What is ESP?

ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose a set of skills that learners currently need in their work or will need in their professional careers.

Course Design
Course design is a process by which the raw data about a learning need is interpreted in order to produce an integrated series of teaching learning e periences! whose ulti"ate ai" is to lead the learners to a particular state of knowledge.

Importance of Course Design

#owadays! "ost ESP practitioners design a wide variety of ESP courses such as English for civil servants! for police"en! for insurance staff! for "edical students! for legal staff! for nurses! for hu"an resources personnel etc. Such ESP courses have started to be "ore prevalent in our rapidly developing country! Since then! Pakistan is doing a lot of changes in her national and foreign policy! international trade as well as econo"y and these transfor"ations established the need for relevant and learner$centered. %ll ESP course designers should know that the &ob of an effective ESP course design includes' (a) planning and designing an appropriate course suitable for the target ESP groups! (b) deciding on the practical type of syllabus that well "eets the basic re(uire"ents of the ESP course participants.

Need Analysis
)utchinson and *aters (+,-.' /0$12) assu"e that needs analysis is a co"ple process and should take into account the following points below' a) 3Target Needs4! what learners need to do in order to learn i.e. language learning. b) 3Subjective Needs4! that is! their affective needs! such as their interests! wishes! e pectations and preferences (#unan! +,--) *e can gather infor"ation about learners5 needs through different "edia 6 such as surveys! (uestionnaires! interviews! attitude scales! intelligence te ts! language te ts! &ob analysis! content analyses! statistical analyses! observation! data collection! or infor"al consultation with sponsors! learners and others. 7n ESP course design! if we accurately specify English language needs of a group of learners! we are easily able to deter"ine the content of a language progra" that will "eet specified needs (8unby! +,.-). %n ESP course designer should ask the following (uestions to hi"self prior to planning course design (9udley$Evans and St.:ohn! +,,-'+0/) in order to balance out so"e of the institutional and learner e pectations (9udley$Evans and St.:ohn! +,,-)' +. Should the course be intensive or extensive; <. Should the learners5 perfor"ance be assessed or non-assessed; 2. Should the course deal with immediate needs or with delayed needs; 0. Should the role of the teacher be that of the provider of knowledge and activities! or should it be as facilitator of activities arising fro" learners e pressed wants; /. Should the course have a broad focus or narrow focus; 1. Should the course be pre-study or pre-experience or run parallel with the study or e perience;

.. Should the "aterials be common-core or specific to learners study or work; -. Should the group taking the course be homogenous or should it be heterogeneous; ,. Should the course design be worked out by the language teacher after consultation with the learners and institution! or should it be subject to a process of negotiation with the learners;

Principles of ESP course design

)ere is "y su""ary of the guiding lights! the principles which need to be followed for successful course design for ESP. +. Content difficulty should appro i"ate the level in their nor"al courses This "eans for instance! you cannot e pect "edical students and doctors to study high school biology. <. Content should lead language. The content itself should be useful to the students! and should be stretching in its own right. This does not "ean that the te ts used are always co"plicated. 2. The e ercises on the "aterial should be authentic! as well as the "aterial itself. 0. There should be "assive e posure to content and language. This "assive e posure should often co"e fro" "any directions si"ultaneously. /. *e need to be using authentically long te ts for listening and reading 1. Co""unication gaps should be "assively e ploited. 7t is well known that language is learned fastest when there is a desire to know! or when there is controversy. .. 8ethods should draw inspiration fro" content teachers The co"parison to be "ade is with how =+ learners advance and learn a new technical sub&ect in =+. Therefore! ESP should draw inspiration fro" the content teaching "ethods in =+ -. Elaborate! but do not si"plify .Elaborated te ts retain the original co"ple authentic te t! with all the associated conte t! redundancy! and language clues... ,. Consider using translation as a scaffolding for weak students. +>. % course designer should have three syllabuses' a content syllabus! a language syllabus! and learning?skills syllabus. The @content syllabus5should be related to the way the specialists divide up the sub&ect.

Course Design for Public Administration

Public administration refers to two "eanings' first! it is concerned with the i"ple"entation of govern"ent policy6 second! it is an acade"ic discipline that studies this i"ple"entation and prepares civil servants for working in the public service. %s a Afield of in(uiry with a diverse scopeA its Afunda"ental goal... is to advance "anage"ent and policies so that govern"ent can function.A

Definitions
It is a detailed and systematic application of la !" Woodro Wilson #o carry out the directi$es of the politicians" %erbert Stimson It includes all three branches" Prof Pfeiffer

&b'ecti$es

 The purposes of teaching of public ad"inistration to the students! are the following as under' To "ake the" aware of the organiBation and functions of the govern"ent depart"ents in the state. The interaction of govern"ent and private sector institutions and organiBations 9elivery of public services through public ad"inistration To e plain specific vocabulary used in the course To design the public policies "ore responsive to social needs To establish "anagerial practice fa"iliar to effectiveness! efficiency! and accountability etc.

Contents
The contents of the course will discuss' 7ntroduction to ESP )istorical perspectives of public ad"inistration Casic concepts Speech and pronunciation gra""ar session 7ntellectual fra"ework 8anage"ent and policies Established "anagerial skills Devision E ercises

#heme
The the"e of the course will be focused around the concepts and interrelations between governance ad"inistration and governance develop"ent.

(ethod
The course will be conducted through the following "ethodology' % series of lectures Student5s attendance! regular co"pletion of assign"ents! %ctive participation in class discussion )igh "otivation and preparation of the students based on the topic scheduled for each session. %ccording to the "ethod! students are e pected to co"e to the class prepared with the sub&ect to be discussed at the respective session. En the final day! the class will turn into a se"inar to hear! and co""ents on! the presentation to be given by each group.

Summary
*e should focus "ore on co"prehension (uestions than vocabulary or gra""ar. *e should build on what students know! and stretch the" Te ts should teach so"ething new and interesting *e should use "any inference and evaluation (uestions

 *e should train students to e tract infor"ation FF fro" long te ts FF fro" difficult te ts %s "uch as possible! the language learning activities the"selves should be authentic.

Conclusion
Course design process should be "uch "ore dyna"ic and interactive. 7n particular! factors concerned with learning "ust be brought into play at all stages of course design. %s ESP is based on the learner5s needs! the public ad"inistration course design! if drawn in accordance with the specific relevant course design principles! the needs of the learners can satisfactorily be "et.

)eferences