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

日本大学的情况如何实施ESP？

• 批准号: 11610507
• 负责人: MIYAMA Akiko
• 金额: $ 0.58万
• 依托单位: Osaka Institute of Technology
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610507/
• 关键词: ESP; Needs analysis; English for Academic Purposes; Text analysis; Group work; English for Science and Technology; Genre analysis; Discourse community; 理工系英語; 法学英語; 交流分析; エコグラム; シラバス・デザイン; グループ・ワーク

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

本研究旨在通过以下几点为ESP实践者提供一个清晰的思路，即如何将ESP理论与日本教育环境中的ESP实践相结合. ESP课程设计的相关因素可以表现为一系列的二分法，例如，密集型与广泛型，教师作为提供者与教师作为促进者。这些因素是从日本的角度来研究的。个案研究的结果显示，“即时需求与延迟需求”的因素对课程设计的影响最大.提出使用真实材料开发有效学习材料的方法，有助于提高学生的学习动机。开发材料时需要考虑的注意事项是真实性和未来学习者的利益。案例研究提供了具体的例子，说明如何利用从期刊和杂志到报纸、公司宣传小册子和网络材料等材料来编写激励性的 ...更多信息 课程材料。一个单元的材料必须有一致性，遵循广泛的格式，这有助于学习者专注于学习，而不是工作做什么。为了回顾ESP课堂活动，包括小组活动，我们基于教师和学习者合作的概念来研究ESP课程的课堂管理，因为理解ESP文本需要专业知识。在ESP课堂上，语言教师不是绝对的权威，学习者也必须分担对课堂活动做出贡献的责任。即使是在大规模的课堂上，学生的互动参与对于成功的ESP学习体验也是至关重要的。克服规模问题的一种方法是让学生在老师的引导下分组工作。案例研究的结果确定了与有效的小组工作有关的因素：积极的相互依存、个人问责制、小组凝聚力、小组间竞争、邻近性和领导力。少

项目成果

Miyama, Akiko: "The Communicative Psychology of Group Activities"THE JASEC BULLETIN. vol.9, No.1. 54-63 (2000)

Miyama，Akiko：“团体活动的交流心理学”JASEC 公告。

Miyama, Akiko: "ESP using the Internet"CURRENT ENGLISH STUDIES. vol.39. 71-86 (2000)

Miyama, Akiko：“使用互联网的 ESP”当前英语研究。

深山晶子: "ESPの理論と実践-これで日本の英語教育が変わる"三修社. 209 (2000)

Akiko Miyama：“ESP 的理论与实践 - 这将改变日本的英语教育”Sanshusha 209 (2000)。

Miyama, Akiko: "ESP : Theory and Practice"Sanshusha. 209 (2000)

Miyama，Akiko：“ESP：理论与实践”Sanshusha。

深山晶子: "インターネットを利用したESP教育"時事英語学研究. 39巻. 71-86 (2000)

Akiko Miyama：“利用互联网进行 ESP 教育”，《当代英语研究》，第 39 卷，71-86 (2000)。