READING PEDAGOGY IN ENGLISH FOR SPECIFIC PURPOSES: METHODOLOGICAL IMPLICATIONS FOR ESP STUDENTS

Abstract

Reading proficiency is a fundamental component of English for Specific Purposes (ESP) instruction, particularly for students of economics who must engage with academic literature, financial reports, and policy documents in English. However, generic reading instruction often fails to address the discourse-specific and cognitive demands of economic texts. This article aims to examine effective pedagogical approaches to teaching reading within ESP programs for economics students. Drawing on theories of reading comprehension, academic literacy, and ESP methodology, the study analyzes discipline-oriented instructional strategies that support both linguistic and professional development. Using descriptive, analytical, and comparative methods, the research identifies intensive and extensive reading, strategy-based instruction, genre-oriented pedagogy, and data-integrated reading as key approaches. The findings indicate that an integrated ESP reading framework significantly enhances comprehension, critical thinking, and professional literacy among economics students.