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

本研究旨在通过以下方式，让ESP实践者对如何在日本教育环境中将ESP理论与ESP实践联系起来有一个清晰的认识。回顾设计ESP课程时需要考虑的因素与ESP课程设计相关的因素可以用一系列的二分法来表示，例如，强化与拓展，教师作为提供者与教师作为促进者。这些因素都是从日本形势的角度来考察的。案例研究结果表明，“即时需求与延迟需求”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。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受益。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、公司宣传小册子和网络材料来准备刺激性的……更多的课程材料。一个单元的材料必须有连贯性，遵循广泛的格式，这有助于学习者集中精力学习，而不是想出要做什么。回顾ESP课堂活动，包括小组活动。基于理解ESP文本所需要的专业知识，我们基于教师和学习者合作的概念来考察ESP课程的课堂管理。在ESP课堂中，语言教师不是绝对的权威，学习者也必须分担为课堂活动做出贡献的责任。即使是在班级规模较大的情况下，学生的互动参与对于成功的ESP学习体验也是必不可少的。克服规模问题的一种方法是让学生在老师的指导下分组学习。案例研究的结果确定了与有效的团队工作相关的因素：积极的相互依存、个人责任、团队凝聚力、团队间竞争、接近性和领导力。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