Extensive and intensive reading may be approaches to consider depending on the goal you have in your ESP courses,the contexts of your students, your students needs and other issues.(interests,curricula, assessment, etc).lo you will need to consider  Content and Language Integrated Learning.Hope it helps.

Dear Thi Bich Chau, I certainly agree with Martha Mendez, and I think Ss must take a Reading Comprehension workshop before entering, in full, to any ESP seminar. Vocabulary represents one of the hardest obstacles to overcome in any language. I work at the school of chemistry in our National University and we suggest to our Ss to take a workshop called Technical English for Basic Sciences, and we designed the contents:

1. Factors that reduce reading rate; 2. One hundred percent American (Text to analyse vocabulary TAV); 3. Reference Books I (dictionaries and encyclopedias entries); 4. Reference books II (thesaurus and Journal Databases); 5. On Standby by the New Ark (exam); 6. Searching for a New and Improved Prozac (TAV); 7. U. S. Tightening Rules on Keeping Scientific Secrets (TAV); 8. Four Cosmic Questions (exam); 9. Chemistry Perfumes Your Daily Life (TAV); 10. Fire Services in Britain (TAV); 11. Aids to Reading (exam); 12. When Disaster Struck a Woodpecker’s home (TAV); 13. Sian Ka’an: a natural paradise (TAV); 14. Seeking the Criminal Element (exam); 15. The Story of the Banana (TAV); 16. Isotopes and Radioactive Substances (TAV); 17. Bonobo Sex and Society (exam); 18. The United Kingdom Atomic Energy Authority (TAV); 19. Health and Safety Measures (TAV); 20. Members of the Fire Services in Britain (exam). The kind of strategies included are, among others: Multiple option; Questionaries; Parts of the speech; Diagraming sentences; Checking up Abstracts from Journals; Warming up questions and Acronyms; Fill in the blanks; Writing Personal Opinion on a given text; Column Notes, Historic/Map Frames; Distinguishing dictionary entries; Vocabulary excercises (Native language & English Language); Affixation; Passive Voice; Phrasal Verbs;

BIBLIOGRAPHY

ALLEN, William, “On Standby for the New Ark” in The Sciences,

September -October 1994, pp. 15-17

BEEBE, William, “The High World of the Rain Forest” en National

Geographic, Vol. CXIII, No. 6, June 1958, p. 847

BRITISH INFORMATION SERVICES/Central Office of Information, Fire

Services in Britain, London,

1976, pp. 1, 14-17, 24

------------------------------------------------, Nuclear Energy in Britain. London,

1975, pp. 17-19, 25

BROAD, William J., “U. S. Tightening Rules on Keeping Scientific Secrets”

en The New York Times on the web, 20/02/2002,

pp. 1-4

BROWN, Lester R. et al, “Reusing and Recycling Materials” en Saving the

Planet, W. W. Norton & Company, New York, 1991,

chapter 4, pp. 64-65, ISBN: 0-393-30823-5

COWLEY, Geoffrey, “Searching for a New and Improved Prozac” en

Newsweek, Dec 31, 2001 – Jan 7, 2002, p. 67

DE WAAL, Frans B. M., “Bonobo Sex and Society” en Scientific American,

March 1995, pp. 58-64

“Factors that Reduce Reading Rate”, http:/www.wssu.edu/WSSU/About/

Administration/Office+of+the+Provost/

EXCEL/Reading

FORTINEAU, Anne-Dominique, “Chemistry Perfumes Your Daily Life” en

Journal of Chemical Education,

January 2004, pp. 45-50

GIBBS, W. Wayt, “Seeking the Criminal Element”, en Scientific American,

March 1995, pp. 76-83

HOF, Robert D., “Forget the I. D. –Let’s see your eyeball” en Business

Week, November 21, 1988, p. 90

KENT Truslow, Frederick, “When Disaster Struck a Woodpecker’s Home” en

National Geographic, Vol. 130, No. 6, Dec 1966,

pp. 882-884

.

MONTIEL, Elsie L., “Sian Ka’an: a natural paradise” en Voices of Mexico,

April-June, 1992, pp. 10-12

MORTIMER J., Adler & Van Dore Chan, “Aids to reading” y “How to read

science and mathematics” en How

to read a book, Simon-Schuster,

New York, 1972, pp. 168-188,

255-269

“One hundred percent American”, http://www.expat.or.id/info/onehundred

percentamerican.html

SAGAN, C., “Four Cosmic Questions” en Billions & Billions, Ballantine

Books, New York, 1997, pp. 55-63

UNITED FRUIT COMPANY, The Story of the Banana, Boston,

After having  this generalities, Ss would count on essential tools and quite interested in facing the challenges of ESP. 

I hope this may be of some help.

Cheers!

Rafael.

Extensive reading makes a significant contribution to English learning, especially when the learners are required to read in English, e.g., read business materials. Although the learners remember a lot of words and grammars, most of the time, they do not know how to use these words correctly and how these grammars work. On the contrary, when engaged in the activity of reading and exposed to various kinds of business articles, they unconsciously learn how to use these words and be familiar with the syntax. Obviously, a considerable amount of reading lays a solid foundation of a good command of English,

However, this is not equal to the uselessness of teaching some items explicitly. Following explicit instruction, students need to be exposed to a large amount of reading. 

Thanks for useful info.

I agree with Krushna.

This depends on the goals behind the course you teach, the specific needs and objectives of your students and their cognitive abilities.

ESP means that language related to students field study. Before giving students extensive assignement task, the instructor should make need analysis. Accordingly, need analysis will expose the students need and give a reflection of the texts that appropriate students level and knowledge. On the other hand, the instructor should not overlook the curriculum content delivered to students.