CONSTRUCTIVISM AS A LEARNING THEORY IN ESP TEACHING

Ivanovska, Lela (2022) CONSTRUCTIVISM AS A LEARNING THEORY IN ESP TEACHING. KNOWLEDGE - International Journal (Vol.54). pp. 291-296. ISSN 2545-4439 (Online)

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Abstract

English for Specific Purposes (ESP) is part of the overall system of the general English language and is a
medium between profession and science. Professional terminology is the carrier of information in ESP. There is a
high degree of terms use and in order to achieve a linguistic unit, there is a need of communication between the
general lexicon and the professional terminology. English for Specific Purposes is a system of all linguistics used
through communicating that takes place between the professionals who have a certain structure of thoughts.
Teaching should enable students to participate in communicative tasks so that they can build their implicit
knowledge. For the realization of such tasks among students, in this paper, we start from the constructivist theory of
learning, which describes the way of learning, indicates that knowledge and the acquisition of knowledge are
inductive, interactive and collaborative, and emphasizes that questions are valued. Constructivism as a learning
theory does not focus on repeating knowledge, but on constructing knowledge. Students synthesize new concepts
based on the knowledge they have which means that knowledge is closely related to cognitive development. The
student creates his knowledge based on beliefs, his own experience, and the mental structures used to interpret
events. According to constructivist theory, students' interests and ideas drive the learning process. Constructivism is
defined as "a philosophical perspective interested in the ways in which human beings individually and collectively
interpret or construct the social and psychological world in specific linguistic, social, and historical contexts." In
language learning, constructivism focuses on learning strategies, student beliefs, teacher thinking, and other aspects
that highlight individuality and student outcomes in the learning process. The purpose of this paper is to offer basic
guiding principles of thinking and strategies for technology integration based on constructivist models that affirm
the need for an active position of the student and his expression as a subject that is achieved through his
reproductive and creative activity in English for Specific Purposes teaching.

Item Type:	Article
Subjects:	Scientific Fields (Frascati) > Humanities > Languages and literature
Divisions:	Faculty of Information and Communication Technologies
Depositing User:	Prof. d-r. Andrijana Bocevska
Date Deposited:	18 Nov 2022 10:06
Last Modified:	18 Nov 2022 10:06
URI:	https://eprints.uklo.edu.mk/id/eprint/7419

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