Nowadays
,there are fifth phases of ESP development. All the approaches that related to
the ESP development can be found in all around the world and we can measure the
speeds of the development by seeeing the application of the approaches. They grow with the different speeds in each
country based on its needs to English. Related to the Development of ESP we
should take our attention to one are of activity that has been particularly
important in the development of ESP. We’ve known this as EST (English for Science
and Technology). Swales (1985) has pointed that the use of EST’s development can
be used to illustrate the development of ESP in general :
“EST has set and continues
to set the trend in theoretical discussion, in ways of analysing language, and
in the variety of actual teaching materials.”
Here
are the fifth phases and its explanation :
1.The concept of special
language : register analysis
The
needs of English here back to their needs according to their area of study or
work by operating the basic principle of English in a spesific register or
general english. They need to know them with an aim to identify the grammatical
and lexical features of these registers. Then, we need teaching materials to
take these linguistic parts as its syllabus. The main motive behind register
analyses is the pedagogic one of making the ESP course more relevant to
learners’ needs. The aim is to produce a syllabus which give high priority to
the language forms that the students will meet or won’t meet in each of their
studies. For example , we can compare the language on Science textbook and
general english textbook. Of course, there will be significant differences
between them, we can find that general english books neglect some of the
language forms that commonly find in the Science textbook. The conclusion is
ESP course should give precedence to these forms.
2.Beyond the sentence :
rhetorical or discourse analysis
If
in the first phase, ESP had focussed on language at the sentence level, but in
this phase, the development shifted into the level above the sentence. So, ESP
became closely involved with the emerging field of discourse or rhetorical
analysis. The basic hypothesis of this stage is expressed by Allen and
Widdowson (1974) :
”The
difficulties which the students encounter arise not so much from a defective
knowledge of the system of English, but from an unfamiliarity with English use,
and that consequently their needs cannot be met by a course which simply
provides further practice in the composition of sentences, but only by one
which develops a knowledge of how sentences are used in the performance of
different communicative verbs.
Rhetorical patterns of text organisation differed significantly between
specialist area of use. The structure placed according to the area of work or
study. The typical teaching materials based on the discourse approach taught students
to recognise textual patterns and discourse markers mainly by means of text
diagramming exercises.
3.Target situation analysis
The
aim of this phase is to take the existing knowledge and set it on a more
scientific basis, by establishing procedures for relating language analysis
more closely to learners’ reasons for learning. There is a purpose of ESP
course that support this phase, the purpose is to enable learners to function
in situations which the learners will use the language they are learning, then
the ESP course design process should proceed by first identifying the target
situation and then carrying out the right analysis of the linguistic parts of
that situation. It will form the syllabus of the ESP course. This process known
as “needs analysis”. What had been
done previously in piecemeal way become something’s systematised and learner
needs was apparently placed at the centre of the course design process.
4.Skills and strategies
In
this phase, it’s consider not only the language itself but also the thinking
processes that underlie language use. This phase was set up to cope with study
situations where the medium of instructions is the mother tongue but students
need to read a number of specialist texts which are available only in English. As
a result, it concentrated their efforts on reading strategies.
In
this phase , we don’t need to focus closely on the surface forms of the
language. The focus should be placed on the underlying interpretive strategies,
which enable the learner to cope with the surface forms of the language, for
example guessing the meaning of words from context, so on. This approach
generally emphasise on reading or listening strategies. The characteristic
exercises get the learners to reflect on
and analyse how meaning is produced in and retrieved from written or spoken
language.
5.A learning centred
approach
Previously,
in the origins of ESP, we knew that there were 3 forces that had role in ESP
and became its characteristics , they were needs, new ideas about language and
new ideas about learning. We use all the approaches so far based on the
descriptions of language use and the concern in each case is with describing
what people do with language, but the concern is not actually on the language
use only, our concern should with language learning too because a truly valid
approach to ESP must be based on an understanding of the processes of language learning.
With this statement , it brings us to this fifth stage of ESP development. The
importance and the implications of the distinction that we have made between
language use and language learning will hopefully become clear for us to
understand each of the stages of ESP development.
thank u for the informations. these will help me a lot. :)
BalasHapusIts useful
BalasHapus