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January st

31 , 2019
THE ESP TEACHER: ISSUES, TASKS, Barata Harsena Dewa
Bima Trisnu Ardinal
AND CHALLENGES Dewi Qomariah
Sri Andriani Sidin
(A N A RT IC L E B Y M OH A M M A D K AOS A R A H M E D )
DEFINITION
Hutchinson and Waters (1987):
❑ ESP is not a matter of teaching specialized variety of English.
❑ ESP is not just a matter of Science words and grammar.
❑ ESP is not different kind from any other form of language
teaching.
THE ESP TREE
Enormous and unprecedented expansion in scientific,
technical, and economic activity on an international scale.

New mass of people wanting to learn English.

THE BIRTH OF ESP


Western flow of funds and expertise involvement into
oil-rich countries in oil crises (early 1970).

Need of several countries to update their knowledge.


ESP AS LEARNING CENTERED APPROACH
❑ ESP is laid not to language use but on language learning.
❑ Language learners needs affect what will be given in ESP teaching
learning.
DEMANDS OF TEACHING ESP

Language Teaching Goals (Cook, 2002)

External Goals Internal Goals

Language use
outside the Educational
classroom aims

ESP Improving attitudes, promoting


Being able to get things done
in the real world. thinking skill analysis,
memorizing, and social goals.
DEMAND OF TEACHING ESP
❑ Objectives requiring specific linguistic competencies.
❑ The ESP teacher/course developer needs to find out language-based
objective for students discipline.
Who are the
teachers?
ISSUES IN ESP
TEACHING
What do they teach?
EFFECTIVENESS OF ESP
• Experimental study
• Intermediate level English as Second Language (ESL) courses
Kasper • Content-based instruction
(1997) •

Psychology students in a US college setting
Positive impact on students’ academic progress and success.

• Experimental study
• Comparing two groups of ESL Students
Song • Content-based instruction and not-content-based given
(2006) • Better result in ESL course for students who are taught by
using CBI of ESL
EFFECTIVENESS OF ESP
• Students interests and needs are
related to motivation which
Basturkmen makes ESP more effective than
(2010) General ESL
argues that: • ESP courses are more efficient
because they have more limited
aims than general ESL courses.
Input-based Strategies

ESP TEACHING Input to Output


METHODOLOGY
Output-based Strategies

Output to Input
Revealing Subject-Specific Language Use

Developing Target Performance Competencies

ESP TEACHING
Teaching Underlying Knowledge
OBJECTIVES
Developing Strategic Competence

Fostering Critical Awareness


As a Teacher

As Course Designer and Material Provider


ESP TEACHERS’
ROLE
As Collaborator

As Evaluator
Questioning-Answering Session!