Recent articles in Issues have dedicated much attention to vocabulary and its retention. In this article, I would like to propose an approach for specialized word/term retention in teaching ESP which has proved to be highly effective with my secondary-level social sciences students.
A tendency for more narrowly tailored courses in adult English teaching has recently been observed and was forecast as a prominent new millennium ELT issue by Dave Allan: ‘There will be increased demand for specialist Englishes’, i.e. ESP.
Language teaching, on the whole, and ESP, in particular, has always been characterized by the use of methods that enable learners to acquire a sufficient amount of vocabulary, called a ‘working’ vocabulary. ‘Words are the basis of language, and thus the basis of communication’
But probably all foreign language teachers are aware of frustration when in an impromptu speech our students use more primitive words than we have just taught them. What should we do, in making a word pass from receptive to productive level and, at the same time, in fostering all other communicative language skills? Continue reading