instructionisthemothertonguebutstudentsneedtoreadwhichefforts
are
a
numberofspecialisttexts
availableonlyinEnglish.Thereadingstrategies.
projectshave,therefore,concentratedtheir
on
Theprincipalideabehindtheskills—centeredapproachisthatunderlyingalllanguage
use
there
are
commonreasoningandinterpretingprocesses,which,regardlessofthe
surfaceforms,enableUStoextractmeaningfromdiscourse.Thereis,therefore,noneedtofocuscloselyonthesurfaceforms,forexamplesguessingthemeaningofwordsfrom
context,usingvisuallayouttodeterminethetypeoftext,exploitingcognates(i.e.wordswhich
are
similarinthemothertongueandthetarget
language)etc.
Ashasbeennoted,intermsofmaterialsthisapproachgenerallyputstheemphasis
on
reading
or
listeningstrategies.Thecharacteristicexercisesgetthelearnerstoreflect
on
andanalyzehowmeaningisproducedinandretrievedfromwrittenorspokendiscourse
Takingtheir
cue
fromcognitivelearningtheories,thelanguagelearners
can
aretreatedas
thinkingbeingswhoemployinlanguage
beaskedtoobserveandverbalisetheinterpretiveprocessesthe},
use.
2.1.3
FocusofthisworkinESP
SO
A11ofthestagesaboveoutlined
are
farhavebeenfundamentallyflawed.inthatthey
allbasedindescriptionsoflanguage
case
use.Whether
thisdescriptionisofsurfaceforms,
as
inthe
ofregisteranalysis:orofunderlyingprocesses,asintheskillsandstrategies
concern
approach,the
concern
ineach
case
iswithdescribingwhatpeoplewithlanguage.But
our
inESPisnotwithlanguageuse-althoughthiswillhelptodefinethe
concern
course
objective.Our
iswith
language
learning.We
cannot
simply
assumethat
describingandexemplifyingwhatpeopledowithlanguagewillenablesomeoneto1earnit.Ifthatwereso,wewouldneedtododictionaryinordertolearnunderstanding
a
no
morethanread
a
grammarbookand
a
language.AtmlyvalidapproachtoESPmustbebased
onan
of
theprocessesoflan、guage
US
ze盘南ing
Th.isbrings
tothefifth
stage
ofESPdevelopment—thelearning-centeredofthis
dissertation.Theimportance
andthe
approach,whichwillform
the
subject