Input-based, output-based and task-based in teaching ESP

1. 1. Output-Based in Teaching English for Specific Purposes (ESP):
The output as practice of a particular feature reflects the view of
language as essentially to acquire a certain skill. According (DeKeyser,
2003), posited that learners can, through intensive meaningful practice,
develop automatic control of structures which have initially been learned
explicitly. It is important to emphasize here that the practice needs to be
meaningful-practice is not just a matter of quantity, but also of quality.
In other words, the output-based in teaching English for Specific
Purposes is anchored in the contexts of grammar in which learners are to
be learned with grammatical competence on how they can express
themselves in a situation that requires with knowledge on Grammar and
English for Specific Purposes (ESP). For example, the students are to be
trained to answer phone calls. Hence, there is a need for them to know
on how to answer phone calls in real-life situations. Hence, this activity
will help them trained and oriented on how it should be done and to avoid
misunderstanding or conflict.
2. Input-Based in Teaching English for Specific Purposes (ESP):
According to (Bolitho et al. 2003), there is an emphasis on drawing
students' attention to a contextualized target feature and asking them to
'discover' its form, meaning and use inductively. On the other hand,
teaching ESP through input-based is with respect to contextualization.
In this manner, the ESP teacher will have to contextualize his/her
ESP lessons in real-life situations/experiences of the students so that
students can relate and connect to activities to be given by the ESP
Teachers. Through a role play, the ESP Teacher will give situations that
terminologies of a certain field are applied so that students will have to
distinguish the use of general and specific English in a conversation of

2. certain workplace and of people. In other words, teaching ESP students
through contextualization is an effective approach to help them learned
English for Specific Purposes (ESP) of their own learning styles and
preparing them for future employment.
3. Tasks-Based in Teaching English for Specific Purposes (ESP)
that Focus on the Role of ESP Teacher:
According to Crookes and Long, (1992), approaches see language
primarily as a means of making meaning, and they resort to real-life
based tasks to develop instructional activities. In ESP, the tasks are
selected based on the students´ needs for language instruction
particularly in the context of the needs analysis: Below are the following
tasks-based in teaching ESP that Focus on the Role of ESP Teacher, viz:
Facilitators of Meaning Task: teachers perform an important
meditational role co-constructing learning with the students instead of
simply disseminating the information.
Selector and Sequencer Tasks: The sequence of activities should
be conducive to task performance in order to comply with the principles
of scaffolding/guidance. Tasks are purposeful and real-life oriented. Post
assessment is conducted thoroughly in order to plan future lessons
effectively and meaningfully.
Preparing Learners Tasks: Interventions during the planning
stage reflect most possible linguistic and cognitive problems that students
may encounter in the task. If it is needed, the instructor can provide
explanations focused on form in order to prevent sources of
misunderstanding.
Consciousness Raising Task: Interventions foster the learner's
curiosity and problem solving skills, instead of giving the answers away.

3. The instructor's attitude should be that of asking for clarification in order
to lead students to self discovery of concepts.
Motivator Task: Learners involve/deserve positive feedbacks.
They assert that interventions should raise students' enthusiasm to
perform the tasks and that explanations should be clear and
contextualized.
With respect to tasks-based in teaching ESP that focus on the role of
the ESP Teacher are very relevant to the needs analysis of the ESP
learners in which they are encouraged and motivated to learn the
contexts and functions of English for Specific Purposes (ESP) in real-life
situations. In the same manner, the ESP teachers will be more oriented
on task-based approaches so that they can create a number of activities
and situations in relation to effectiveness of teaching English for Specific
Purposes (ESP) class.

4. OUTPUT-BASED, INPUT-BASED
AND TASK-BASED IN TEACHING ESP
Sudmitted to
CATHERINE F. SALOMON,MELL
ESP Instructor
by
ANGELITO T. PERA
BSIT, BSED-IV English