Language in Diversity

 

ESP(English for Special Purpose) learners use different terms of language with general English learners. Students in business English such as tourism faces different texts with students in engineering or biology. For example, students in business English learn how to communicate with their boss, client, customer, colleague, etc. They have to learn how to write a business letter or to take some notes in a meeting. Tourism students learn how to talk with the guest of the hotels, to give the information and direction to tourists, and to write a brochure to introduce tourist attractions, and also to make a schedule for a tour planning. They need to learn English when they are dealing with the tourists from foreign countries, while general English students learn English for daily activities (e.g. talking about holiday, hobbies, etc.).

 Students in tourism used different term of language so that they have different vocabulary used in English. Students in general English are not familiar with the words “deluxe room, suite room, extra bed, mid-morning coffee, etc” but students in tourism should be familiar with those kinds of words. The words mentioned above are technical words. Technical vocabulary is important and this is probably best learned while studying the content matter of the particular specialist area (Nation 2008: 14). By knowing the technical words, students in the particular area will be easier to learn what kind of vocabulary that they need to know. Teachers can also easily provide the materials that appropriate with the students’ need in learning English.

Based on the preliminary observation which is done informally, the researcher found that some English teachers in some tourism high schools taught many kinds of vocabulary needed in general. They did not focus on the vocabulary needed by the students. Moreover, some teachers taught vocabulary which available only in the textbook. Although teaching vocabulary in ESP is semi-technical, teachers in tourism should focus on vocabulary needed by the students. So, the students will be helped to understand the special terms of vocabulary found in their field of work.

 According to the phenomena above, the researcher analyzed the English vocabulary available in tourism high school. Teaching ESP is different from teaching general English. ESP learners are expected to learn how to use English in their target situation. They do not expect to learn how to run their jobs. As Dudley-Evans and St John (1998) exemplify that learners in business English do not expect to know how to run a business; they expect knowledge of how language is used in business. The importance of the teaching vocabulary in ESP is widely accepted (Dudley-Evans and St. John, 1998). Learning specialized vocabulary is important that concern for vocabulary growth does not make the teacher lose sight of the fact that the main purpose for ESP learner is to be able to deal with content matter of the subject (Nation, 2008). Dudley-Evans and St John agree that teaching of technical vocabulary should not be the responsibility of ESP teachers, but it may be the duty of ESP teacher to check the students understanding of technical vocabulary appearing in their English text.

This study are classified the several categories of vocabulary such as; high-frequency words, low-frequency words, academic word and technical words in ESP materials used by tourism high school student. The result shows how frequent that the words appear in the text (both written and spoken). This study was also investigating the student’s need in learning vocabulary in tourism high school. The researcher would like to see the English vocabulary in tourism high school materials were compatible enough with the students need or not.

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