How can ESP be implemented in the Japanese university situation? : its theory and practice

本研究旨在让ESP实践者清楚地了解如何在日本的教育环境中将ESP理论与ESP实践联系起来。回顾ESP课程设计中需要考虑的因素与ESP课程设计相关的因素可以表现为一系列的二分法，例如，集约型和广泛型，教师作为提供者和教师作为促进者。这些因素是从日本局势的角度来考察的。案例研究的结果表明，“即时需求与延迟需求”这一因素对课程设计的影响最大。介绍如何使用真实的材料来开发有效的学习材料，以帮助提高学生的学习动机在开发材料时需要考虑的注意事项是真实性和未来的学习者利益。案例研究提供了具体的例子，说明如何使用从期刊和杂志到报纸、企业宣传小册子和网络材料的各种材料来准备刺激性…更多的课程材料。一个单元的材料必须具有一致性，遵循广泛的格式，这有助于学习者专注于学习，而不是制定出该做什么。回顾ESP课堂活动，包括小组活动。我们考察ESP课程中的课堂管理，基于教师和学生合作的概念，因为理解ESP课文所需的专业知识。在ESP课堂上，语言教师并不是绝对的权威，学习者也必须分担为课堂活动做出贡献的责任。即使是在大型班级中，互动的学生参与对于成功的ESP学习体验也是必不可少的。克服大小问题的一种方法是让学生在老师的协助下分组学习。案例研究的结果决定了与有效的团队工作相关的因素：积极的相互依赖、个人问责、团队凝聚力、群体间竞争、亲密度和领导力。较少

This research aims at giving ESP practitioners clear ideas of how to relate ESP theory to ESP practice in the Japanese education environment by the following.1. To review factors to consider in designing ESP coursesFactors related to ESP course design can be expressed as a series of dichotomies, such as, intensive vs. extensive, teacher as provider vs. teacher as facilitator. These factors are examined from the viewpoint of the Japanese situation. The results of case studies show that the factor 'immediate needs vs. delayed needs" is most influential in designing courses.2. To present ways of using authentic materials to develop effective study materials that can help raise student motivationCautions that need to be considered when developing materials are authenticity and future learner benefit. The case studies offer specific examples of how materials ranging from journals and magazines to newspapers, corporate publicity pamphlets and Web materials can be used to prepare stimulating … More course materials. A unit of material must have consistency, following broad format, which helps learners to focus on learning rather than working out what to do.3. To review ESP classroom activities, including group work.We examine classroom management in ESP courses based on concepts of instructor and learner cooperation due to the specialist knowledge required to comprehend ESP texts. The language teacher is not the absolute authority in an ESP classroom where the learners must also share the responsibility of contributing to the class activities. Even when working with classes of large size, interactive student participation is essential for successful ESP learning experiences. One way of overcoming the size issue is to have the students work in groups with the teacher as a facilitator. The results of the case studies determine factors related to effective group work : positive interdependence, individual accountability, group cohesiveness, intergroup competition, proximity and leadership. Less