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By :
GROUP 6
Dedi Eryandi Nugraha
Wardiansyah
Megawati
Pitra Aulia
Dessy Herliana Rusman
Titin Larasati
I CLASS
The initial response of English-language teaching profession was to explore new directions in
methodology. The methodology had the following characteristics:
Language learning was thought to depend on habits the could be established by repetition.
The linguist Bloomfield (1942,12) had earlier stated a principle that became a core tenet of
audiolingualism: Language learning is over learning : anything less is of on use.
The need to prepare growing numbers of non-English background students for study at
American and British University from the 1950s.
The need to prepare materials to teach students who had already mastered general
English, but know needed for use in employment, such as non-English background
doctors, nurses, engineers, and scientists.
The need for materials for people needing English for business purposes.
The need to teach immigrants the language needed to deal with job situations.
Overall the 1970s the ESP approach in language teaching drew on register analysis and
discourse analysis to determine the linguistic characteristics of different disciplines such as
medicine, engineering, or science.
Whereas in a general English course the goal is usually overall mastery of the language
that can be tested on a global language test, the goal of an ESP course is to prepare the learners
to carry out a specific task or set of tasks for their future.
Curriculum development is used in this book to refer to the range of planning and
implementation processes involved in developing or renewing a curriculum. These processes
focus on need analysis, situational analysis, planning learning outcomes, course organization,
selecting and preparing teaching materials, providing for effectives teaching, and evaluation.