Three main headings relationship are; language description, theory or learning and need analysis. Depend for thus heading should emphasis, however, that, although for clarity need to look at the three factors separately, it is independence in the course design process which is of greatest importance.
First a word about terminology : a lot of confusion is undoubtedly caused in discussion about ESP course design by the imprecise use of terms such as ‘communicative’, ‘structural’, functional’ etc. thus it is not uncommon to hear people talk of a ‘functional approach’ or a structural method’, although not such things really exist; that much abuse terms, ‘communicative’, is often used as if it were synonymous with functional, which is not. To try and prevent such confusion, we shall adopt two strategies.
Firstly, where possible, we shall avoid the term communicative. This has becomes such an emotive word, rather like’ democracy or freedom, it’s claimed by everyone and is capable of innumerable interpretations, many of which are flatly contradictory. It has come, in effect, to mean simply a good, modern approach to language teaching, rather than indicating what that approach might consist of. Indeed, it is now almost an insult to infer that someone’s materials methods are communicative. It is for this reason that taken in preference the term learning-centre, since it expresses more specifically what the principles of the approach are.
The second strategy we have adopted is to make a clear distinction between the two elements of language description theory. The language description is the way in which the language system is broken down and described for the purpose of learning. Terms such as structural, functional, national, proper belong to this area. They rifer to ways of analyzing and describing language. They says nothing about how the learner items described can or should be though. It is, therefore, inappropriate to use this terms in conjunction with approach or method, since this latter terms indicate a way of, or attitude to, teaching. An approach or method derives not from a view of language, but from a view of learning. It’s learning theory which provides the theoretical basis for the methodology, by helping us to understand how people learn. It’s also importance to note the theories of learning are not necessarily confined to how people learn language, but can rifer equally to the learning of any kind of knowledge, For example how to drive a car. In the area of learning theories that relevant terms we shall consider are ’behavior, ’cognitive’, ‘affective.
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