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The project I created is an ESP class designed for oenology or wine marketing major international students who need higher English proficiency for their subject study in English. For ESP purpose, this class combines specialized vocabulary learning and grammar reviewing/enhancing, while the four skills - listening, reading, speaking and writing skills are integrated. The grammar teaching is more focused on the functions and applications of these patterns. In a specific lesson of learning to understand and write wine tasting notes, the method of corpus-based analysis is used as a supplement for language teachers to design authentic teaching materials, find the specialized language patterns used in this field and tailor the curriculum accordingly.  The lesson also involves data-driven learning for students to explore how language is functioned in this specific genre of wine discourse. In this project practice, the grammar feature in focus is the postmodifier.

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The pedagogies used in ESP classes are normally combined with using authentic materials and data-driven learning. Authentic materials provide contextually relevant text that models the language in identified disciplines. Since ESP teachers may not be familiar with the professions and disciplines of their students, for example, not every English teacher reads wine tasting notes, building specialized corpora of language data from the authentic materials helps teachers to investigate the language uses so that they can design the curriculum and the teaching materials accordingly.  The rationales of using specialized corpora are based on the fact that the general-purpose corpora are limited to represent specific genres, while the specialized corpora have more relevance for understanding specific types of academic and professional language (Flowerdew, 2004). On the other hand, the corpus-driven approach can help learners to explore the language patterns by themselves and reach their own conclusions (Nesi, 2012).

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In wine study and appreciation, learning to read and write tasting notes is an essential part. The Wine tasting note is a kind of language to describe and analyze the sensory properties of wine, and to help evaluate the quality of the wine. Knowing this language is the key to achieving mutual understanding and building an effective communication system in the wine field, and it is regarded as an important competence of a professional wine taster (Herdenstam 2004). As a very specialized genre, wine tasting notes contain specialized vocabulary, such as tannin, acidity, palate, and finish.  These words are commonly seen in the wine context but will not be taught in general English classes, and they are not easy to understand and teach without a context. Moreover, the lexico-grammatical patterning linked to evaluative meanings are identical since it’s in a very different discourse domain (Hommerberg & Don, 2015).

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Student Context:
International students in oenology or wine marketing majors who are attending the ESP class. High intermediate to low advanced English skills.

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Institutional Context:
Language enhancement class collaborated between IELP at PSU and Linfield College Wine Studies Major.  International transferring students (from an oenology school in China) are taking this intensive English class during summertime for 10 weeks before entering Linfield for the second year of wine study.

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A screencast is provided for tutoring how to download AntConc and introducing the basic procedures for analyzing; students can watch it outside the class as additional homework.
https://drive.google.com/file/d/1V2cC4vi7VsPa8tCJIqOdPchCkfW8BX8a/view?usp=sharing

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Specialized Corpora - Wine Tasting notes of 2021 Wine Spectator Top 100 List

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The Top 100 List tasting notes is provided for students to check the grammar features as well as how vocabulary is used in the text. Advanced students who have the interest to make more discoveries could compile their own wine tasting corpora and do more analysis.  The tasting notes could have other patterns and by compiling specialized corpora and analyzing different corpora, learners may have more interesting discoveries and increase their language learning interest and the ability to write tasting notes in a more professional way for their future jobs.

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Using the authentic tasting notes from the wine critic website helps students to discover how vocabulary and grammar are used by the wine critics to describe wines and understand the functions of the language patterns in this context. Instructors who have linguistic expertise can use the tasting notes corpora to find the linguistic features that are suitable to be integrated into their teaching. Moreover, instructors can use the corpora analysis method to analyze other authentic materials in the wine study field, such as vintage report, vinification procedure, or producing region description to develop the teaching material and curriculum.  Instructors can also invite students to compile the corpora together; in this way, students develop the skills of researching and reading. The ultimate goal of the whole practice is to meet ESP learner’s needs and accelerate learning motivation.