<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.</p></abstract>

The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.

A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

Sustainable Multilingualism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific...

A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

Publié en ligne: 07 juin 2018

Pages: 152 - 165

DOI: https://doi.org/10.2478/sm-2018-0007

Mots clés
second language teaching/learning, communicative methods, form-focused methods, IELTS, ESP

© 2018 Amin Karimnia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

Publié en ligne: 07 juin 2018

Pages: 152 - 165

DOI: https://doi.org/10.2478/sm-2018-0007

Mots cléssecond language teaching/learning, communicative methods, form-focused methods, IELTS, ESP

© 2018 Amin Karimnia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
second language teaching/learning, communicative methods, form-focused methods, IELTS, ESP