Teaching English as a Foreign Language, Second Edition
particular attention to this skill only after the successful
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particular attention to this skill only after the successful completion of a general course in all the skills. This is a very important premise, with implications for all ESP teaching, and there is considerable debate about it. One possible solution is illustrated by the following case. A group of Spanish shopkeepers wanted to learn enough oral English to deal with British tourists. They were given a course in general English with certain special provisions. There was considerable oral emphasis, but written work and reading were insisted on too—partly for variety as it is quite possible to tire very quickly of a lot of oral work, and partly because the written word consolidates and reinforces what has been learnt orally. The basic grammatical structures that were taught remained essentially the same as in the regular courses, as did the emphasis on clear but natural pronunciation. However, the lexical items taught to fill the slots in the grammatical patterns were very carefully chosen to meet the needs of the shopkeepers—often statistically infrequent, but in this case useful, items were taught before the more generally common words. Teaching English to Adults 192 The content of what was taught was also determined on a functional basis—how to make requests, answer requests, persuade people to buy things and other similar notions of direct relevance to the shopkeeper. The teaching strategy was to make extensive use of situations familiar to the students and of role-playing and simulation exercises within those situations. This case illustrates how a course in general English can be adapted to the specific needs of a given group of learners. A tailor-made course is nearly always essential. ESP is by no means restricted to the institutional framework of state-run Higher Education. There is enormous expansion currently in ESP in evening institutes of a semiofficial nature, and primarily in private language schools in England and abroad. The field is wide and infinitely varied, and not given to easy generalisations. P.Robinson’s English for Specific Purposes provides a bibliographical survey. More recently, C.Kennedy and R.Bolitho’s English for Specific Purposes gives a good introduction to the theory and practice in this field. Download 0.82 Mb. Do'stlaringiz bilan baham: |
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