Enhancing Specialty Language Learning through Content-Based Instruction: Students of Paramedical Institute of Tiaret as a Case Study
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Master |
Level |
Enhancing Specialty Language Learning through Content-Based Instruction: Students of Paramedical Institute of Tiaret as a Case Study |
Title |
Didactics |
Specialty |
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Outline:
General Introduction Chapter One: Specialty Language and CBI I.1 Introduction 1.2 English for Specific Purposes I.2.1 ESP Definitions and Characteristics I.2.2 Origin of ESP I.2.2.1 The Demands of a Brave New World I.2.2.2 A Revolution in Linguistics 1.2.2.3 Focus on the Learner 1.2.3 Development of ESP 1.3 Types of ESP 1.4 ESP Course Design 1.4.1 Approaches to ESP Course Design 1.4.1.1 Language-Centered Approach 1.4.1.2 Skill-Centered Approach 1.4.1.3 Learning-Centered Approach 1.5 Needs Analysis I.5.1 Definition of Needs Analysis 1.5.2 Types of Needs 1.5.2.1 Target Needs 1.5.2.2 Learning Needs 1.5.3 The Role of Needs Analysis in ESP Course Design 1.6 Content- Based Instruction 1.6.1 CBI Models 1.6.1.1 Sheltered Model I.6.1.2 Adjunct Model I.6.1.3 Theme-Based Model I.7 Content and Language Integrated Learning (CLIL) 1.8 The Difference between CBI and ESP 1.9 Conclusion Chapter Two: English for Medical Purposes II.1 Introduction II.2 English for Medical Purposes II.3 Development of English for Medical Purposes II.4 Importance of English for Medical Purposes II.5 English as a Medium of Instruction II.5.1 EMI in Algeria II.6 Teaching English for Medical Purposes II.7 Medical English in Algeria II.8 Nursing Field and Nurses’ Roles II.9 English for Nursing Purposes II. 10 Medical English Teaching and Learning Challenges II. 10.1 Teachers Challenges II. 10.2 Students Challenges II.11 Conclusion Chapter Three: Data Collection and Analysis III.1 Introduction III.2 Research Design III.2.1 Research Target Population III.2.2 Research Setting III.2.3 Research Sampling III.3 Lesson Design III.4 Data Collection Tools III.4.1 Classroom Observation III.4.2 Learner’s Questionnaire III.4.3 Teacher’s Interview III.5 Data Analysis III.5.1 Classroom Observation III.5.2 Learner’s Pre- Questionnaire III.5.3 Learner’s Post- Questionnaire III.5.4 Teacher’s Interview III.6 Conclusion General Conclusion
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