From “hard-core” to “soft-core” ESP: A case study

Abstract

Most ESP instruction at the tertiary level has a narrow communicative focus. This study attempts to answer questions about what happens when ESP- trained academics broaden their goals and attempt reading for wider audiences. The participants read popular scientific readings (av. 516 words), answered comprehension questions and recorded the time required to complete the readings. Results showed that participant comprehension increased considerably; however, reading speed did not consistently increase, since some readers adjusted their speeds to improve comprehension. Conclusions are drawn about the implications of these results and suggestions are made for encouraging extensive reading and participant self-evaluation.