Setya Rahayu, - (2019) SPORTAHOLIC An English Reference Book for Sport Science. UNNES Press.

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Abstract

First one is by David Nunan (2004) , he mentioned that ESP is the basic insight that language can be thought of as a tool for communication rather than as sets of phonological, grammatical and lexical items to be memorized led to the notion of developing learning programs to reflect the different communicative needs of disparate groups of learners. No longer was it necessary to teach an item simply because it is ̳there‘ in the language. A potential tourist to England should not have to take the same course as an air traffic controller in Singapore or a Columbian engineer preparing for graduate study in the United States. This insight led to the emergence of English for Specific Purposes (ESP) as an important subcomponent of language teaching, with its own approaches to curriculum development, materials design, pedagogy, testing and research. Second one by Dudley-Evans and St John (1998, p. 1) , they argued that ESP has sometimes moved away from trends in general ELT, it has always retained its emphasis on practical outcomes. We will see that the main concerns of ESP have always been, and remain, with needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation. The third one is by Holme (1996), he believed that it is in the nature of a language syllabus to be selective. The General English syllabus is based on a conception of the kind of reality that the student has to deal with in English. For example, a General English course for teenagers will probably be written around the language-based activities of a stereotypical teenager. Finding out or even speculating on what these activities are is like taking the first step towards a needs analysis. Consciously or unconsciously, therefore, all sensible course designers must begin by trying to assess students‘ specific needs. ESP is simply a narrowing of this needs spectrum. The ESP process of specialisation should not result in the complete separation of one part of the language from another. One cannot simply hack off pieces of a language or of skills and then expect them to exist independently of anything else. Every discipline refers to others and each draws on the same reservoir of language. A science student who comes to grips with the past simple passive through the description of laboratory procedures is unlikely to lock that tense into that context for the rest of their Englishspeaking life.

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