Questão de Língua Inglesa

3 FUNCERN Use this text to answer questions 6, 7, 8 and 9. A brief history of technology use in ESP* Just as in general English language teaching and learning, technology in its various forms has long been used in ESP, if in the form of a tape recorder or sophisticated digital technology. But maybe its impact on ESP has been more profound (Arnó, Soler and Rueda, 2006a). ESP teachers have always used available tools to devise materials and create situations relevant to their students’ needs (Arnó-Macià, 2012). In the past, teachers had to book computer rooms or language labs to go with their learners and allow them to use CALL software with mostly drill-type exercises (Arnó, Soler and Rueda, 2006a). Today, information technology (IT) has become integrated into the classroom physically and pedagogically rather than being an add on. Computers particularly have come to be seen and used as a tool to accomplish certain tasks or to communicate (Warschauer and Healey, 1998; Warschauer and Kern, 2000). Although technology has always played a role in ESP (Arnó-Macià, 2012), the internet has had a particularly strong impact. As ESP puts emphasis on the needs of learners, and authentic materials and tasks, IT has become a very suitable tool for ESP (Arnó, Soler and Rueda, 2006a), specifically, the ‘second wave of online language learning’ (Kern, Ware, and Warschauer, 2004: 243), which Arnó-Macià (2012: 91) describes as going ‘beyond language learning by focusing on culture and social discourses’ and allowing learners to collaborate and engage in authentic communication in their professions, to access up-to-date information relevant to their professional discourse community, and to publish their ideas, which can all give them a sense of empowerment. This is why Warschauer and Kern (2000) termed teaching using IT as ‘networked-based language teaching’. *ESP = English for Specific Purposes Adapted from: <www.teachingenglish.org.uk>. Access: June 26th, 2017