如何教專門用途英語 Jean Parkinson (英)著 9787521342925 【台灣高等教育出版社】

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書名：如何教專門用途英語
ISBN：9787521342925
出版社：外語教學與研究
著編譯者：Jean Parkinson (英)著
叢書名：英語教師專業素養叢書
頁數：Ⅺ, 192頁
所在地：中國大陸 *此為代購商品
書號：1529621
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內容簡介

何為專門用途英語？它的教學與一般英語教學有何不同之處？本書為教授或有意教授專門用途英語的教師量身打造，語言簡易、脈絡清晰，先是釐清了專門用途英語的概念，然後分析了學習專門用途英語的學生的需求和目標，最後詳述了專門用途英語的課程設計、教材開發和評估測試等種種不同的方法，為課堂內外的實踐提供了靈活方便的應用工具。

作者簡介

瓊·帕金森是紐西蘭惠靈頓維多利亞大學應用語言學與TESOL（對外英語教學）副教授，曾在南非教授科學與技術的專門用途英語，現教授專門用途英語和話語分析的碩士課程，以及跨學科英語和工程學寫作的本科課程。最近的研究方向為職業教育中的語言使用，在此領域著有《職業用途英語：職業教育中的語言使用》（勞特利奇出版社）。她是《TESOLANZ雜誌》總編輯。

目錄

Chapter 1 What is English for Specific Purposes?
1 1 Introduction
1 2 The defining features of English for Specific Purposes
1 3 Why specificity?
1 4 Summary of the chapter
1 5 What should a teacher do after reading this chapter?
Chapter 2 Needs analysis in ESP
2 1 Introduction
2 2 Why do we need to analyse our students' language learning needs?
2 3 What is needs analysis?
2 3 1 What are needs?
2 3 2 Whose needs?
2 4 What methods can we use to do a needs analysis?
2 4 1 Who can teachers speak to in order to find out about learner needs?
2 4 2 Methods of collecting data about learner needs
2 5 Summary of the chapter
2 6 What should a teacher do after reading this chapter?
Chapter 3 Qualitative approaches to inves-tigating student needs
3 1 Introduction
3 2 Some examples of studies of ESP students' language needs using qualitative methods
3 2 1 Using qualitative methods to investigate language needs at university: science students
3 2 2 Using qualitative methods to investigate language needs at university: MBA students
3 2 3 Using qualitative methods to investigate language needs in the workplace: auditors
3 2 4 Using qualitative methods to investigate language needs in the workplace: nurses
3 3 Summary of the chapter
3 4 What should a teacher do after reading this chapter?
Chapter 4 Curriculum development in ESP
4 1 Introduction
4 2 Developing the curriculum
4 2 1 Understanding the context
4 2 2 Developing curriculum relevant to the context
4 2 3 Evaluating the curriculum
4 5 Teacher professional development
4 4 Summary of the chapter
4 5 What should a teacher do after reading this chapter?
Chapter 5 Approaches to curriculum design
5 1 Introduction
5 2 A theme-based approach
5 3 A genre-based approach
5 4 An academic skills approach
5 5 A notional-functional approach
5 6 A critical approach
5 7 Collaborating with disciplinary experts
5 8 Summary of the chapter
5 9 What should a teacher do after reading this chapter?
Chapter 6 The use of genre analysis in ESP
6 1 Introduction: what is genre?
6 2 The linguistic features of a genre
6 2 1 Genre structure: move analysis
6 2 2 The grammatical and lexical features of a genre
6 3 How teachers can promote students' genre awareness
6 3 1 Teaching genre at school level
6 4 Example of a written genre: email communication
6 5 Example of a spoken genre: nurse-patient communication
6 6 Summary of the chapter
6 7 What should a teacher do after reading this chapter?
Chapter 7 The contribution of register analysis to ESP
7 1 Introduction
7 2 Contribution of register analysis to teaching disciplinary texts at school
7 3 Contribution of register analysis to teaching vocabulary in a university course
7 4 Contribution of register analysis to course development for workplace training
7 5 Contribution of register analysis to teaching grammar and register of professional discourse
7 6 Teaching register features
7 7 Summary of the chapter
7 8 What should a teacher do after reading this chapter?
Chapter 8 Materials development in ESP
8 1 Introduction
8 2 The process of materials development
8 2 1 Why would available materials be unsuitable?
8 2 2 Designing new materials
8 3 Evaluating materials
8 4 Some examples of materials design
8 5 Summary of the chapter
8 6 What should a teacher do after reading this chapter?
Chapter 9 Assessment in ESP
9 1 Introduction: why are specific purposes tests needed?
9 2 Authenticity of task
9 3 Specific purposes language and specific purposes background knowledge
9 4 Writing assessment tasks
9 5 Summary of the chapter
9 6 What should a teacher do after reading this chapter?
Chapter 10 Conclusion
Key principles of English for Specific Pu
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