This document discusses features that influence ESP classroom practice and methodology. It explores how ESP teaching differs from EFL due to learners' specialized knowledge and cognitive processes. ESP teachers must acknowledge learners' existing knowledge and adapt their methodology to suit learners' needs. The document also examines how technology, class size, one-on-one tutorials, and integrating other disciplinary methodologies like case studies and projects can be leveraged in ESP. Overall, the document advocates for ESP teachers to act as consultants who harness learners' knowledge and adapt their teaching approach to each unique learning situation.

1. Classroom
practice &
beyond
 Rebaz B.

2.  Classroom

Aims

3. Aims As we see in the 1st chapter that ESP teaching very different from EFL
teaching this arises mainly from two factors associated with the
learners:
1-the specials knowledge that they bring
2-the cognitive learning process that they bring.
And also factors concern the kind of activities
3-the esp classrooms uses tasks and activities.
4-the numbers of learners.
In this chapter we shall discuss the influence of this four features and
their impact of esp classroom and practice.
In esp situations, there is no best approach to take; all techniques and
methods are a response to a particular situation, esp teachers should
have the ability to assess a situation so as to select and adapt their
methodology according to the learner's needs. Moreover, it is true that
the classroom is the only place in which learning takes place, but in
current days there are other autonomous ways of learning that are
beginning to be used thanks to the developments in technology.

4. Beyondthe
Classroom
PAGE 4

5. BEYOND THE CLASSROOM
 Learning is exploring and technology provides
opportunities for exploration. The use of technology
complements and extends the learner-centered
approach since learners can access the source materials
in their own pace, choose topics and subjects areas of
their interests.
PAGE 5First Skill
Second Skill Third Skill Conclusion

6. Therearefive
modesof
technology
thatcanbe
usedinESP
teaching:
 Video Discs and CD-Roms: they can be used to support a course, revising basic
skills, to enhance a course, by providing extra topics; to provide data, to be
exploited for language purposes; to provide authentic material, two particular
feature of CD-room make them invaluable in helping learners with oral
production listening to a monologue.
 The Internet: provides the opportunity for courses to be used by all learners,
Ss follow them on their own time, the interaction is between the S and the
computer screen. It can be used as a source material for ESP classes where Ss
are involved in project work or case studies.
 E-mail: it has become very useful between educational, administrative and
business institutions. But in ESP teaching, it is used for commenting on Ss'
writing, S-to-S peer commenting.
 CALL materials: " CALL materials have all the advantages of self-access
materials; Ss can work on their own without the T' support or feedback.
Materials for CALL are generally produced using authoring packages which
winnable the teachers to introduce exercises into an existing exercise frame
work and use the same exercise type.
 Computer-based Corpora in texts: it is relevant to both EAP and EOP and
provides an extremely useful resources for ESP researchers, teachers and ESP
learners. For teachers it gives the opportunity to look in detail at lexical
features (using a technique they can discriminate the words into technical
terms, semi-technical terms and general vocabulary) ;for ESP teaching it is a
resource for Ss to check collocation in their writing.
PAGE 6
First Skill Second Skill Third Skill
Conclusion

7. Class Size

8. Class Size
 It can vary immensely because an ESP teacher could have just one S like
business person. or a group of 60 or 100 Ss like a first year tertiary level class.

9. When is large large?
 There is no notion when a class is large since it depends on situation,
purpose and experience. In primary and secondary education, a class over
35-40 pupils may be large class, in privet EFL schools over 15 students could
be large 150 students is common in Nigeria & Indonesia for lecture in this
country 50 students is small group

10. CHALLENGE of large classes:
 the difficulties teacher of large class around the world feel they face are similar,
although circumstances and culture can introduce additional or specific problems
and each situation will have unique consultancy or factors that require a
particular solution learning.
 The challenge which teachers around the world have listed during workshops
revolve around issue such as control, for e.g. Ss' names; behavior & noise;
assessment and feedback; individual attention.
 SOLUTION: the solution that teachers have proposed and practiced generally
involves a shift of attitudes and encouragement of the strategies used by the SS.
 -Allow Ss to consult each other; -introduce pair and group work; -new feedback
procedures: peer assessment of written work, self-checking using teacher
checklist. Have core and alternative/additional activity.
 The Four I's: Involvement: reduce noise levels
 Interaction: avoid boredom
 Individualization: allow each person to work and contribute in their own manner.
 Independence: allows Ss to learn in their own ways rather than controlling them
through teaching.

11. Meeting the challenge
 A danger in one to one particular in intensive situation the student may feel
pressurized because no one else to deflect teachers attention. All students
needs a time and space. Although it doesn’t mean that there is 100% of time
the teacher should give learner physical and mental space.
 The T should create a good rapport with the S so as to reduce teacher power,
in this case the T should share information and decision making with the L.
 The advantage in one to one class is that a wider range of interaction is
possible the learner can negotiate among themselves.

12. One-to-one in EAP…
 In EAP situation the one-to-one tutorial is usually offered to help students
with written work either class assignment or dissertations. The tutorial may
work at the correction level for aspects such as faulty grammatical
construction, infelicitous wording, and inappropriate citation.

13. Latentcommunicationknowledge
 Since ESP learners bring to their language learning some knowledge of the
own specialist field and the communication within it,
 It is the knowledge that learners do not have the ability to control, such as
how the tense system in English works. It is a sort of "know-how" but the
knowledge won't be demonstrated until those aspects are ingrained. So
the ESP teacher has to develop a conscious awareness so that control is
gained, whether over language, rhetorical structure or communication
skills.

14. Content knowledge
 It is the knowledge that learners bring to their language learning from their
specialist field. So learners do not expect ESP teachers to have that knowledge
but they expect a knowledge of how language is used in their particular field. An
ESP practitioner has to acquire the ability to balance content level and language
level and to see the real content. The ESP teachers is often more of a consultant
than teller, giving advises, suggesting alternative and allowing the learner to
make informed decision

15. There are some features that influence and impact
on ESP classroom practice

16. The impact of learner's knowledge
 Roles and relationships: the kind of relationship that is appropriate
between teachers and ESP learners.
 Esp teachers' role should be a "consultant" not "the font of all
wisdom".
 Esp teachers must acknowledge and use the learners' carrier
content.
 An appropriate relationship would be :
esp t e sp l
 But it depends on the learner's experience, cultural expectations and
teacher's status.

17. Teaching and learning
Materials
 The kind of teaching material used. Framework material and owned
authentic material from the learner's job or studies are very useful
for the ESP practitioner since they contain learner's carrier content
and their existing language competence. So it saves time for the
teacher to think over input and determine activities for the learners.

18. Methodological Approaches
 PPP (present, practice, perform): it works effectively when both the
language and the communicative event are new to the learner. In
the more "common core" EGAP or ESAP classes this traditional
method is appropriate depending on learner's expectations, learning
styles as well as the materials being used.
 Deep-end strategy: its aim is to set a task and ask ss to perform. The
learners use their existing L2 competence, discovering its strength
and its weaknesses. The task is focused on the S and its likely to
reflect their personal and professional world. It is effective on short
intensive courses and where learners are in their communicative
events in their L1. The main input comes after the performance,
based on comments from the teacher and from the learner and

19. Harnessing learner's cognitive and learning strategies
 Psychological research has shown that there are quite different ways of
viewing world and approaching learning. Some peoples are divergent
thinkers or others are convergent thinkers.
 Our culture also affected our learning styles. Learning is a social process
for instance asian learner look for structure learning, hispanics are more
likely to develop a global learning style and accepted flexibility and
negotiation while anglo americans are more analytical wanting planned,
methodical approach.
 In language learning significant factors are also the extend to which an
individual visually, aurally or kinesthetically oriented

20. integrating the methodologies of other disciplines
 Is one way in which cognitive learning processes can be harnessed
through the methodologies of other discipline. A strength of ESP
methodology is the way in which language learning and subject
learning approaches can be integrated. There are two subject
learning approaches that have been adopted in ESP situations. Case
study & project work.

21. CASE STUDIES
 : Are a feature of many professional courses such as business, law,
engineering and medicine.
 Purpose: to present ss with some aspect of a real-life scenario through
which they can apply and integrate knowledge, skills, theory and any
experience.
 This approach can be broken down into 3 main stages: data input, data
processing and output presentation. It is a deep- end approach where the
ESP teacher makes decisions about ss' needs as regards language and skills.
 Case studies require a degree of subject expertise by the esp teacher in
order to grasp the relevant concepts and gain more confidence and respect
from the ss.

22. Project Work
 Project work: there is higher degree of involvement and ownership since the ss generate their
own brief by finding and assimilating information. Project work can be very rewarding but its
also high-risk activity. The project:
Classroom outside world classroom
 Providing an opportunity for real world and classroom experience.
 In subject work student generally have to:
 1 generate a hypothesis. 2- carryout a literature review .3- test the hypothesis. 4-write a report.
5-give an oral presentation or seminar.
 It has become a standard feature of much eap work as most ss have to carry out a project during
their undergraduate’s studies (e.G write a report, give an oral presentation or seminar) but it
rarely runs in parallel with the subject project, so the ESP teacher have to devise project
situation.
 In esp situations, it is appropriate to encourage ss to gather information from different sources,
compare it, select it then transform it into spoken or written format because this involves the
use at least of two skills or probably four skills.

23. Summary

24. In this chapter we have provided an examples of how
ESP teachers can exploit the methodology of the
disciplines and occupation that learners are following
through the use of problem-solving techniques, case
studies, and project work.
We also have shown how the role of activating
learners passive knowledge of convention of
communication in their discourse communities a key
one for ESP teachers. We emphasize that there is no
one methodology for ESP in some cases. We have also
summarized the role of variation technology
innovation in ESP teaching.
24

26. THANK
YOU
Rebaz B. Mohammed
Rebaz.ameen86@gmail.com