Students
APPL940 – Language for Specific Purposes
2016 – S2 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor and Lecturer
Stephen Moore
Contact via email
C5A 508
Arranged by email
Margaret Wood
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing or MTransInterMAppLing or MAppLingTESOL or MTransInterMAppLingTESOL
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit provides an introduction to major issues in language for specific purposes, focusing on language in professional and business contexts. We consider the implications of globalisation for communication in such contexts, focusing on the use of electronic forms of communication and the increasing importance of some languages as lingua franca. Particular emphasis is placed on intercultural communication. Implications for language teaching in terms of course and materials design and development, assessment, and the management of language programs are discussed. Students will have the opportunity to follow their own interests in their selection of assignments.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Essay | 45% | 30 Sept 2016 |
| Materials selection and design | 50% | 18 Nov 2016 |
| Class or group participation | 5% | Ongoing |
Essay
Due: 30 Sept 2016
Weighting: 45%
This assignment allows you to explore in depth an aspect of LSP that interests you. You may select a topic from the list available in the folder labelled Assignments on the iLearn website for APPL940, or you may negotiate a topic with the unit co-ordinator.
For full details of the assignment, consult the iLearn website for APPL940
On successful completion you will be able to:
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
Materials selection and design
Due: 18 Nov 2016
Weighting: 50%
This assignment asks you to analyse a text or texts using the methods and approaches considered in the unit, and to suggest approaches, methods and activities that you might use to teach these texts to a specified group of learners. Full details are available on iLearn.
On successful completion you will be able to:
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Class or group participation
Due: Ongoing
Weighting: 5%
Your participation in classroom-based discussions (internal students) or online group discussions (external students) will be noted, but the content of your contributions will not be evaluated.
On successful completion you will be able to:
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
Delivery and Resources
The learning and teaching strategies used in this Unit are face-to-face sessions (for on-campus students) and recordings of these sessions; interaction with materials on iLearn; discussion; and self-study of course readings.
Time: Thursday 12.00 – 2.00
Room: W6B 325
The course lecturer will be contactable through email to answer any queries that might arise.
Required and Recommended Texts and/or Materials
There is one required textbook for APPL940: Language for Specific Purposes (Gollin-Kies, Hall & Moore, 2015). The following books are also highly recommended:
- Bargiela-Chiappini, F. & Gotti, M. (2005). Asian Business Discourse(s). Bern: Peter Lang
- Basturkmen, H. (2006). Ideas and options in English for Specific Purposes. Mahwah, NJ: Lawrence Erlbaum
- Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. Basingstoke, UK: Palgrave McMillan
- Belcher, D., Johns, A. & Paltridge, B. (2011). New directions in English for Specific Purposes research. Ann Arbor: University of Michigan Press.
- Belcher, D. (2009). English for Specific Purposes in theory and practice. Ann Arbor: University of Michigan Press.
- Candlin, C.N. & Gotti, M. (Eds). (2004). Intercultural aspects of specialised communication. Bern: Peter Lang
- Handford, M. (2010). The language of business meetings. Cambridge: Cambridge University Press.
- Harding, K. (2007). English for Specific Purposes. Oxford: Oxford University Press
- Orr, T. (2002). English for Specific Purposes. Alexandria, VA: Teachers of English to Speakers of Other Languages
The following journals contain useful articles:
- Discourse Studies
- English for Specific Purposes
- TESOL Quarterly
Module Readings
There are between two and four required readings for each module in this unit. You need to read a minimum of two for each module. Readings are essential as they discuss the major themes involved in the unit. You will find these readings EITHER on e-reserve OR on the journal’s website. Chapters from scholarly books or edited collections are available on E-reserve:
- Log on to the library website; http://www.mq.edu.au/on_campus/library/
- Under MultiSearch, select the tag labelled Unit Readings.
- Type APPL940 into the box.
- Readings taken from scholarly books will be displayed.
Journal articles can be downloaded from the website of the journal in question. To avoid fees, this must be accessed through Macquarie University library:
- Log on to the library website (http://www.mq.edu.au/on_campus/library)
- Click on the MultiSearch tag
- Click on the blue ‘Advanced search’ link
- Change ‘Any’ on the first drop-down menu to ‘in the title’
- Type the name of the journal
- Under ‘Material type’ choose ‘Journals’ from the drop-down menu
- Click ‘Search’
- You will be presented with a list of links, the first of which is usually the journal you require. Click on the name of the journal (in blue).
- You will be presented with a description of the journal, Click the ‘View online’ tag (blue)
- You will be presented with a list of data bases which include this journal. Click on the most appropriate (check the dates that it covers).
- This will take you to the homepage of the journal. You then need to select the appropriate year (or volume) and number of the journal.
- You can now download the article you need.
Recommended books are shelved in the Reserve section of the library and can be borrowed for limited periods of time.
Unit Schedule
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Week beginning |
Topic |
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1 August |
Introduction to LSP: What is LSP and why does it matter? |
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8 August |
Discourse and discourse communities |
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15 August |
Genre in business and professional contexts |
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22 August |
Investigating the language of LSP |
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29 August |
Interpersonal communication in LSP |
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5 September |
Intercultural Communication and English as a Lingua Franca |
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12 September |
LSP, globalisation and new technologies |
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Mid-Semester break |
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3 October |
Needs Analysis in LSP |
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10 October |
Course design in LSP |
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17 October |
Materials selection and design |
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24 October |
Assessment in LSP |
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31 October |
Issues in managing LSP programs |
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7 November |
Researching LSP |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Apply principles of needs analysis and discourse analysis to analysing specific language learning contexts and specific contexts of language use
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
- Class or group participation
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Demonstrate a theoretical and practical understanding of issues related to teaching language for specific purposes, either as a second language or foreign language
- Apply an understanding of the features of oral and written texts associated with particular professions and business and vocational contexts to the selection and development of appropriate curricula, materials and assessment practices in the context of teaching language for specific purposes.
Assessment tasks
- Essay
- Materials selection and design
Changes from Previous Offering
There is now a required text book for this Unit: Gollin-Kies, Hall & Moore (2015). Language for Specific Purposes. Basingstoke, UK: Palgrave Macmillan.
There is a new Module focused on ‘Researching LSP’, in Week 13.
The assessment policy for APPL940 has changed in Session 2 2016. Previously there were 3 assignments: Critical Reflection (20%); Essay (40%); and Text analysis and materials design/selection (40%). Now there are 2 assignments + one further (non-evaluative) assessment: Essay (45%); Text analysis and materials design/selection (50%); and class (or group) participation (5%).