how
sentences
werecombinesindiscoursetoproducemeaning.Theconcernofresearch,
to
therefore,was
identifytheorganizationalpatternsintextsandtospecifythelinguistic
are
meansbywhichthesepatternsofthe.ESP
course
signaled.Thesepatternswouldthenformthesyllabus
What
thethirdstageaimed
to
dowastotaketheexistingknowledgeandsetiton
a
morescientificbasis:b3,establishingproceduresforrelatinglanguageanal3,sismorecloselytolearner’S
reasons
forlearning.Giventhatthepurposeof
a
an
ESPCourseisto
enablelearnerstofunctionadequatelyintargetsituation,thatisthesituationinwhich
thelearnerswilt
use
thelanguagethey
are
learning,thentheESP
course
designprocess
a
shouldproceedbyfirstidentifyingthetargetsituationandthencarryingout
rigorous
anal3,sisofthelinguisticfeaturesofthatsituation.Theidentifiedfeatureswillformthe837llabusoftheESPcourse.Theprocessisknowas“targetsituationanalysis’’
Thetargetsituationanal3,sisstagemarkedhadpreviouslybeendoneverymuchin
a
a
certain:‘comingofage’’for
ESP.What
piecemealwaynowsystematizedandlearner
course
needwasapparentlyplacedatthecenterofthe
Inthefirsttwostagesofthe
designprocess
development
ofESPalltheanalysishasbeenofthe
surfaceformsofthe
as
language(whetheratsentencelevel,asinregisteranalysis,orabove,
indiscourse
at
analysis).Thetargetsituationanalysis
oflearnerneeditstilllooked
mainly
thesurfacelinguisticfeaturesofthetargetsituation.
stage
ThefourthofESPhas
seenan
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