vi. “Who is qualified to teach ESP (English for Specific Purposes)?” This is the most frequently asked question and the core of
many debates in the field of language education. Because ESP courses incorporate specific content, administrators, teachers, and even
students, some may believe that content teachers should teach ESP. The rationale for such an argument is it would be difficult to ask
traditional English teachers, most of whom are trained in the humanities, to teach from materials related to business, sciences,
medicine, engineering, or other content areas. In higher education, content professors are experts in the specialized disciplines, and
many possess good English skills from their academic training. Therefore, many administrators and other stakeholders often consider
content teachers to be the most effective ESP teachers. However, most content professors put priority on their own research and
content teaching and thus are less interested in taking on the responsibilities of teaching English. In those cases where content
professors are asked to teach ESP, the classes are likely to lose their original language focus because content teachers tend to spend
more time teaching research and content knowledge. In addition, content teachers usually lack appropriate training in teaching
methods and in classroom management. Many tend to apply outdated approaches, such as translation or audio-lingual methods,
because that was how they learned English.
【題組】78. What is the main purpose of this paragraph?
(A) To explain the rationale of how to teach English to students with specific needs.
(B) To summarize the development of ESP teacher training and curriculum design.
(C) To emphasize the importance of providing adequate teacher training to content professors.
(D) To compare the qualification of language vs. content teachers in teaching ESP courses.
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