Principles Involved in Writing an ESP Textbook for Turkish Policemen.

Autor/inn/en	Akyel, Ayse; Yalcin, Eileen
Titel	Principles Involved in Writing an ESP Textbook for Turkish Policemen.
Quelle	In: Journal of Human Sciences, 10 (1991) 2, S.1-25 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Communicative Competence (Languages); Educational Needs; Educational Strategies; English for Special Purposes; English (Second Language); Foreign Countries; Law Enforcement; Teaching Methods; Textbook Content; Textbook Preparation; Tourism; Turkish; Uncommonly Taught Languages; Turkey + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational need; Bildungsbedarf; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Gesetzesvollzug; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext; Lehrbucharbeit; Tourismus; Türkisch; Minderheitensprache; Türkei
Abstract	Development and use of an English for Special Purposes (ESP) textbook for Turkish police dealing with tourists are described. The textbook and accompanying videotape (not available from ERIC) were designed for use in a course to improve job-specific communicative competence of police officers with a lower-intermediate to intermediate level of English language proficiency. It uses tourist-police contexts in Turkey for language practice in building performance-based skills. The article describes the principles used in creating syllabus specifications, discusses the language learning theory underlying the textbook's design, outlines the pedagogical considerations in preparation of the activities in the textbook, and describes the book's content. Syllabus specification included identification of the situations in which the learners would need English, division of the situations into communication activities of varying complexity, division of the activities into communicative functions or micro-skills needed for the target situation, and determination of linguistic structures and lexical items needed for the target situation. Cognitive and affective principles used in textbook design and in designing learning activities were derived from previous work on the teaching of ESP. The textbook is organized in 14 instructional units based on practical topics, and each unit contains dialogue, lists functions, structures, lexical items, and skills targeted, and contains learning activities. Several units are appended. Contains 28 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC