Introducing Course Design in English for Specific Purposes

Lindy Woodrow (University of Sydney, Australia), Brian Paltridge, Sue Starfield

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English

Routledge
10 November 2017

Bilingualism & multilingualism; ELT: English for specific purposes

Series: Routledge Introductions to English for Specific Purposes

Introducing Course Design in English for Specific Purposes is an accessible and practical introduction to the theory and practice of developing ESP courses across a range of disciplines. The book covers the development of courses from needs analysis to assessment and evaluation, and also comes with samples of authentic ESP courses provided by leading ESP practitioners from a range of subject and global contexts. Included in this book are:

The basics of ESP course design

The major current theoretical perspectives on ESP course design

Tasks, reflections and glossary to help readers consolidate their understanding

Resources for practical ESP course development

Examples of authentic ESP courses in areas such as business, aviation and nursing

Introducing Course Design in English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying ESP and applied linguistics.

By: Lindy Woodrow (University of Sydney Australia)
Series edited by: Brian Paltridge, Sue Starfield
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 453g
ISBN: 9781138100657
ISBN 10: 113810065X
Series: Routledge Introductions to English for Specific Purposes
Pages: 268
Publication Date: 10 November 2017
Audience: College/higher education , Primary , A / AS level
Format: Hardback
Publisher's Status: Active

Lindy Woodrow is Honorary Senior Lecturer at the University of Sydney, Australia.

Reviews for Introducing Course Design in English for Specific Purposes

A definite advantage of the volume is that its transparent structure makes it easy to read and navigate for less experienced readers - for example students or teachers who are taking their first steps in the realm of ESP. The last section, which offers a range of authentic examples of course designs, is very rare in the subject literature and thus is extremely valuable. Without any doubt, the book meets the reader's expectations and fills an existing gap in ESP literature, providing necessary support for those who are starting their work as ESP teachers as well as those who already have experience in the field and would like to refresh or extend their knowledge on ESP course design. Joanna Kic-Drgas, Institute of Applied Linguistics, Adam Mickiewicz University