Abstract
Authentic materials, if appropriate to the learning situation, might turn the classroom environment into a more engaging place, where motivation might be generated through the performance of meaningful tasks. This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates. The design of these tasks mainly draws on TED Talks that are specifically technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields. These tasks are specially designed to enable students to carry out a process of talk deconstruction through the analysis of distinct discourse and linguistic features specific to the spoken genre of TED Talks. This analysis ultimately aims at the eventual construction of students’ oral presentations. Oral presentations can be conceived as an activity that approximates the real world and future workplace of engineering undergraduates, and in consequence, promotes students’ instrumental motivation.
Highlights
Globalisation has brought the need to communicate in foreign languages to the fore, and the ability to be fluent in at least two languages has rapidly become a basic need for everyone (Graddol, 2006)
This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates
The design of these tasks mainly draws on TED Talks that are technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields
Summary
Globalisation has brought the need to communicate in foreign languages to the fore, and the ability to be fluent in at least two languages has rapidly become a basic need for everyone (Graddol, 2006). English is widely acknowledged as the global language. Engineers, who are commonly assumed to be technically proficient and to exhibit creativeness and inventiveness, are expected to master the distinct skills which comprise a foreign language: reading, writing, listening and speaking. The competitive global workplace requires engineers to communicate effectively with their counterparts across the globe. They are expected to have proficient communication skills which allow them to understand and disseminate technical information to a specialised and non-specialised public. Designing an ESP course should prioritise the development of language skills through relevant tasks about personally meaningful topics that confront students with simulation of the types of tasks they will be required to perform in specific occupational and educational settings
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