It is true to say that ESP methodologically differs from that in GPE in two ways. In terms of nature of interaction between teacher and the students, ESP is designed to meet the subjective needs of learners. Individualisation is another issue in the analysis of needs which assigns different methodology according to a particular group of individuals. However, this requires a homogeneous and small class in order to be successful. Learning is a social process and not all the learners learn in the same way: some like problem solving, arriving at a resolution, hearing and watching authentic materials individually, participating in a group work and learning by using the language etc. In contrast to the traditional classroom, ESP learners also have a fixed timetable. As the time is always limited, ESP teacher is responsible for presenting relevant subject-specific materials that are helpful in the target situation to keep the face validity of the ESP course. In the case of having different subject contexts, ESP teachers are required to be flexible and establish groupings according to similarities and differences of the learners in economics, medical and biological sciences.
As a matter of fact, ESP is based on learning-centered approach which identifies skills and knowledge needed for the target situation since the tasks and activities need to mirror the learners’ specialisms, It is crucial to make the learners aware of the control of the language through communication and the grammatical patterns. It is the idea of approximating the target situation as close as possible in the ESP course so that learners will be highly motivated to produce the language by themselves.
- Teaching resources
- Teacher development
- Teacher training