Making use of a foreign language th

Making use of a foreign language the student acquires profound professional knowledge. So the language becomes a means of teaching profession and appears to be significant in the context of the professional world. Nowadays the student has access to the Internet, and the knowledge of English opens him the doors to getting global information and the exchange of the information on the items he is interested in. Therefore, teaching/learning ESP is said to be speciality-oriented as it is submitted to specific (professional) needs of the student. Specific skills come from the selected texts which present special vocabulary and show the richness of the language in that field. Thus, it is difficult to determine where language learning ends and where subject learning starts or vice versa.


On the other hand, language study at a higher technical school does not confirm itself as a discipline in its own. Language becomes an interdisciplinary subject, a kind of intermediary directed towards increasing one’s professional s professional career having in view of possible studies abroad according to a great variety of students’ exchange programmes or in search of a job which gives satisfaction – the task not easily achieved under conditions of competition in the labour market.


If the student is aware of difficulties of communication he solves this problem by learning languages. In order to provide a proper and thorough foundation in the use of English for professional purposes it is necessary to revise and further develop the student’s command of general English, particularly, for many different everyday uses of English. The student, of course, is expected to use English in his professional environment as well as in everyday situations. He must be able to take part in real life events to ask questions and to answer them demonstrating his knowledge.


V. Cook asks “What does another language do?” And the answer is: “Learning another language makes people think more flexibly, increases language awareness and leads to better understanding of other cultures.” (Cook 2001: 197). But this is one side of the matter. The other is that the person becomes competent in his professional field. Communicative competence is the term which “has come to be used in language teaching contexts to refer to the ability to convey the meaning to successfully combine a knowledge of linguistic and sociolinguistic rules in communicative interactions” (Savington 1983: 123). H. Pham thinks that in order “to attain effective communication in international settings, nonnative speakers must use linguistic and cultural norms which are mostly set by native speakers of English”


Here we again approach to teaching the two types of English – the General and the Specific. Both of them develop one’s ability to communi- s ability to communicate in any form – oral or written. In both cases linguistic knowledge includes the correctness of grammatical structures, proper choice of words and precision of their meaning. The primary goal in teaching ESP is to provide the student with practical use of English revising the knowledge built earlier. ESP concentrates not only on the recognition of particular structures of sentences or word combinations, but also on the choice of terms and meanings of words in different kinds of texts. Grammatical competence is the domain of linguistic studies proper, while specific competence includes interdisciplinary field together with the understanding of the particular context the language is used in.

ผลลัพธ์ (อังกฤษ) 2:

Making use of a foreign language the student acquires profound professional knowledge. So the language becomes a means of teaching profession and appears to be significant in the context of the professional world. Nowadays the student has access to the Internet, and the knowledge of English opens him the doors to getting global information and the exchange of the information on the items he is interested in. Therefore, teaching / learning ESP is said to be speciality-oriented as. it is submitted to specific (professional) needs of the student. Specific skills come from the selected texts which present special vocabulary and show the richness of the language in that field. Thus, it is difficult to Determine where language Ends Learning and Learning starts where subject or Vice VERSA. On the Other Hand, Study at a language school does not Confirm Higher Technical itself as a discipline in ITS own. Language becomes an interdisciplinary subject, a kind of intermediary directed towards increasing one's professional s professional career having in view of possible studies abroad according to a great variety of students' exchange programmes or in search of a job which gives satisfaction - the task not easily achieved. under conditions of Competition in the Labour Market. If the student is Aware of difficulties of Communication Problem He solves this by Learning Languages. In order to provide a proper and thorough foundation in the use of English for professional purposes it is necessary to revise and further develop the student's command of general English, particularly, for many different everyday uses of English. The student, of course, is expected to use English in his professional environment as well as in everyday situations. He must be Able to take Part in Real Life events to ask questions and to answer them Demonstrating his Knowledge. V. Cook asks "What does another language do?" And the answer is: "Learning another language makes people think more flexibly, increases language awareness and leads to better understanding of other cultures." (Cook 2001: 197). But this is one side of the matter. The other is that the person becomes competent in his professional field. Communicative competence is the term which "has come to be used in language teaching contexts to refer to the ability to convey the meaning to successfully combine a knowledge of linguistic and sociolinguistic rules in communicative interactions" (Savington 1983: 123). H. Pham thinks that in Order "to attain effective Communication in International settings, nonnative Speakers must use Linguistic and Cultural Norms which are mostly SET by Native Speakers of English" Here Again we approach to the teaching of English Two types - General and the the. Specific. Both of them develop one's ability to communi- s ability to communicate in any form - oral or written. In both cases linguistic knowledge includes the correctness of grammatical structures, proper choice of words and precision of their meaning. The primary goal in teaching ESP is to provide the student with practical use of English revising the knowledge built earlier. ESP concentrates not only on the recognition of particular structures of sentences or word combinations, but also on the choice of terms and meanings of words in different kinds of texts. Grammatical competence is the domain of linguistic studies proper, while specific competence includes interdisciplinary field together with the understanding of the particular context the language is used in.