Esp vocabulary Teaching at the Vocational Secondary School of Furniture Industry

Instrumental and integrative motivation

As it has been mentioned above, there are also other two types of motivation identified by Gardner and Lambert (Eyildirim, Ashton 3): instrumental and integrative motivation. People who acquire language for reasons such as to obtain a good and well-paid job, to be able to read and understand instructions for equipment needed in their profession, or study in the foreign country, have instrumental motivation. “Instrumental values are consequences and benefits of having learnt the target language” (Dörnyei 51). The knowledge is exploited as an instrument to achieve something in life.

Integrative motivation is applied by people who want to get in touch with “the culture of the second language group and become involved in social interchange in that group” (Brown qtd. in Eyildirim, Ashton 3). Integrative motivation may apply to students who want to read magazines/journals, understand foreign music, if they come to a foreign country they want to speak in shops and ask for directions, simply they have to communicate. They want to integrate into the society. The main point, regarding teaching special terminology, is to find the best way how to motivate students for studying English vocabulary in the strict but at the same time friendly atmosphere.

1.3. Teaching methods

Vocabulary has not always been considered as an important part of second language teaching because much more attention has been paid to teaching grammatical and phonological structures. There is a short review of some linguistics approaches that appeared during the 20^th century.

1.3.1 Grammar-translation method
Grammar-translation method (GTM) was frequently used in the past for teaching the classical languages. It is logically based on translation from one language into another. Students translate independently, student-student interaction is nearly missing. Students are given grammar rules/patterns and they memorize them. Teachers often teach in the mother tongue with little use of the target language. Correcting mistakes is considered to be highly important. The primary aim is to be able to read different texts written in the target language. Vocabulary is presented in the form of isolated words. Grammatical accuracy is more important than the ability to communicate. However, this method can work quite well for ESP and EST students who need to be able to read technical texts, journals or manuals in a foreign language without intention to communicate or write.