English for Special Purposes in Adult ESL.

Autor/inn/en	Crandall, JoAnn; Grognet, Allene Guss
Titel	English for Special Purposes in Adult ESL.
Quelle	(1983), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Adult Basic Education; Adult Students; Communicative Competence (Languages); Competency Based Education; Course Objectives; English for Special Purposes; Limited English Speaking; Notional Functional Syllabi; Postsecondary Education; Student Needs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Funktional-notionaler Ansatz; Post-secondary education; Tertiäre Bildung
Abstract	Experience in adult English as a second language (ESL) programs in recent years supports the claim that they are always intended to meet specific needs of the learners. Six program models for adult English for Special Purposes (ESP) courses are identified and described. These are: (1) Survival and Coping Skills ESL, (2) Literacy ESL, (3) Prevocational ESL, (4) Basic Skills/General Educational Development (GED) ESL, (5) Vocational ESL/VESL, and (6) Home Management ESL. These models were developed at a time when Adult Basic Education was becoming increasingly competency based. Trends in languages and linguistics toward notional functional syllabi combined with developments in adult education, language learning theory and practice, and ESP to make adult ESL more competency based. In adult ESL/ESP, linguistic factors would be considered secondary to social factors; the emphasis would be on life skills rather than on linguistic skills. Initially, the topic with its accompanying competency is considered. The next considerations are the language components, namely, speaking, listening, reading, and writing. These are followed by structure, vocabulary, cultural notes, materials, and activities. Each competency and consideration is modified by the purpose of the course. Such an approach speaks to adult needs and encourages motivation. (AMH)
Anmerkungen	Not available separately; see FL 013 679.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01