Please enable JavaScript.
Coggle requires JavaScript to display documents.
ESP practitioner as a discourse analyst - Coggle Diagram
ESP practitioner as a discourse analyst
With genre-analytical
tools in hand and an awareness of discourse as discourse—capable of
being deconstructed and demystified (Hyland, 2006)—learners can move
on to analyze and eventually produce more sophisticated genres with, and
later without, instructor guidance.
ESP instruction, like needs analysis, is now
seen as ideally extending beyond the classroom through support of more
experienced others that newcomers will likely come in contact with (and
may need to please).
for
any teachers, novice or experienced, to realize that their students may know
more about a crucial subject area (or the “carrier content”) of a language
course than they, the teachers, do
The question
that remains to be, addressed here is, How can ESP instructors meet their
own teacher knowledge needs? Considered in a possibly more helpful light,
it might be, How have ESP practitioners succeeded in gaining control of the
knowledge they need to address their students’ needs?
According to
Ferguson (1997), what ESP practitioners actually need is knowledge about
an area—that is, its values (e.g., what counts as support for arguments) and
preferred genres, rather than in-depth knowledge of an area.
Dudley-Evans
and St. John (1998) similarly remark, “Business people do not expect a
Business English teacher to know how to run a business; they expect knowledge
of how language is used in business” (p. 188
Miller (2001) has
pointed out his own successful use of more generally accessible topics from
popular engineering periodicals, which kept him and his students confident
in his expertise vis-à-vis the material.