Guidelines for the Integration of Student Projects into ESP Classroom  

Oleh:

Sheppard, Ken ; Stoller, Fredricka L.

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 33 no. 2 (Apr. 1995), page 10.
Fulltext: Guidelines for the Integration of Student Projects into ESP Classrooms.pdf (264.02KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Interest in project work and its integration into second and foreign language (L2) instruction is growing around the world; the interest stems in part from the work of Fried-Booth (1982, 1986), Legutke and Thiel (1983), and Haines (1989). The approach is particularly effective in English for Specific Purposes (ESP) settings because it easily lends itself to: a . authentic language use, b . a focus on language at the discourse rather than the sentence level, c . authentic tasks, and d . learner centeredness, all characteristics of ESP (Robinson, 1991). Most importantly, project work leads to purposeful language use because it requires personal involvement on the part of the students: from the onset of a project, students, in consultation with their instructor, must decide "what they will do and how they will do it, and this includes not only the content of the project, but also the language requirements" (Fried-Booth, 1986:5). In what follows, we outline fundamental steps for project work and illustrate how to translate those steps into practice by reporting on one effort to promote project work in a business English classroom.

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