The starting point for all language teaching should be an understanding of how people learn. But it is too often the case that ‘learning’ factors are the last to be considered. ESP has been particularly guilty in this regard. As we saw in the previous chapter, the overwhelming weight of emphasis in ESP research and materials has been on language analysis. Learning factors, if considered at all, are incorporated only after the language base has been analysed and systematised (see Munby, 1978 p. 217). We have, in effect, been more concerned with arriving than with the journey.

Yet, language can only be properly understood as a reflection of human thought processes. Language learning is conditioned by the way in which the mind observes, organises and stores information. In other words, the key to successful language learning and teaching lies not in the analysis of the nature of language but in understanding the structure and processes of the mind. Unfortunately, we still know too little about how people learn. Nevertheless, if we wish to improve the techniques, methods and content of language teaching, we must try and base what we do in the classroom on sound principles of learning.

Developments in learning theory have followed a similar pattern to those in language descriptions, and each has had some effect on the other. But, if we are to see the importance of each for language teaching, it is best to consider the theories relating to language and learning separately.