FINAL EXAMS

Name : Rizkhan Hallala Setiawan

Class : A1 2018

Date : Monday, June 8, 2020

Pertanyaan :

Answer the questions below based on your own understanding.

1. Explain a brief history of ESP demands that you already learned.

2. What materials do you use with your ESP students?

3. What view of language learning do the students follow in the classroom?

4. How many stages of processes of language learning? Explain it.

5. Write down factors affecting ESP course design.

6. Mention at least two theories of ESP.

7. If you are a teacher, what kind of framework analysis that can be taken to choose

target situation?

8. As a teacher, in teaching reading or writing you can choose authentic or non authentic

material. Explain what are characteristics of authentic texts that can be used in the

classroom?

9. Mention at least four methods of analyzing needs.

10. What steps do you choose in evaluating materials to be used by the students? Explain.
 Answer

1. ESP started growing since 1950s and 1960s with the growth of science and technology,
and widespread use of English as an International language.

2. 1. Structural.
2. Functional.
3. Interactional.

3. 1. Language is a linguistic system made up of structural rules and vocabulary.

2. Language is a linguistic system as well as a means for doing things (to be used in real
life)
3. Language is a communicative tool to maintain social relations.

4. Stage 1: Basic
Memorization and repetition
Stage 2: Context
Role-Plays are an excellent method to learn the language in a specific context – learning
whole phrases instead of just single words.
Stage 3: Expression
Coming out of one’s comfort zone
- Read books, newspapers – every day.
- Talk to strangers or schedule lessons or meetings where you will be speaking the
language.

5. Three important factors affecting ESP course design, they are Language Descriptions,
Theories of Learning and Needs Analysis.

6. 1. ESP as superordinate variety of English (‘Super-variety theory’) – Bloor, M. and T.

Bloor (1986).
2. ESP as function of specificity of purpose (‘Continuum theory’) – Bhatia, V. K.
(1986); See also Dudley-Evans, T. and M. J. St John (1998, p. 9).
7. If I'm a teacher, the analysis framework that I use is like.
 Why is the language needed?
 How will the language be used?
 What will the content areas be?
 Who will the learners use the language with?
 Where will the language be used?
 When will the language be used?

8. 1. Narrow and defined audience

2. “owned” by discourse community
3. Used by people in the learner’s target context in the course of their work
Examples:
 Written text types: emails, memos, reports, calls for tender,contracts, project
documentation, mission statements, minutes of meetings, etc.
 Spoken text types: interviews, meetings, phone calls, etc.

9. 1. Questionnaires
2. Interviews /structured interviews
3. Observation
4. Case studies

10. Objective Analysis

(materials evaluation)
1. Who is the material intended for?
2. What are the aims of the materials?