Graduate qualifying work

Text activities

In ESP course, text as a learning material is a practical activity that provides learners with new vocabulary, communicative or reading skills. It is important to involve all the students’ skills to make working with a text as much effective as possible. Also it is preferred to combine working with printed text with listening to audiocassette or video cassette that means receptive with productive activities. These texts activities should be related to the context of the subject matter being studied.

Creating a learning environment – motivation

Creating a positive learning atmosphere is an important criterion that should be applied during the classroom in order to achieve the courses setting objectives and goals. It makes teaching and learning more pleasant for both teachers and learners, as it supports students in their work. Learning in a positive atmosphere is closely linked with motivation which is a kind of inner motor that encourages us to do our best to achieve a satisfactory goal in our activity. Harmer defines motivation as “some kind of internal drive that encourages somebody to pursue a course of action“(Harmer, 1991: 14). The role of motivation during each activity is inevitable. Students should be motivated as much as possible to enjoy the activity and achieve its real aim.

Requirement of Teaching ESP

Many researchers have spoken about the demands of teaching ESP especially that ESP is continually developing and changing from one profession to another.
Basturkmen (2010:7) points out that teacher can feel lost when he deals with content of particular domain that they don’t know much about or when he works alone in an on-site environment so it is a challenging task to be an ESP teacher because he would feel inexpert or unqualified to teach.
Most of ESP teachers did not receive a special training as the formal TESOL wish has been very largely concerned with general ELT. Despite the existence of some differences between teaching ELT and ESP, both of them share a common goal – to develop students’ communicative competence. Ellis (1996: 74) defines language pedagogy as “concerned with the ability to use language in communicative situations.” The main principle of ELT courses is that language course content should be related to the purposes for which students are expected to use language after all. There are two types of goals for language teaching shared between ELT and ESP: external and internal (Cook, 2002).