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Developing Courses in English for Specific Purposes, by H. Basturkmen
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Presented in two parts, this book firstly introduces core considerations in ESP course development drawing on examples from a wide range of ESP and EAP courses.�Secondly�four case studies�show how experienced ESP teachers and course developers went about developing courses to meet the needs of their particular learners.
- Sales Rank: #373364 in Books
- Published on: 2010-11-15
- Released on: 2010-11-09
- Original language: English
- Number of items: 1
- Dimensions: 9.23" h x .40" w x 6.14" l, .60 pounds
- Binding: Paperback
- 157 pages
Review
'Developing Courses in English for Specific Purposes is a valuable volume for course designers and teachers alike.' - ELT Journal
'Helen Basturkmen's book provides clear strategies on how educators can develop courses for English for Specific Purposes (ESP) at both an institutional and classroom level for a variety of learning contexts.' - Australia Review of Applied Linguistics
About the Author
HELEN BASTURKMEN lectures at the University of Auckland, New Zealand. She has taught ESL and worked in teacher education in UK, Turkey and the Middle East and served as assistant editor of Language Teaching Research. She is author of Options and Ideas in English for Specific Purposes.
Most helpful customer reviews
2 of 3 people found the following review helpful.
I liked the case studies better than the introduction and I ...
By YB
Developing Courses in English for Specific Purposes is a short book of 157 pages including the index. It is divided into two parts. Part one introduces EAP, as if most who buy this book really need it, Analysing Needs (the two most important words in this book), Investigating Specialist Discourse and Developing the Curriculum. Part continues with four case studies: English for the Police, English for Medical Doctors, Academic Literacies in Visual Communication, and English for Thesis Writing which precedes the conclusion. I would sum up this book as needs analysis, investigation, and implementation of the research often in a very short period of time. I found the case study, Academic Literacies in Visual Communication, to be the most interesting because it was different and fresh. I liked the case studies better than the introduction and I skipped reading the conclusion. The writing style was tedious to read after a while. The mantra in this book is Analysis, analysis, and more analysis before you narrow your investigation and then finally it is time to actually make the course. This book is okay, but its weakness, as well as its strength, is that it is really a series of four case studies.
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