Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

encuentro con el sentido del aprendizaje en los procesos educativos 157 Audience The present study comprises 1 teacher in addition to 21 students from the Tourism Business Administration major. The students were males and females with varied ages and similar language background. The audience that can benefit from this investigation are teachers who want to obtain information about the situation in Costa Rican education. Literature Review Relevance of ESP Smoak (2003) mentions that ESP is not about simply teaching technical vocabulary. Also, the author suggests that the focus of interest, is not reflecting on specific profession practices but practicing on the area purposes. Hyland (2006) adds in this regard that ESP refers to language research and instruction that focuses on the specific communicative needs and practices of particular social groups. Analysis of ESP practice There are not many records in terms of analysis of ESP practices. However, Simion (2015) affirms that at the initial stages of ESP (about early 1970), needs analysis consisted in assessing the communicative needs of the learners and the techniques of achieving specific teaching objectives. Nowadays, the tasks of needs analysis are much more complex: it aims at collecting information about the learners and at defining the target situation and environment of studying ESP. Besides, Simion proposes that because ESP courses are based on needs analysis, the learning objectives are more obvious than would be in the case of general ESL courses and it can be assumed that students will be more highly motivated in learning about topics and texts, which are related to their study or work areas. As an important point, González (2015) expresses that the definitions of ESP have evolved; each of them has evidenced the changes in theoreticians’, researchers’, and practitioners’ views. However, all the definitions given have had common elements sometimes referred to as “absolute features”, which embrace ESP’s aim at meeting the very specific needs of a very specific group of learners. From another perspective, TESOL proposes to anticipate difficulties and know different characteristics to succeed in teaching. Hence, TESOL (2018) recommends learning students’ information like family aspects, languages, cultures, and educational backgrounds to engage them and deliver lessons more effectively. Asmawi, Boset, and Abedalaziz (2017) consider that the contribution of EFL teachers’ professional performance towards producing EFL students with high level of performance cannot be ignored. Thus, it is necessary for the education policymakers, teachers’ educators, and school management to identify all those possible factors that lead to EFL teachers’ good professional performance. However, there are many factors that may not be considered important in some EFL contexts. Therefore through this conceptual paper, the researcher tries to highlight some important factors influencing EFL teachers’ professional performance. The existing literature has identified