Hatchinson and Waters (1987) asserted that “ESP should properly be seen not as any particular language product but as an approach to language teaching which is directed by specific and apparent reasons for learning” (p. 19). In addition, “it is an approach to language learning which is based on learner need. The foundation of all ESP is a simple question: Why does this leaner need to learn a foreign language?” (Hatchinson & Waters, 1987, p. 19).
Strevens (as cited in Dudley Evans & St. John, 1998) differentiates between four absolute characteristics and two variable characteristics of ESP. Strevens state that the absolute characteristics are designed to meet specified needs of the learner; are elated in content (that is, in its theme and topics) to particular discipline, occupations and activities; centered on language appropriate to those activities in syntax, lexis ,discourse, semantics and so on, and analysis of the discourse; contrasts with general English. The variable characteristics, on the other hand, may be restricted as to the learning skills to be learned (for example reading only); may not be taught according to any preordained methodology (Strevens, 1988).
The division of ESP into absolute and variable characteristics is very helpful in resolving arguments about what is and what is not ESP. This definition of ESP implies that it can be but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range (Anthony, 1999). In this regard, Hutchinson and Waters (1987:19) assert that “ESP is an approach to language teaching in which all decisions about content and method are based on the learner's reason for learning" (p. 19).
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...ordan, 1997). Swales (1988) notes that this approach is based on lexicostatistics. Dudley Evans and St. John (1998) assert that:
Most materials produced under the banner of Register Analysis followed similar patterns, beginning each chapter with a long specialist reading passage, usually related to a specific discipline, seems to have been standard practice in EAP, probably arising from situations where general English materials where supplemented by subject-specific reading passages. (p.22)
Dudley Evans and St. John argue that although the main rational behind register analysis was to make ESP courses more and more relevant to learner’s need, this trend was not successful in this respect. Finally, the problems, lacks, and difficulties with register analysis resulted in the appearance of another trend in ESP, namely Discourse Analysis (Dudley Evans and St. John
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
Papers on Language and Literature 33:3 (1993). 325-333. The. Ragen, Brian.
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
Papers on Language and Literature 35.4 (1999): 339-355. Jstore.com - a new store. Web. The Web. The Web.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
Pullum, George K. "Here Come the Linguistic Fascits." National Language and Linguistic Theory (1987): 603-9.
...ple: An Introduction For Learners Of English: Revised And Updated. Oxford, New York: Oxford University Press, 2009. Print.
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
...is approach, the flip classroom is combined with Freire’s problem solving approach for second language learners (Marshall and DeCapua, 2013). The students are presented with a stimulus at the beginning of the session such as a photo or a story. The students explore the problem presented in the stimuli and how it relates to them. They are then required to bring to the problem the knowledge and understanding that they possess. Gaps in their understanding are revealed through peer interaction. The learners are then presented with the resource that they will need to explore in their own time and how it might assist them in bridging the identified gaps. This approach can be used to explore the cultural dissonance and discomfort that an ESL learner might experience. The active learning that is promoted improves the second language acquisition (Gass and Mackey, 20006).
Wright, Ch., (1992), The Benefits of ESP, Cambridge Language Consultants, viewed on 11th May, 2011, http://www.camlang.com/art001.htm.
The biggest advantage of any ESP/EST course is that it mainly emphasizes on the learner-centred and the designed course is based on the needs of the learners. Adriana
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.
Clearly, language teaching methodology is in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
It focuses on the function of the language rather than its form. Extended Questions Question