petroleum industry

下面为大家整理一篇 的essay代写范文 --English for the Oil Industry，文章讲述ESP是针对不同学习者的具体需求而设计的。ESP是一种理论和实践的结合。它更注重课程的目的。一般来说，ESP可分为EAP和EOP。EOP是ESP的一个重要系统，它是为在某一领域工作的人的特定需求而设计的(Tony & Maggie,1998)。EOP课程种类繁多，石油工业英语是EOP的重要课程之一。本课程的主要特点如下。这门课程的目的很专业。石油工业英语在当今社会占有重要的地位。

ESP is planed for the specific demand of the different learners. ESP focuses both on the theory and the practice. It pays more attention on the purpose of the course. In general, the ESP can be divided into EAP and EOP. EOP is one of an important system of ESP. It is designed for the specific need of the people who worked in the certain area (Tony & Maggie,1998). There are various EOP courses, English for the oil industry is one of an important EOP courses. The key features of this course are as followings. The purpose of this course is professional a lot. The English for the oil industry has occupied a significant sector in the current society. With the development of the economy. English is needed for more and more workers in the oil industry. It is obvious that the English is the essential international language in the world. In the oil industry area, English has played an important role. The transportation of oil and the exploration of the oil can not leave the English aside. The audiences of this course are the people who has worked in the oil industry. It will bring a lot of benefits for these people. This course will give people the basic knowledge of the English about the oil industry and people’s confidence about their work. This course will  focus on describing the current issues and enhance people’s professional ability in English. At the same time, English for the oil industry requires people who work in the oil industry to enhance their English ability to communicate with others in the English context. People can be comfortable in the English situation context from learning this course. The English for the oil industry will pay attention to the basic demand of the students. This course tries to develop students’ English abilities and skills from discussing, individual presentation, case studies, data analysis in English context. All of these activities are about the oil industry. (Tony&Maggie,1998).

In fact, this course has the great connections with the textbook. This course is certainly an example of effective ESP education. The reasons are as followings.

First, this course can improve people’s English language skills in contexts relevant to their roles. We know that ESP is an approach instead of a product. (Tony&Maggie,1998). So the EOP courses have the specific purpose. This course is aimed at improving the English language skills in the certain context. For example, in the English for the oil industry course. There are a lot differences from the English for the common education. The vocabularies are professional. For example, the word tunnel, oil press, fault and so on. These words are not needed to learn for the ordinary people. However, they are very useful for the people who work in the oil industry. Indeed, some employees do not have the enough English skills when they have to use the English in the work. So they can learn the basic vocabulary in this course. Accordingly, the writing, the listening, the speaking and the reading are all about the oil industry. As for the English reading skill, it provides a lot of articles about the oil industry. These articles have the specific purpose, they are so related to the oil industry. By reading these English articles, people can gradually improve their reading skill. It is helpful for their work because reading has occupied great sector in their work. This course can improve people’s English four English skills, such as listening, speaking, reading and writing in a certain time. People do not need to spend a lot of time to grade their English level. (Tony&Maggie,1998).This point is same as the purpose of the ESP education. This course can be very useful in the certain industry. The form of this course is different from the general English education. Some activities in the English for the oil industry must be carried in certain context. In this way, people can learn the English very fat in the learning process. The specific context will give people the different experiences.

Second, this course can develop people’s abilities to communicate the relative information with other people in English (Tony & Maggie,1998). There are a lot of great assignments in this course. These assignments are related in content. For example, the teacher may order the students to read the articles which are about the oil industry and answer the questions in English. Such assignments are well designed for the demand of the registers (Tony & Maggie,1998). So the assignments of this course are also very professional. It is the same as the demand of the ESP education. When people try to finish the assignments, their English skills will be graded gradually. Indeed, different assignments have the different purpose. People can have the all-rounded skills in a short time. General English may take a lot of time to level people’s ability to communicate information. This course is also very flexible. Although the course has the main syllabus (Tony & Maggie,1998). However, the activities and the content of the course are colorful. People can grasp the skills of communicating information.

Third, this course can benchmark people’s knowledge with other oil industry professionals. We know that the oil industry contains many branches. Differing to the general English. All of the content of the course is relative to the oil industry. (Tony&Maggie,1998). People whose work is related to the oil industry can gain a lot from this courses. In the general English. Almost all of the ordinary people have the opportunity to learn the general English. That is to say, most of general English do not provide the specific education about certain industry. EOP courses have the certain audiences. People who have this course try to improve their professional knowledge instead of the general English. (Tony&Maggie,1998). The form and the activities are different from the general English. In most cases, this course involves many oil industry professionals. We know that all EOP courses should reflect the way of the disciplines and profession it involved. This course is valuable for people who work for the oil industry. The students of this courses are adults. However, the general English receive the adolescents and even the infants. So we have to say that the EOP courses are more professional.  

Fourth, this course may discuss the oil industry case studies. The case studies are very important in the oil researches and programs. In most cases, this course is carried before people go to work. Many students have the few professional experiences about the oil industry. (Tony&Maggie,1998). They have the great demand of the relative knowledge of oil industry. This course provides many oil industry case studies. These knowledge is great needed for such person. The case study will enhance people’s understanding about this work. As for the people who have worked in the oil industry for many years. The oil industry case studies are also helpful for they to enhance their knowledge. The needs analysis process is important in the ESP context. The oil industry case studies is one of the effective approach in this course. So this course is great related to the demand of the ESP education.

At the same time, this course can build on people’s English skills in showing the relative oil information in the English context. (Tony&Maggie,1998). In the oil industry, there are a lot of knowledge which is about the technical information. For this reason, the professional course is urgently needed for people who work in the oil industry. In the general English, the teachers usually pay attention to people’s all of the English skills. Teachers will pay attention to each kind of English skill. This course focuses on the practical skills. For example, the oil workers need some basic technical English when they operate some machines. This course will enhance workers’ abilities to operate these machines smoothly. This course has the close connection with the ESP education. In reality, the purpose of the EOP course is very practical. (Tony&Maggie,1998). So this course is aimed at how to use the English in the certain situation, in the work environment instead of passing the exam.

What’s more, this course can increase people’s confidence when they deal with clients and colleagues in English. In an ESP course, not all of the students have the confidence to learn. If they lack of the learning confidence, it may give the negative influence on the learning process. In the oil industry, there are a lot of professors and experts. Some jobs in the oil industry require the ability of how to use the English in the work, even in the life. Some people will feel very embarrassed when they have the poor English ability. It is a great trouble for them to work in English. So this course may give these people some confidences when they work or communicate in English with their colleagues. At the same time, once they grasp the essence of the English for the oil industry. They will get more opportunities which are needed for the professional English ability. Comparing to people who are poor in English, they may get more opportunities in their work. Once people have the confidence, they will do well in the work. To some extent, it will change their relationship among their colleagues. They may make more friends in English.

In conclusion, the English for the oil industry is a very effective EOP course. It is one of the typical EOP cases. From the introduction of this course, we can see that the EOP courses have the prominent characters. The students are adults. The content is very professional. It has the specific purpose and carried in the specific situation. This course is appropriate for the people who work in the oil industry. Indeed, it is an effective course in the ESP education.

Reference

Tony Dudley-Evans & Maggie Jo St John, (1998), Developments in English for specific purposes, language teaching library, Cambridge University Press, p98-30873.

 

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