Focuses on:
ENGLISH FOR SPECIFIC PURPOSES
Goals:
Meet specific needs of learners.
Allow learners to have language skills on order to carry out a role.
Discover how people use discourse to create, sustain, and change social communities.
Specific communicative needs.
Practices of particular social groups.
Influences:
Discourse Analysis
Influenced by Systemic Functional Linguistics.
Involved attention to features of texts and their rhetorical purposes.
Social Constructionist Theory
Knowledge and social reality are created through daily interactions.
The mainstream theoretical perspective.
Contrastive Rhetoric
Assume that such differences may influence how students write in English.
Influenced the study of academic and professional cultures.
Critical perspectives
Develop:
a critical awareness of how language works to support institutional hierarchies and inequalities.
a growing sense in ESP to make discourses.
Ethnography
Used to argue for pedagogic appropriacy.
Useful in exploring student practices.
Helps to identify the discursive practices.
Focuses on a holistic explanation of communicative behavior.
Gives a participant-oriented description of individuals' cultural practices.
Needs Analysis
Focused on: lexical and syntactic features of texts
Rights analysis
Refers to a framework for studying power relations in classrooms and institutions.
Defines: specific sets of skills, texts, linguistic forms, communicative practices.
Learner needs
What the learner must do in order to learn.
