This paper reviews some of the recent Second Language Acquisition (SLA) and English for Specific Purposes (ESP) literature in an attempt to provide a firm theoretical base for the development of communicative approaches to language teaching in ESP contexts. The theoretical implications of SLA studies (in particular Krashen's Input Hypothesis) are discussed with a view to defining the characteristics of noninterference/input strategies that could be used in communicative classrooms. The theoretical ideas are illustrated by a discussion of a set of materials designed according to the criteria put forward in the article. Lastly, the article sets out some of the questions and issues that must be addressed in order eventually to decide on the validity of implementing the Input Hypothesis in ESP situations.
ASJC Scopus subject areas
- Arts and Humanities(all)