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ESP and Reading by Mind Map: ESP and Reading

1. Reading occupies a curious place in English for Specific Purposes. On one hand, students almost always cite reading as the skill causing them the least diffculty. On the other hand, reading is at the heart of much of what ESP students do, both in acquiring knowledge of target community discourse and in conjunction with the use of another skill, such as writing. Then, even if many students rank reading as the "least diffcult" of the skills, this does not mean that students have no problems at all with reading.

2. Foundations of Reading in ESP

2.1. Foundational Aspects

2.1.1. There was a shift in the 70s from spoken to written English, emphasizing textbooks, journal readings as important sources of information.

2.2. From Register Analysis to Discourse Analysis

2.2.1. In a historical review of ESP's development , Hutchinson and Waters identify the first stage, that is the study at the sentence level og the use of language in different communicative settings. At the next stage the attention shifted towards the level above the sentences, as ESP became closely involved with the emerging field of discourse or rhetorical analysis.

2.2.2. At the University of Washington, a group lead by Louis and Mary Todd Trimble shred the same ideas, and called it the rhetorical approach. The rhetorical approach to teaching non-native speakers how to read scientific and technical English Discourse is built around three main rhetorical conceps: 1) The Nature of the EST paragraph. 2) The Rhetorical techiniques most commonly used in written EST discourse. 3) The rhetorical functions most frequently found in written EST discourse.

2.3. Genre Analysis

2.3.1. With the use of genre analysis techniques, ESP students can be taught how to recognize (as readers) and mimic (as writers) the "schematice structure" of texts in their chosen discourse communities.

3. Emerging Perspectives and Research on Reading

3.1. The discution is organized around categories related to the treatment of reading in order to provide an elderly look at various directions in which reading has been dealt with. Much of the work discussed has its roots in: -Pedagogy -Identification of ESP's pragmatism -

4. Reading as a stand-alone Skill

4.1. Teaching Reading Skills

4.2. Textbooks

4.3. Vocabulary

5. Reading in Integrated Skills Contexts

5.1. Genre-Based approaches

5.2. Portfolios

6. CONCLUSION

6.1. Reading skill gained a renewed interest. It contributed with tools such as skimming and scanning and opened a door to ESP teachers and students