Here you can see part of the content related to: origin, ESP concepts and factors.
Origin:
There are three reasons to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson&Waters, 1987).
Key Concepts:
- ESP is defined to meet specific needs of the learners.
- ESP makes use of underlying methodology and activities of the discipline it serves.
Factors:
Sociological:
- What are the characteristics of the learner?
- Age
- Previous experience of the target language.
- What are the learners’ requirements for learning the language?
- Learners’ exact needs.
- Learners’ possible language use according to the area.
Linguistic:
- What kind of descriptive device is appropriate to explain the language used by the
learners’ specific area?
- Description of the language required by the learner.
- Communicative features of language use.
- Code features of the language system (syntax, lexis…)
Psychological:
- Orientation to: what theory of learning is appropriate to reflect our concern with
the teaching of communicative as well as linguistic competence?
- Language learning as a communicative instrument.
- ‘Problem solving’ role of the learner.
- Participation in the interpretation and composition of discourse
Pedagogic:
- What skills are to be taught, in what order, and how are the relationships between
skills to be authentically presented and practiced?
- Language skills are not sufficiently delicate to describe the learners’ needs.
- Functional skills are required to accomplish particular tasks.
- Abstracting technical articles.
- Taking an active part of oral seminars
- Report writing based on experimental procedures
- Irrelevant samples of language/low motivation.
