1. Presented on
English for Specific purpose

2. I hear and I forget
I see and I remember
I do and I understand

3. Second Language learning is a
developmental process

4. Language learning is an active process.
It is not enough for learners just to have the
necessary knowledge to make this
meaningful, they must also use the
knowledge

5. Psycho-motori activity, that is, the observable
movement of speech organs or limbs in
acordance with signals from the brain

6. Language processing activity, that is, the
organisational of information into a
meaningful network of knowledge.
This kind of activity is internal and not
observable.

7. Language Learning is a decision-making
process.
In the traditional classroom the teacher made
all the decisions. But the process of
developing and using a network of knowledge
relies upon a train of learner decision

8.  What knowledge is new ?
 How does it relate to the existing
knowledge ?
 What is the underlying pattern ?
 Is there a rule of appropriacy here ?
 Which bits of information are relevant ?
 Which are unimportant ?
Learners must be decisions-makers

9. Language learning is not just a matter of
linguistic knowledge. The most fundamental
problem of second language learning is the
mismatch between the learners’
conceptual/cognitive capacities and the
learners. Linguistic level

10. This is the particular problem in ESP, where the
learners’ knowledge of their subject
specialism may be of a very high level, while
their linguistic knowledge is virtually nil

11.  Learning is emotional learning. Our concern
should be developed the positive emotions as
opposed to the negative ones by.
 Language learning is to a large extent
incidental.
 Language learning is not systematic. We learn
by systematising knowledge, but the process
itself is not systematic.