Students

APPL8400 – Language for Specific Purposes

2023 – Session 1, Online-flexible

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Cassi Liardet
cassi.liardet@mq.edu.au
Philip Chappell
philip.chappell@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MAppLing or MAppLingTESOL or MTransInterMAppLingTESOL or MAccComm or MEd
Corequisites Corequisites
Co-badged status Co-badged status
APPL7400
Unit description Unit description

This unit provides an introduction to major issues in language for specific purposes. The focus is on analysis of the socio-cultural contexts associated with business, professional and vocational areas and the specific characteristics of both oral and written text types associated with them. Such information is essential in evaluating appropriate materials and assessment tasks for teaching language for specific purposes. We consider the implications of globalisation for communication, the impact of new technologies and new approaches to learning and teaching language. Students will have the opportunity to specialise in particular vocational or professional areas in assignments.

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:

  • ULO1: Explain the main historical trends in LSP since the 1960s and how they have impacted LSP teaching and learning
  • ULO2: Apply appropriate theoretical understandings to practical issues related to teaching LSP
  • ULO3: Apply principles of needs analysis and discourse analysis to analyzing specific language learning contexts and specific contexts of language use.
  • ULO4: 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 LSP
  • ULO5: Reflect on an LSP context of interest and evaluate the merits of different approaches to researching that site.

General Assessment Information

Grade descriptors and other information concerning grading are contained in the Macquarie University Assessment Policy.

All final grades are determined by a grading committee, in accordance with the Macquarie University Assessment Policy, and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade and a mark which must correspond to the grade descriptors specified in the Assessment Procedure (clause 128).

To pass this unit, you must demonstrate sufficient evidence of achievement of the learning outcomes, meet any ungraded requirements, and achieve a final mark of 50 or better.

Further details for each assessment task will be available on iLearn.

Late Submissions

Unless a Special Consideration request has been submitted and approved, a 5% penalty (OF THE TOTAL POSSIBLE MARK) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a grade of ‘0’ will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical concern.

For example:

Number of days (hours) late Total Possible Marks Deduction Raw mark Final mark

1 day (1-24 hours) 100 5 75 70

2 days (24-48 hours) 100 10 75 65

3 days (48-72 hours) 100 15 75 60

7 days (144-168 hours) 100 35 75 40

>7 days (>168 hours) 100 - 75 0

 

For any late submissions of time-sensitive tasks, such as scheduled tests/exams, performance assessments/presentations, and/or scheduled practical assessments/labs, students need to submit an application for Special Consideration.

 

Assessment Tasks

Name Weighting Hurdle Due
Analysis of a Unit of Teaching 50% No 4 June
Class or group participation 5% No Weekly
Exploration of an Aspect of LSP 45% No 23 April

Analysis of a Unit of Teaching

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 49 hours
Due: 4 June
Weighting: 50%

 

This assignment asks you to analyse a unit of teaching; using the methods and approaches considered in APPL8400, and to suggest approaches, methods and activities that you might use to teach this unit to a specified group of learners. Full details are available on iLearn.

 
On successful completion you will be able to:
  • Apply appropriate theoretical understandings to practical issues related to teaching LSP
  • Apply principles of needs analysis and discourse analysis to analyzing 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 LSP

Class or group participation

Assessment Type 1: Participatory task
Indicative Time on Task 2: 6 hours
Due: Weekly
Weighting: 5%

 

As an important part of learning in this unit, students are expected to engage with tasks and interact with classmates. 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. Marks will be awarded based on lecturer observations of your participation.

 
On successful completion you will be able to:
  • Explain the main historical trends in LSP since the 1960s and how they have impacted LSP teaching and learning
  • Apply appropriate theoretical understandings to practical issues related to teaching LSP
  • Apply principles of needs analysis and discourse analysis to analyzing 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 LSP
  • Reflect on an LSP context of interest and evaluate the merits of different approaches to researching that site.

Exploration of an Aspect of LSP

Assessment Type 1: Essay
Indicative Time on Task 2: 43 hours
Due: 23 April
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 APPL8400, or you may negotiate a topic with the unit convenor.

 
On successful completion you will be able to:
  • Explain the main historical trends in LSP since the 1960s and how they have impacted LSP teaching and learning
  • Apply appropriate theoretical understandings to practical issues related to teaching LSP

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

The learning and teaching strategies used in this Unit are virtual recorded sessions; interaction with materials on iLearn;  and self-study of course readings.

Note: Online Enrolment is asynchronous; however, students are always welcome to attend the in-person discussions on Wednesday afternoons.

Time:    Wednesday 13.00 – 15.00

Location: 25 Wally’s Walk, Rm. A110 & Online

The course convenor 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 APPL8400: Language for Specific Purposes (Gollin-Kies, Hall & Moore, 2015). This book complements materials studied in the unit, rather than simply duplicating them.

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
  • Paltridge, B. & Starfield, S. (2013). The Handbook of English for Specific Purposes. Oxford: Wiley-Blackwell.
  • Orr, T. (2002). English for Specific Purposes. Alexandria, VA: Teachers of English to Speakers of Other Languages

The following journals contain useful articles:

  • English for Specific Purposes
  • TESOL Quarterly
  • Discourse Studies

Module Readings

There are between two and five '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 on iLearn, via the ‘Leganto’ link.

Recommended books are shelved in the Reserve section of the library and can be borrowed for limited periods of time.

Unit Schedule

Week

Date

Topic

Tasks

Week 1

22 February

Introduction: What is LSP and why does it matter?

Weekly Reflection Due 1 March

Week 2

1 March

Discourse & Discourse Communities

Weekly Reflection Due 7 March

Week 3

8 March

Genre in Business & Professional Contexts

Weekly Reflection Due 14 March

Week 4

15 March

Investigating the Language of LSP

Weekly Reflection Due 21 March

Week 5

22 March

Interpersonal Communication in LSP

Weekly Reflection Due 28 March

Week 6

29 March

Intercultural Communication in LSP

Weekly Reflection Due 4 April

Week 7

5 April

LSP, Globalisation & New Technologies

Weekly Reflection Due 18 April

Recess

Essay Due 23 April (SUNDAY)

Week 8

26 April

Needs Analysis in LSP

Weekly Reflection Due 2 May

Week 9

3 May

Course Design in LSP

Weekly Reflection Due 9 May

Week 10

10 May

Materials Selection & Design (1)

Weekly Reflection Due 16 May

Week 11

17 May

Materials Selection & Design (2)

Weekly Reflection Due 23 May

Week 12

24 May

Assessment in LSP

Weekly Reflection Due 30 May

Week 13

31 May

Researching LSP

Unit of Teaching Analysis

Due 4 June (SUNDAY)

Weekly Reflection Due 6 June

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

Requesting an extension to assignment due date

On occasion, you may be in a situation when you aren't able to submit an assessment task on time. Extensions are only given in special circumstances, by completing a Special Consideration request. For more information on Special Consideration, see https://students.mq.edu.au/study/my-study-program/special-consideration  

Late submission of assignments

If you haven't been approved for an extension and you submit your assessment task late, penalties are applied. You should consult your unit convenor if you are in this position. Late submissions will receive a 5% per day penalty. If you submit the assessment task 10 days or more beyond the due date, without an approved extension, you will be awarded a maximum of 50% of the overall assessment marks. Weekends and public holidays are included. 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

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.

Professionalism

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.

As part of developing professionalism, students are expected to attend all small group interactive sessions including clinical, practical, laboratory, work-integrated learning (e.g., PACE placements), and team-based learning activities. Some learning activities are recorded (e.g., face-to-face lectures), however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.

Inclusion and Diversity

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.

 

 

Unit information based on version 2023.02 of the Handbook