was uptight

and acted hyperactively. Finally he ran out of the house in haste.

Task Y: Using non-judgmental language

You are working at the Social Welfare Department as a senior officer. You made a visit to Mr.

Chan’s home last Wednesday with Jenny, who is now working as a summer intern in your

department. Jenny is a second year student of the Department of Social Work at the

University of Hong Kong. She wrote a brief report of the visit and has passed it on to you for

comments. Here is part of the report:

We were supposed to arrive at 1:30pm but there was a traffic jam in Mongkok. We arrived at

Mr. Chan’s apartment at 2pm finally. His flat was terrible. There were lots of dishes which

had not been washed in the kitchen. The rubbish bin was so full that you could see rubbish

everywhere.

We tried to talk to Mr. Chan but he wasn’t friendly towards us. He was not friendly at all. The

only thing he said was that two years ago he fell from scaffolding at the construction site at

which he worked. He hadn’t been able to walk since then and had to stay at home all the time.

His wife left him five months ago and no one knew where she had gone.

We walked around the messy, dirty apartment and saw some empty bottles in the kitchen.

Apparently he drank a lot of alcohol and was an alcoholic. We tried to talk to Mr. Chan’s 10-

year-old daughter Rose. She tried to keep a distance from us at first but was willing to talk to

us later. She hated it when we asked about her mother. Rose did not seem to suffer from child

abuse….

Share your views on the following questions with a friend.

How would you comment on the style of Jenny’s writing?

How could you make the report more concise?

Page 9: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 9

Additional task based on Ken Lau’s PhD data: Using non-judgmental language

The following is a comparison of excerpt from social work assessment reports before and

after the fieldwork instructor’s comments. Notice the differences in the language and

expressions used.

Problem Analysis

I have discovered that the street children always play the table tennis, play Chinese chess and

watching Television in the centre. At the beginning, the streets children will feel funny from

playing and watching, however, the attractions of these game will be lower, it is because that

the centre have just provided these games. As the results, the street children feel the centre

boring, therefore, they will leave the centre and go to the street for playing, stealing, and

other misbehavior etc. one of the street children told me that, sometimes, they will go to the

computer centre (web bar) to gamble or smoke etc. Furthermore the children go to the

street, they also will learn some misbehavior by peer influences, or social learning. Therefore,

it must make some interesting game or game for them to play in order to let them still in the

centre.

Aim of the Program

1. It hope that street children will join the group and don’t waste time in the street

2. it hope that learn about some science knowledge form the group

3. The stress children can positively express their comment, and learn to co-operation with

other.

__________________________________________________________________________________________________________

Problem Analysis

I have discovered that the street children like playing the table tennis, Chinese chess and

watching Television in the centre. At the beginning, the street children will have fun from

joining these activities, however, they will lose their interest and patience gradually. The

centre does not provide any further training or organization on these activities. It is not

surprising to find that children soon become bored. They will leave the centre and prefer

wandering and playing in the street. They will adopt undesirable pattern of behavior such as

stealing. One member told me that, sometimes they will go to the computer centre (web bar)

to gamble or smoke etc.

The tangible aim of the group:

1. To engage the street kids in some meaningful and productive learning activities.

2. To teach some basic science knowledge through interesting experiment and activities

3. To encourage self-expression and cooperation in the group.

Page 10: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 10

Task Z: Using Reported Speech

Now that you have established a structure for the interview the next step is to write the

summary reporting the interview. When you do this you may use your own words rather

than reporting exactly what was said word for word. When you report a statement the

reported clause is a "that" clause. It can also be a "to +infinitive" clause, an "if" clause, or "wh"

word clause.

For example,

She said that she had never taken drugs.

The worker told her that she was not going to be charged.

My husband told me to do this.

They asked me what my plans were.

Convert the following statement/question into reported speech:

1. Florence: ‘My husband visited my home yesterday despite the court order’.

2. Have the children been back to school since the accident happened? (The question was

raised by Jenny to the teacher.)

Page 11: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 11

English for Law (Writing Solutions to Legal Problem)

This 3-credit English enhancement course offered in the 2nd semester aims to enable first-year

LLB students and 2nd year joint-degree law students to adapt and develop their existing

language, reasoning, and study skills, and to apply and articulate their knowledge of tort law3,

as they frame a written response to the kinds of legal problem solution assignment.

Teaching Approach – Dovetailing Content and Language

Assignment Genre

Legal Problem

Legal Content,

Legal Practice

Reasoning

‘Moves’

Rhetorical

structure

Other

Language

Features

Progression Weeks 1 and 2 Weeks 2 and 3 Weeks 3 and 4

Disciplinary Language

This cycle of teaching repeats for another 2 rounds.

An example of a Problem Question (PQ):

One day, when walking home, William trips and falls, damaging his knee. Several days later,

while driving to work, he sees Victor crossing the road and brakes to avoid running into him.

Unfortunately, due to the pain in William’s knee, he cannot fully press his brake pedal and as a

result he runs into Victor. The collision occurs at a fairly slow speed and a normal person would

only have suffered bruising as a result, but Victor has brittle bones and suffers two broken legs

and a number of broken ribs. He is taken to the local hospital where, due to an administrative

mistake, his right arm is amputated.

Advise Victor.

3 Only Negligence and Psychiatric Injury are dealt with in the course.

Page 12: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 12

First Step: Case Analysis

To identify the legal issues involved and to be addressed in the PQ

For example

The collision occurs at a fairly slow speed and a normal person would only have suffered bruising

as a result, but Victor has brittle bones and suffers two broken legs and a number of broken ribs.

Remoteness:

If the defendant is negligent, the plaintiff's right to recover damages is not limited by the fact

that his injury resulted from aggravation of a preexisting condition. Where an injury arising

from a cause which entails liability on the defendant combines with a pre-existing condition to

bring about a greater harm to the plaintiff then would have resulted from the injury alone, the

defendant may be found liable for all of the consequences. [Thin-skull rule]

Issues and Order of Analysis in Negligence Cases

Duty of Care

Standard of Care

Breach of Duty

Causation

Remoteness

Defense

Negligence

Liable

Partial

Contributory Negligence

(Apportionment)

Complete

Volenti Non Fit Injuria

Ex Turpi Causa

Past

Present

Page 13: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 13

Second Step: Legal Reasoning Moves

Common Law Legal Reasoning Flow - IPCAC:

Issue – Articulating the issue in terms of the parties and the facts

Principle – invoking a legal principle and/or rule

Case – relying on precedent cases and/or legislation

Application – applying precedent case and/or legislation to the facts of the present case

Conclusion – articulating the (recommended) decision, and grounds for reaching it

For example,

Legal Reasoning Moves

Assuming that William is held to have caused the accident,

Victor would next have to show that the injuries she

suffered were not too remote a consequence of William’s

actions. The usual rule that a D is only responsible for harm

of a foreseeable type is modified to some extent by the `thin

skull’ rule. The operative principle here was set out in

Smith v Leech Brain. The court held that in cases where

the harm inflicted was of a foreseeable type, the defendant

will be liable for the full extent of the injury, even if the full

extent was unforeseeable. Thus, the tortfeasor is said to

`take his victim as he finds him.’ Applying this principle to

the present case, the fact that Victor had brittle bones and

suffered more seriously than normal people might

otherwise have been, is irrelevant. William will thus be

liable to compensate Victor for his broken legs and ribs.

Issue

Principle

Case

Application

Conclusion

Page 14: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 14

Third Step: Rhetorical Structure

Inductive vs Deductive Structure

Issue NOT Arguable - Deductive Structure

Analysis Mary was clearly prima facie in breach of her

duty. The standard of care for Mary should be a

reasonable customer’s behaviour in a

supermarket (Glasgow Corp v Muir). Being in a

hurry to get home does not suggest an

emergency or any other grounds for holding

Mary to a lower standard of care towards the

supermarket.

Deductive structure is recommended – it is NOT arguable You don’t succeed point by point or issue by issue – you do that for the overall action

Issue Arguable - Inductive Structure

Analysis / Points to Note We need to determine whether or not Norah’s action of

putting her basket down in Mary’s way breached her duty

to Mary. The objective standard of care of a

supermarket’s customer may indicate it was reasonable

for Norah to put down her shopping basket in order to

reach up for something like the jar of coffee (Glasgow

Corp v Muir). However, Norah’s action of “suddenly”

putting down the basket “in the way of” someone walking

close to her suggests she fell below that standard (i.e.

breached her duty).

Issue: Breach of Duty Principle Case Application Conclusion

Page 15: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 15

Fourth Step: Other Language Features

A language feature characteristic of legal writing is the use of conditional sentences. So in the

English for Law course, it is taught explicitly to students. The following is some sample

materials on conditional sentences in the legal contexts:

Conditional Forms

1st Conditional

Where/When/If X happens, Y may happen/also happens o Legal function: General rule/principle o Rarely used in PQ answer, except that you cite statute.

If a passenger does not wear a seatbelt, he/she commits an offence.

2nd Conditional

If X happened, Y would happen o Legal function: asserting foreseeability (as part of the analysis of the specific

problem) o It was foreseeable that, if Norah placed her basket in the aisle, someone

would trip over it. You repeat the fact and reiterate the GENERAL foreseeable consequence

(Note that no reference to Mary’s injury) 3rd Conditional

If X had not happened / But for X’s breach, the plaintiff would not have been injured

o Legal function: Causation – But-for test o If Mary had not been rushing into the supermarket / But for Mary rushing

into the supermarket, the 50 bottles of wines on display would not have been knocked over.

A sign of regret of what had happened – a hypothetical alternative past outcome

Page 16: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 16

Professional and Technical Written Communication for Engineers (ME, BSE)

This course aims to provide an intensive English environment within the Engineering syllabus

which will engage students in problem solving activities that are representative of the

engineering disciplines, give you the opportunity to communicate in English and build up their

confidence in using the language.

The course involves a Design and Make Project for which students in groups have to create an

Elastic-Powered Paper Vehicle (i.e. using recycled paper to make a car which is powered by one

elastic band) with the given specifications. The production of the vehicle itself is not assessed

but students are assessed on two things in relation to the project

1. Conduct a series of meeting and come up with minutes

2. Write a technical report with appropriate diagrams

The followings are the sections required in the technical report:

Summary

Introduction

Materials and Specifications

Engineering Principle

Construction Procedures 1 and 2

Test Procedure

Discussion of results

Conclusion

Page 17: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 17

Sample Materials on Engineering Principles

The reason why we need such a section is because other engineers need to know WHY you have

done WHAT you have done in your design so that they can duplicate it or improve it or change it

in some way.

Several points to bear in mind:

Include formulae if necessary but you must explain why you have included them. Use theoretical principles to explain why you have made the choices you have in your

first design and why you made the changes you did in your second design. PRESENT TENSE should be used unless you refer specifically to your project, for which

PAST TENSE is used You should include graphic information.

Engineering Principles

According to the law of equilibrium, there are two conditions for an object to maintain balance

1. the resultant of the external forces acting on a static member must be zero. 2. the moment sum of all external forces and moments about any axis acting on a static

member must be zero.

When an object is placed on the topmost point of three straw segments that are joined together,

the object exerts a force W on the straws and the ground exerts three reaction forces (R, S, T) on

the other ends of the straws. See Figure 1.

Figure 1 Diagram of external forces

In order to satisfy the first condition of the law of equilibrium, the sum of the external forces

must be zero. This means W+R+S+T=0. This equation also implies that the reaction forces

exerted on each rod will be smaller as the number of supporting straws increases.

The moment of external forces about one point can be calculated by External force x

perpendicular distance from the force to the point taking moment.

For instance, the moment about point 0 is F x D in Figure 2.

R

T W

S

Page 18: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 18

Excerpts from Student Report (Construction Procedures)

Students are not hand-draw diagrams. Some students may use the MATLAB drawing tool which

they learn in their disciplinary subjects.

5.2 Design І - Construction Procedures

Construction the axles

1. Two pieces of waste paper were rolled together to form a piece of

15cm long front axle with its diameter equals to 1cm, just like figure

5.2-1.

2. Three pieces of waste paper were rolled together to form a piece of

20cm back axle with its diameter equals to 1cm, as shown in figure

5.2-2.

Construction the rear wheels

3. Five pieces of waste paper were rolled together to make 4 pieces of

paper sticks with 4.5cm long. Figure 5.2-3 has shown the paper sticks

4. 20 circles with diameter 10 cm were cut and with a small circle hole

of 2 cm diameter were pinned at the centre of the circle. The result

paper was illustrated by figure 5.2-4.

Fig. 5.2-1

Fig. 5.2-2

Fig. 5.2-3

Fig. 5.2-4

Fig. 5.2-1

Page 19: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 19

Sample unit on Introduction

Introduction

Engineers encounter many technical problems in designing and building structures such as a

tower. The engineering principles which apply to the physical dynamics of a structure make an

impact on its efficiency. Efficiency is related to cost, since the most efficient something is, the

fewer materials and energy that are required for it to be completed.

The purpose of this project was to design and construct the tallest tower possible with the least

amount of materials (drinking straws and paper clips) which could support a marble at the top

most point for more than 3 minutes. The greater the efficiency, the better the design. The initial

design was built and tested and then based on the results, redesigned and tested. The efficiency

of the two designs was calculated and compared.

The purpose of the report is to detail the design and construction process comparing the two

designs and explain the findings. The report first introduces the engineering principles involved

in designing and construction the tower. The initial design is explained and then compared with

the modified design. The test procedures are described and the efficiency of the two towers is

compared. There is a discussion of the results followed by a conclusion.

Based on the introduction above, discuss the following questions:

What kind of information do you get from the Introduction?

What tenses are used?

How does the writer signal sequences in the last paragraph of the introduction?

Page 20: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 20

Teachers Notes on Introduction

Rhetorical Structure and Function

Background which will give the reader a context for the project (Present Tense) Objectives of the project – what the project was trying to achieve (Past Tense)

o The purpose / objectives of the project was… Purpose of the report (Present Tense)

o The purpose of this report is….

Lead-in to the rest of the report (Present Tense)

Language

Introduction Analysis Engineers encounter many technical problems in designing and building structures such as a tower. The engineering principles which apply to the physical dynamics of a structure make an impact on its efficiency. Efficiency is related to cost, since the most efficient something is, the fewer materials and energy that are required for it to be completed.

Background information about the project Present Tense

The purpose of this project was to design and construct the tallest tower possible with the least amount of materials (drinking straws and paper clips) which could support a marble at the top most point for more than 3 minutes. The greater the efficiency, the better the design. The initial design was built and tested and then based on the results, redesigned and tested. The efficiency of the two designs was calculated and compared.

Purpose of the PROJECT Materials + Goals to be achieved + Procedures involved in the project Past Tense

The purpose of the report is to detail the design and construction process comparing the two designs and explain the findings. The report first introduces the engineering principles involved in designing and constructing the tower. The initial design is explained and then compared the modified design. The test procedures are described and the efficiency of the two towers is

compared. There is a discussion of the results followed by a conclusion.

Purpose of the REPORT (ie. why do you write this technical report?) Lead-In to the Report (i.e. the organisation / contents of the report) Present Tense

Page 21: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 21

Advanced English for Science Students

Students will write a popular science journal article for a web-journal targeting a non-specialist

audience. Students will be challenged to engage in spontaneous speaking task in a small group

setting while in class. Students will be provided with guidance in developing a self-access

language learning (SALL) plan, carrying this out, and reflecting on their learning experience and

learning strategies used.

Pre-requisite: Students taking this course have to pass the first-year course on academic writing

so students will have already learnt how to write an essay with the use of reliable sources and

proper acknowledgements.

An important feature of the course is the emphasis on learner autonomy and choices. A

significant proportion of the time of the course requires students to undertake self-access

language learning. Such a decision is based on the results of the needs analysis (see Gardner

20074):

With more than 400 students taking the same course, there is a very wide range of language

abilities

The logistical/scheduling arrangements give rise to the learning situation that students of

different majors under the same Faculty are mixed together in a class

According to the statistics gathered by the University in 2001, only around 40% of the

science graduates took up science-related employments.

In most of the sessions they are divided into two 1-hour slots. Half of the students will come for

one hour for spontaneous speaking practice and the other half will be working on SALL. The

arrangements will be swapped in the second hour. In total, students are required to take part in

at least 8 hours of SALL by the end of the course.

Students have to identify several learning goals, formulate a study plan, look for independent

learning resources and reflect on their learning experiences.

4 Gardner, D. (2007). Integrating self-access learning into an ESP course. In D. Gardner (ed.), Learner autonomy

10: Integration and support (pp.8-32). Dublin: Authentik.

Page 22: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 22

Professional and Technical Oral Communication for Engineers

The course introduces engineering students to professional and technical communication in the

context of oral presentations. The course will provide an intensive English environment within

the Engineering syllabus which will engage students in verbal communicative activities that are

representative of the engineering disciplines. Students work in groups and individually, make

decisions on gathering and reformulating data, and select the appropriate language and register

to deliver professional presentations to a range of audience.

Like Advanced English for Science Students, this course has a component of self-access. A strong

emphasis is placed on students’ abilities to reflect on their presentation performance.

The reason for incorporating self-access is again because of the diversity in terms of students’

language abilities. The emphasis on reflection ties in with the course content that students are

required to deliver three presentations over 12 weeks. Students are therefore expected to refine

their oral presentation skills and demonstrate improvement along the way. The fact that

reflection leads to improvement in practice places it in a major role in the course.

Screenshots of the Self-Access and Reflection Record (Lau, 2013)5

5 Lau, K. (2013). Evaluating the effectiveness of an out-of-class reflection component in a technical English

course by tracing participants’ perceptual changes. Reflective Practice, 14(6), 691-704.

Page 23: ESP and Corpus-Informed Teaching and Researchetlc.wzu.edu.tw/news_download/20131116_3.pdf · ESP and Corpus-Informed Teaching and Research ... Definition of ESP English for Specific

English for Specific Purposes Teaching and Research Page 23