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dc.contributor.authorLiew, Khe Li
dc.contributor.authorKhor, Ching Pey
dc.date.accessioned2014-05-21T07:29:54Z
dc.date.available2014-05-21T07:29:54Z
dc.date.issued2014-02
dc.identifier.urihttp://dspace.unimap.edu.my:80/dspace/handle/123456789/34587
dc.descriptionSymposium of International Language & Knowledge (SiLK 2014), 14th-16th Feb 2014 was held at Hydro Hotel, Penang organized by Centre for International Languages, Universiti Malaysia Perlis.en_US
dc.description.abstractThe course of literature which explores the thematic approach in teaching second or foreign languages to replace pure language teaching has some influences in ESP field. ESP practitioners invariably find themselves in a dilemma situation, of whether to do away with language focused traditional ESP or should take a step forward to integrate content and language in ESP. Such issue is particularly important in Malaysian university context, a non-English-speaking country with its deteriorating English standard. This paper presents the differences between traditional ESP and integrated ESP learning. It further discusses the possibilities and inherent limitations of the approaches. This article also provides some recommendation in which limitations can be addressed and finally concludes that learners’ needs and competency should determine the approach used.en_US
dc.language.isoenen_US
dc.publisherUniversiti Malaysia Perlisen_US
dc.relation.ispartofseriesSymposium of International Language & Knowledge (SiLK 14);2014
dc.subjectTraditional ESPen_US
dc.subjectIntegrated ESPen_US
dc.subjectContent and language integrationen_US
dc.subjectLimitationsen_US
dc.titleESP at tertiary level: traditional ESP or integrated ESP?en_US
dc.typeWorking Paperen_US
dc.publisher.departmentCentre of International Languagesen_US
dc.contributor.urlklliew@unimap.edu.myen_US
dc.contributor.urlchingpey@gmail.comen_US


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