Theoretical Orientations to ESP and Context of Practice.

1. TOPIC 1
GROUP 1
APPROACHES TO ESP
TRAINING
THEORETICAL
ORIENTATIONS TO ESP
CONTEXT OF PRACTICE

2. THEORETICAL ORIENTATIONS
TO ESP
 Post-Munby Times: Functional and
Communicative Approaches to Training
• John Munby’s ‘Communication syllabus
design’ (1978) changes in Language Teaching
methodology, hence functional and
communicative properties of language were
introduced.

3. • Programme designers consider
learners’ needs, learning styles,
preferences, etc while finalizing
components for training modules. It
is designed specifically to cater to
learners’ lacks, needs and wants in
certain scope of expertise or
knowledge. In this case, teachers
were trained and encouraged to
design communicative materials that
could make classes more interactive
between tutors and leaners.

4. The Post-Method Era
• Brighter possibilities were found with using
more than one method or approach in class.
Tutors being learning friendly and creative in
every single possible way to make a class-
lesson seems interesting, hence they were
encouraged to ‘examine’ themselves as a
‘learner’
• The change has its positive outcome on
teacher training in ESP.
• The effect of post-method thinking was very
evident in the approach of the programme
designers.

5. CONTEXTS OF PRACTICE IN (ESP)
ESP skills (e.g. oral presentation, writing,
reading, grammar, etc)
Course/syllabus design based on
learners’ needs
Planning on a media collaborative
learning ( with guidance of media
devices)
Classroom practices/tutorials
Outdoor assessments
Course feedback for evaluation

6. SOURCES FROM :
I. http://www.academia.edu/1607
533/Teacher_Training_in_ESP_A_
Historical_Review
II. http://www.academia.edu/84141
83/The_Ins_and_Outs_of_English
_for_Specific_Purposes_ESP_