A Paradigm for EST Materials Preparation.

Autor/inn/en	Carreon, Edwina S.; Balarbar, Corazon V.
Titel	A Paradigm for EST Materials Preparation.
Quelle	(1997), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Curriculum Development; English For Science and Technology; English for Special Purposes; Foreign Countries; Instructional Material Evaluation; Instructional Materials; Lesson Plans; Material Development; Media Adaptation; Models; Professional Development; Second Language Instruction; Second Language Learning; Teacher Developed Materials; Teacher Education; Philippines + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Technisches Englisch; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Lehrmaterialentwicklung; Medienverwendung; Analogiemodell; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Philippinen
Abstract	In many countries, suitable English for special purposes (ESP) textbooks and materials are difficult to find. ESP teachers and program coordinators often must develop their own materials, but preparing such materials requires training. One model that has served as a guide to numerous ESP materials projects is the Hutchinson and Waters' model. This model consists of the following components: input, content, language, and task. In describing their model, Hutchinson and Waters present ample explanations and examples for illustration. While the model explains what materials should or can contain and what sequence lessons and exercises can take, it does not thoroughly explain the process of conceptualizing, planning, and writing materials for a group of learners. This document presents a process-oriented model for materials development and preparation and is geared for use by untrained ESP teachers. The nine-step model describes the steps involved in planning, developing, and designing materials and points out the necessary background knowledge needed to assemble appropriate lessons for the target group of learners. The steps, in order of operation, include the following: reviewing the existing materials; identifying goals for the materials project; developing a plan for the design of the materials and the collaboration arrangement; gathering and collecting prose and non-prose texts; evaluating collected texts for potential tasks and exercises; drafting tasks, exercises, and units; revising the material; training teachers and staff; and piloting the materials. Contains one diagram and 14 references. (KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC