Critical Thinking, Autonomous Learning and Metacognitive Strategies in ESP Science Teaching

Danica Pirsl, Solzica Popovska, Tea Pirsl

Abstract: Teaching and curriculum involves not only adhering to the teaching content, but the teaching methodology, learning strategies and the changed relationship between students and teachers. The purpose of this paper is to suggest that what is needed for ESP in science particularly is a different orientation to English study. There is a shift of the focus of attention from the grammar to the communicative properties and functions of language. Difficulties students encounter arise not so much from a defective knowledge of the system of language but from the unfamiliarity with English use and the adequate rhetoric used to convey scientific facts. It is suggested that in teaching ESP learning strategies should play not only important but a vital role. Accordingly, autonomous learning and metacognitive strategies are suggested as basics for teaching and learning ESP and especially ESP in science.

Keywords: metacognition, science, process, ESP