Ӝ໺ ݚʢ๺ւֶԂେֶʣ email: urano@hgu.jp
 ຊ೔ͷࢿྉ http://bit.ly/methoken2017 ֎ࠃޠڭҭϝσΟΞֶձؔ੢ࢧ෦ ϝιυϩδʔݚڀ෦ձ2016೥౓ୈ4ճݚڀձ ˏ੢ೆֶӃେֶ 2017೥2݄18೔ େֶESPڭҭʹ͓͚Δ λεΫɾϕʔεͷγϥόεɾσβΠϯ

Ken Urano, Hokkai-Gakuen University urano@hgu.jp http://bit.ly/methoken2017 The Japan Association for Language Education & Technology (LET) Kansai Chapter Methodology SIG 4th Meeting in AY2016 @ Seinan Gakuin University February 18, 2017 Task-based Syllabus Design for University ESP Courses

Task-based Syllabus Design 1. Conduct needs analysis to identify target tasks 2. Classify target tasks into target task types 3. Derive pedagogic tasks by adjusting task complexity 4. Sequence the pedagogic tasks (Long, 2005, 2015)

Task-based Syllabus Design 1. Conduct needs analysis to identify target tasks 2. Classify target tasks into target task types 3. Derive pedagogic tasks by adjusting task complexity 4. Sequence the pedagogic tasks (Long, 2005, 2015)

Target Tasks • Are concrete examples of what the learners are expected to do (in the future) • Are identified through a needs analysis • Are usually too difficult for the learners to perform

Target Task Types • Concrete task samples (i.e., target tasks) need to be classified at a more abstract level as task-types.

Pedagogic Tasks • Are derived from a target task-type by: • dividing it into sub-tasks • adjusting task complexity • including use of pre-tasks that build schema • elaborating the input

Task Sequencing • Pedagogic tasks are classified and sequenced according to their intrinsic complexity.

Example 1: Flight Attendant (Long, 2015) • Target tasks: • Serve breakfast, lunch, dinner, drinks, snacks... • Check life vests, oxygen cylinders, seat belts... • Check overhead bins, luggage stowed under seats, passengers in assigned seats...

Example 1: Flight Attendant (Long, 2015) • Target task-types: • Serve food and beverages • Check safety equipment • Prepare for takeoff

Example 1: Flight Attendant (Long, 2015) • Pedagogic tasks for the "Serve food and beverages" target task-type: 1. Identify choices between two food items 2. Identify choices among multiple items 3. Respond to choices when some items are unavailable 4. Role play . . . n. Full simulation (exit or target task)

English for Specific Purposes (ESP) • ESP can be defined as an approach to the teaching of English to the learners who share specific goals and purposes. • Further divided into: • English for Occupational Purposes (EOP) • English for Academic Purposes (EAP)

English for Specific Purposes (ESP) • English for Specific Purposes (ESP) • English for Academic Purposes (EAP) • English for Occupational Purposes (EOP) • English for Medical Purposes (EMP) • English for Business Purposes (EBP) • …

ESP Curriculum Development (West, 1994) 1. Selection of Theory 2. Needs Analysis 3. Language Realization 4. Course Design 5. Course Construction 6. Classroom Teaching

ESP Curriculum Development Evaluation Assessment Course Design Teaching- Learning (Dudley-Evans & St. John, 1998) Needs Analysis

ESP and Needs Analysis In an era of shrinking resources, there are growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it…. There is an urgent need for courses of all kinds to be relevant… to the needs of specific groups of learners and of society at large. (Long, 2005, p. 19)

Sources of Needs Analysis • Learning situation analysis (LSA) • Ask the leaners what they want. • Target situation analysis (TSA) • Analyze what the learners actually need to do. • Present situation analysis (PSA) • Evaluate the present situation against LSA & TSA

Target Situation Analysis (TSA) • Closest to the actual needs • Sources: • In-service people • Domain experts • Relevant documents • Target discourse

Steps in Target Discourse Analysis 1. Identify the target discourse. • “Where will the students use English?” 2. Collect target discourse samples. • “What do they actually do there?” 3. Analyze the discourse samples. • “Are there any patterns?”

Importance of Target Discourse Analysis • Discrepancy between commercial textbooks and the actual target discourse • Bartlett (2005) • Collected dialogs at coffee shops and compared the discourse with dialogs found in commercial textbooks.

Wait person Customer Are you ready to order? Yes. Could I have (choose an entreé)? What kind of potatoes would you like? Let me see. I’d like… And would you like peas or asparagus? May I have…? Would you like Italian or French dressing with your salad? Could I have…? What would you like for dessert? What do you have? … … Sample Textbook Dialog (Bartlett, 2005, p. 331)

1 S: Hi. Can I help you? 2 C: Can I get a grande latte with vanilla? 3 S: Did you want that blended or on the rocks? 4 C: Blended, I guess. 5 S: 2% or skimmed? 6 C: Uhm 2%. 7 S: 2% OK. Any whipped cream? 8 C: Sorry? 9 S: Did you want whipped cream on that? 10 C: Yes. 11 S: Anything else? 12 C: No, that’s it. Oh no. Can I get—are those scones? 13 S: Yeah, we have cranberry and blueberry. 14 C: I think I’ll have one of those (pointing). … Sample Prototypical Dialog (Bartlett, 2005, p. 338)

Importance of Target Discourse Analysis As witnessed during the researcher’s own language teaching experience and supported by previous target discourse analyses, many current textbook materials ill- equip learners to handle real-life discourse. The present analysis attempts to show that although natural interactions are somewhat complex and reveal variability, there is a predictable overall nature. (Bartlett, 2005, p. 338)

Quick Summary • Task-based syllabus design begins with a needs analysis. • Needs analysis is crucial for ESP curriculum development. • Target situation analysis, more specifically, target discourse analysis, is important.

How to Use the Target Discourse • Genre analysis and deductive teaching of the target genre (e.g., Terauchi et al., 2010, pp. 11–12) • Inductive teaching by immersing students in the target discourse (e.g., TBLT)

Example 2: Aviation Communication (Nawata, 2012) • ESP syllabus design at Civil Aviation College • Target task: To be able to understand aviation radio communication in various situations

Phase Task Material 1A Visual Flight Rules (VFR), Routine Situation Modified recordings 1B Instrument Flight Rules (IFR), Routine Situation Modified recordings 2A Routine VFR Authentic recordings 2B Routine IFR Authentic recordings 3A Non-Routine VFR/IFR Modified recordings 3B Non-Routine VFR/IFR Authentic recordings Example 2: Aviation Communication (Nawata, 2012)

Difficulty in ESP Curriculum Development • The target discourse is often inaccessible. • Discourse samples very often contain confidential information, and researchers/teachers are often denied access. • Still we need to formally request access. • Winn (2005) suggests networking with the persons in charge can be helpful.

ESP Syllabus not Based on the Target Discourse • Goals of a business email writing course 1. To understand different types of business emails and ways to write them effectively 2. To learn frequent expressions used in business emails 3. To be able to write effective business emails for different purposes

• Materials: • Combination of a commercial textbook (for practicality) and original writing tasks that are partly derived from target discourse samples ESP Syllabus not Based on the Target Discourse

Target Discourse Sample 1 Not available online. Please contact urano@hgu.jp for further information.

Target Discourse Sample 2 Not available online. Please contact urano@hgu.jp for further information.

Sample Writing Task ͋ͳͨ͸͜Ε·ͰۈΊ͍ͯͨHokkai Trading IncΛ5݄͍ͬͺ͍Ͱୀ৬͠ɺ6݄͔ΒMiyada, Co. Ltdʹస৬͠ ·͢ɻ͜Ε·Ͱʹ΄΅ۀ຿ͷҾ͖ܧ͗͸ࡁ·ͤ·͕ͨ͠ɺऔҾઌͷ͏ͪ͋ͱҰࣾʹ͸·ͩHokkai Trading Λୀ৬͢Δ͜ͱΛ఻͍͑ͯ·ͤΜɻ ͦ͜ͰͦͷऔҾઌɺγϯΨϙʔϧʹ͋ΔOrchard Food Tradingͷ୲౰ऀMichael Yang͞ΜʹϝʔϧͰ࿈བྷ͠ ͍ͯͩ͘͞ɻHokkai Trading͸ಓ࢈ͷ೶࢈෺΍ւ࢈෺ΛओʹΞδΞʹ༌ग़͢ΔاۀͰɺOrchard Food Tradingͱ͸γϯΨϙʔϧͷ೔ຊ৯ϒʔϜʹ৐ͬͯΧχ΍ΧΩͱ͍ͬͨڕհྨΛऔΓҾ͖͖ͯ͠·ͨ͠ɻ Mr. YangʹૹΔϝʔϧʹ͸࠷௿Ͱ΋࣍ͷ৘ใΛؚΊͳ͚Ε͹ͳΓ·ͤΜɻ • ͋ͳ͕ͨ5݄͍ͬͺ͍Ͱୀ৬͢Δ͜ͱɻ • ࠓޙͷۀ຿͸ޙ೚ͷਫຊത೭ʢHiroyuki Mizumotoʣ͕୲౰͢Δ͜ͱʢਫຊ͸Mr. YangͱγϯΨϙʔϧ ͷ঎ஊձͰձͬͨ͜ͱ͕͋Δʣɻ • ͜Ε·ͰͷऔҾ಺༰౳ඞཁͳ৘ใ͸͢΂ͯޙ೚ʹҾ͖ܧ͍Ͱ͋Δ΋ͷͷɺԿ͔໰୊͕ى͜Ε͹6݄Ҏ ߱΋Ҿ͖ଓ͖͋ͳͨʹ࿈བྷΛऔͬͯ΋Βͬͯ΋ߏΘͳ͍͜ͱɻ ͦͷଞʹؚΊΔ΂͖߲໨ʹ͸ͲΜͳ΋ͷ͕͋Δ͔͸ࣗ෼Ͱߟ͍͑ͯͩ͘͞ɻ

Sample Student Work Not available online. Please contact urano@hgu.jp for further information.

Summary Summary • Needs analysis is crucial both for ESP and TBLT curriculum development. • Target situation analysis, more specifically, target discourse analysis, is important. • Access to the target discourse is sometimes difficult. • TBLT can be adopted without enough target discourse samples. Ken Urano urano@hgu.jp http://bit.ly/methoken2017

• Bartlett, N. J. D. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two coffee shops and at a coffee cart. In M. H. Long (Ed.), Second language needs analysis (pp. 305–343). Cambridge University Press. • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press. • Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press. • Long, M. (2015). Second language acquisition and task-based language teaching. Chichester, UK: Wiley- Blackwell. • Nawata, Y. (2012). Aviation English Education in ESP (1): Creating effective language curriculum and materials. Civil Aviation College Research Reports, 65, 24–42 (in Japanese). ʦೄాٛ௚. (2012). ESP ͷ؍఺͔ Βͷߤۭӳޠڭҭ (1): ΧϦΩϡϥϜɾڭࡐ࡞੒ʹ͋ͨͬͯ. ʰߤۭେֶߍݚڀใࠂʱୈ65߸, 24–42.ʧ Retrieved from: http://www.kouku-dai.ac.jp/kenkyu/R65_03.pdf • Terauchi, H., Yamauchi, H., Noguchi, J., & Sasajima, S. (Eds.) (2010). ESP in the 21st century: ESP theory and application today. Tokyo: Taishukan (in Japanese). ʦࣉ಺Ұɾࢁ಺ͻ͞ࢠɾ໺ޱδϡσΟʔɾ࡫ౡໜ. (ฤ). (2010). ʰ21ੈلͷESP: ৽͍͠ESPཧ࿦ͷߏஙͱ࣮ફʱ౦ژ: େमؗ.ʧ • West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19. • Winn, M. (2005). Collecting target discourse: The case of the US naturalization interview. In M. H. Long (Ed.), Second language needs analysis (pp. 265–304). Cambridge University Press. References