makalah ESP ( English for Specific Purpose )

PART I
INTRODUCTION

Each language teacher has to make professional decisions to ensure effective language learning. Several key concepts that have an influence on effective language learning include learner-centeredness, learning-centeredness and communicative language teaching (Nunan & Lamb, 1996:34).
Learner-centeredness means active involvement of learners in their learning processes. Learning-centeredness means that learners are able to decide what and how to learn. Communicative language teaching involves real communication - carrying out meaningful tasks and teaching meaningful (to the learner) language.
Teachers' decisions made during language instruction depend on various factors, among which the most important are the goals of a language course and the needs of the individual learner as well as learner methodological preferences and attitudes to the importance of various language skills.





PART II
OBJECTIVES OF TEACHING AND LEARNING ESP
The main objective of teaching and learning a foreign language is to provide the learners with communicative competence, linguistic competence and cultural competence.
Recent research suggests that children's linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children's peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children's positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the disliked or low impact cells. In addition, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.
The Process of Cultural Competence in the Delivery of Health-care Services. This model views cultural competence as the ongoing process in which the health care provider continuously strives to achieve the ability to effectively work within the cultural integration of cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire, context of the client (individual, family, community).
Basturkmen (2006) describes five objectives in teaching ESP. They are:
1. To reveal subject-specific language use aims to show how English is used in the target environment and to impart to students the knowledge about it that has been revealed by linguistic research in the field. This objective is linked to the linguistic knowledge objective and to a lesser extent, the cultural knowledge objective.
2. To develop target performance competencies focus on developing the ability to perform the activities of an occupation and function to the standard expected to those employed in that occupation. Courses are organized around core skills and competencies that are also subdivided into micro skills and more specific competencies.
3. To teach underlying knowledge. Using a second or foreign language for a workplace or study purposes requires not only linguistic proficiency and knowledge but also knowledge and understanding of work-related and disciplinary concepts; underlying competencies refers to disciplinary concepts from he students’ field of study.
4. To develop strategic competence. The link between context of situation and language knowledge and can be defined as the means that enables language knowledge and content knowledge to be used in communication.
5. To foster critical awareness. Enabling students to become accepted members of those target environments, and all have a shared understanding that ESP can best help students attain this end by helping them develop the skill and knowledge they need to produce acceptable language in those environment.
ESP is international in scope and specific in purpose (Swalles, 1988). It focus on the communicative as well as the written needs of professionals and workers, giving primary importance to many language professional environment.
Most ESP practitioners believe that language is most effectively learned in context. Contextualizing lesson presentation has become a widely accepted rule of good teaching.
Barsturkmen (2006) presents two ideas about conditions needed for language learning. They are acculturation and input and interaction.
A. ACCULTURATION
Acculturation is the obtainment of culture by an individual or a group of people. The term originally applied only to the process concerning a foreign culture, from the acculturing or accultured recipient point of view, having this foreign culture added and mixed with that of his or her already existing one acquired since birth.
Barsturkmen (2006) said that a number of social and psychological factors identified that could have an impact on the level of acculturation and thus success in learning.
a. Power relations between the groups.
b. Desire to assimilate
c. Extent of share facilties
d. Psychological (language and Culture Shock)

B. INPUT AND INTERACTION
Current theories of language input, interaction and second language acquisition have claimed that the kind of language input that has been made available to the learners and the kind of interaction that they have been involved in have important effects on the language acquired. It has been hypothesized that input which is com prehensible and interaction which has been modified best facilitate second language acquisition. Barsturkmen (2006) also said that sufficient linguistic input and interaction are understood to be condition favorable for language learning.this is support by Long’s Interaction Hypotheses which summarized by Barsturkmen as follows:
a. Learners can only learn what they are ready to learn.
b. Linguistic input is necessary for learning input to make
c. Learners negotiate the meaning of input to make it comprehensible to themselves.
d. Through negotiation of meaning, the input becomes increasingly useful because it id targeted to the specific development level of the individual learner.
e. Thus input negotiated to fit the needs for the individual learner can become intake.
PART III
CONCLUTION AND SUGGESTION

A. CONCLUTION
There are three competence which the main of learning and teaching ESP. They are cultural competence, linguistic competence, and communicative competence. Then there are two ideas about conditions needed for language learning. They are acculturation and input and interaction.

B. SUGGETION
The writers hope to the readers so that give their ideas for completely this paper. If there are mistake in this paper, the writers also wish critic and suggestion from the readers.