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HEIDEMARIE HAIDER ibw-Forschungsbericht 143 | Fremdsprachen für die Wirtschaft
LEARNING-CENTRED APPROACH
The learning-centred approach can be applied to every learning situation, EGP, ESP, or even
vocational subject matter.
AUTHENTICITY OF TEXT AND AUTHENTICITY OF PURPOSE
Tomlinson (1998: viii) defines an authentic text as ‘not written or spoken for language teaching
purposes’ and an authentic task as one ‘which involves learners in using language in a way that
replicates its use in the ‘real world’ outside the language classroom.’ Hutchinson and Waters
(1987: 159), on the other hand, state that ‘there can be no such thing as an authentic text in ESP’
because it has been removed from its original context.
In combination with an authentic task, however, the activity can become as ‘real-life’ as possible.
ESP courses that are designed to prepare learners for real-world contacts have to pay
attention to text and task authenticity. This view is underpinned by Dudley-Evans and St John
(1998: 28) by the following statement: A key question is whether the activities based on the text
reflect the ways in which the text would actually be used by students in their course work.
Exercises that ask students to answer comprehension questions by finding relevant sentences
in the text are not authentic, but those that ask students to use information from the text in a task
or problem-solving activity are.
TASK-BASED APPROACH
Jane Willis in Willis & Willis (1996: 53) describes what she means by tasks: By tasks I mean a
goal-oriented activity in which learners use language to achieve a real outcome. In other words,
learners use whatever target language resources they have in order to solve a problem, do a
puzzle, play a game, or share and compare experiences.
Moreover, according to Willis (1996: 23-4), task-based learning also includes features such as a
real communicative purpose, intellectual and linguistic challenge, and the focus on meaning
before form.
3. Case Study of a Needs Analysis Survey
and Materials Evaluation
As, according to Hutchinson and Waters (1987: 74), a learning-centred approach takes account
of the learner at every stage of the design process, a needs analysis was carried out to evaluate
the materials presently in use, namely the textbooks Shopping Light. Additionally, a questionnaire
was used to survey students and teachers regarding their opinion of the textbook.
Finally, a list of recommendations illustrating ways in which materials should be adapted and
complemented to better meet the needs of learners is provided.
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