ESP

English for
Specific
Purposes
Content of the session
?What is ESP.1
.The origins of ESP.2
Characteristics of ESP.3
Types of ESP.4
Some features of ESP courses.5
Content of the session
ESP and General English.6
Roles of ESP teachers.7
ESP learner.8
Some ESP organizations and.9
resources
Some samples of ESP courses .10
taught in Madinah College Of
Technology ( MCT )
? What is ESP
English for Specific Purposes (ESP) is a
branch of a wider field, Language for
Specific Purposes ( LSP ), which is
: defined as
the area of inquiry and practice in the …“
development of language programs for
people who need a language to meet a
”.predictable range of communicative needs
Swales, 1992: 300 ( (
 ? What is ESP
http://en.wikipedia.org/wiki/
English_for_specific_purposes
English for specific purposes

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English for Specific Purposes (ESP), not to be confused with specialized

English, is a sphere of teaching English language including Business English,
Technical English, Scientific English, English for medical professionals, English
for waiters, English for tourism, English for Art Purposes, etc. [1] Aviation
English as ESP is taught to pilots, air traffic controllers and civil aviation cadets
who are going to use it in radio communications. [2] ESP can be also considered
as an avatar of language for specific purposes. [3]
? What is ESP
English for specific purposes is a term that “
refers to teaching or studying English
for a particular career (like law, medicine)
or for business in general.“ International
.)Teacher Training Organization, 2005
So, we can say there is a specific reason for
.learning and teaching English
? What is ESP
ESP is defined as “Goal-oriented language
: learning” (Robinson and Coleman, 1989
.i.e. a specific goal is to be attained ) 398
: Hutchinson and Waters ( 1987:19) defined ESP as
an approach to language teaching in which all"
decisions as to content and method are based on
. "the learner's reason for learning
Strevens (1988) described it as English language
teaching which is designed to meet specified
.needs of the learner
? What is ESP
ESP is “a major specialization
within the discipline of English language
.”Chen 1993 : 80))teaching
Still, others specified ESP as the teaching of
English for academic studies, or for vocational
or professional purposes, as opposed
to EGP, (English for general knowledge and
skills). (Brunton 2009; Carver, 1983;
.Hyland, 2006)
? What is ESP
we have such acronyms as
EAP (English for Academic Purposes)
EOP (English for Occupational Purposes)
EMP (English for Medical Purposes)
EBP (English for Business Purposes)
EST (English for Science and Technology)
All of these are part of the ELT (English
.Language Teaching) repertoire
? What is ESP
Whatever name it assumes, ESP is now a
term connoting promise for more
effective and more useful English language
& instruction (Tsou, 2009; Yogman
)Kaylani, 1996
)Asian ESP Journal Volume 7(
? What is ESP
ESP
 English for Academic Purposes (EAP)
Learners: Studying to enter professions, focusing on the
language of
academic performance in specific discourse communities (and
sometimes
)preparing for near-future identified workplace needs
Fields: Business, Engineering, Medicine, Information
.Technology, Law, etc
 English for Occupational Purposes (EOP)
Learners: Employed in industry sectors, focusing on the
language of job performance (or
)preparing for identified employment opportunities
,Fields: Industry sectors, government, United Nations
The origins & growth of ESP
From the early 1960's, English for Specific
Purposes (ESP) has grown to become one
of the most prominent areas of EFL
teaching today. Its development is
reflected in the increasing number of
universities offering an MA in ESP and in
the number of ESP courses offered to
overseas students in English speaking
.countries
The origins & growth of ESP
There is now a well-established
international journal dedicated to ESP
discussion, "English for Specific
Purposes: An International Journal", and
the ESP SIG groups of the IATEFL and
TESOL are always active at their national
.conferences
The origins & growth of ESP
New developments in educational
psychology also contributed to the rise of
ESP by emphasizing the central
importance of the learners and their
attitudes to learning ( e.g. Rodgers,1969)
 The origins & growth of ESP
The origin of ESP and its development is
closely linked with learners´ interest in
various specific disciplines ,e.g. English for
Computing , English for Engineering, English
for Business , etc. Students learn English for a
specific purposes, represented by studying
subject matter, to gain and develop appropriate
knowledge and skills through
.English
The origins & growth of ESP
Students study ESP not because they are‘
interested in the English language as such
but because they have to perform a task
in English. Their command of the English
language must be such that they can reach
a satisfactory level in their specialist subject
’. Robinson , 1989 : 396 ).) studies
The origins & growth of ESP
Hutchinson and Waters ( 1992 ) emphasize
ESP to be an approach not product that
means language learning not language use
is highlighted. They draw the attention
´to a ´learning-centered approach
in which all decisions as to content and “
method are based on the learner´s
reason for learning.“ (Hutchinson and
.Waters, 1992, : 19)
The origins & growth of ESP
:The basic question of ESP is
Why does this learner need to learn a
?foreign language
The purpose of learning English became the
.core
The origins & growth of ESP

Core Principles of ESP

Kevin Knight for TESOL ESP-IS

The origins & growth of ESP
Swales (1985) uses the development of EST
( English for Science and Technology ) to
illustrate the development of ESP in
........ general ‘ with one or two exceptions
English for Science and Technology has
always set and continues to set a trend in
theoretical discussion, in ways of
analyzing language and in the variety of
.’teaching materials
Characteristics of ESP
Tony Dudley-Evans and Maggie Jo St John
(1998) divided characteristic features of
: ESP in two groups
absolute characteristics.1
.variable characteristics.2
Absolute characteristics
ESP is defined to meet specific needs of -
the learner
ESP makes use of the underlying- -
methodology and activities of the
discipline it serves
ESP is centered on the language (grammar, -
lexis, register), skills, discourse and
genres appropriate to these activities
Variable characteristics
ESP may be related to or designed for specific ·
disciplines
ESP may use, in specific teaching situations, a ·
different methodology from that of general English
ESP is likely to be designed for adult learners, either at ·
a tertiary level institution or in a professional work
situation
ESP is generally designed for intermediate or advanced ·
students
Most ESP courses assume some basic knowledge of ·
the language system, but it can be used with beginners
.)Dudley-Evans, 1998(
Characteristics of ESP
This classification of ESP characteristics into
absolute and variable is, as I think, very
useful as it does not include any limitations
of learners’ age , ability or any other
disciplines. So, ESP is an open ‘approach’ to
.teaching depending on learners’ needs
ESP is an approach to language teaching in"
which all decisions as to content and
method are based on the learner's reason for
learning“. (Hutchinson 1987 : 19)
Types of ESP.4

According to when they take place

EAP ( English for Academic Purposes ) .1

EOP ( English for Occupational .2

Purposes)
 Types of ESP.4

The classification of when and where to use

ESP is of argumentative nature. However,
trying to capture this ‘fluid nature’ of ESP
courses classification, (Duddly-Evans and
St.John ,1988) suggest that (ELT) should
be a continuum that runs from General
English courses to very specific ESP
courses as illustrated in table 1 below
Some features of ESP courses.6

Organzing course.1

Selecting material .2

Types of activities with text .3

Organzing course.1

To achieve a satisfactory goal, ESP course

is to be effectively and consequently
organized considering the following
factors according to (Hutchinson and
)Waters, 1992 : 19- 23
The answer to the following questions is a .1
crucial aspect to get ‘language
: ’description
 Organzing course.1

?What topic areas will need to be covered -1

?What does the student need to learn -2

What aspects of language will be needed -3

.and how will they be described?......etc
Organzing course.1

The way learning is achieved.2

it is natural that learning strategies vary and
corresponds with learners´ groups, their age, level
.or reason they study
The way adults acquire language is different from
children, the group of advanced expects different
attitude from beginners and teachers determine
which aspects of ESP learning will be focused on
to meet learners´ needs and expectations
.successfully
Organzing course.1

’Needs analysis’.3
It relates to learner´s surrounding and
,´discusses the questions of ´who´, ´why
where´ and ´when´ connected with the ´
nature of particular target and learning
.situation
Selecting material .2

Good materials should help the teacher in

organizing the course. Materials also are a
kind of teacher reflection, ‘they should
truly reflect what you think and feel about
’the learning process
.)Hutchinson and Waters, 1992, : 107 (
Selecting material .2

Good material should be based on various

interesting texts and activities providing a
.wide range of skills
Teaching materials are tools that can be ‘
figuratively cut up into component pieces
,and then rearranged to suite the needs
abilities, and interests of the students in the
.course.’ (Graves, 1999, : 27)
 Selecting material .2

Materials should also function as a link

’between already learnt ‘existing knowledge
.and new information
.)Hutchinson and Waters, 1992(
Selecting material .2

Wallace (1992, :91) suggests those main

acriteria : ( which can be applied on
):(selecting (EGP
Adequacy - should be at the appropriate
.language, age level
Motivation - should present content which
is interesting and motivating for students
.work
Selecting material .2

Sequence - it is important if there is some

relation to previous texts, activities, topics
.not to miss the sense of a lesson
Diversity - should lead to a range of
classroom activities, be a vehicle for
teaching specific language structure and
vocabulary and promote reading
.strategies
Selecting material .2

Acceptability - it should accept different

.cultural customs or taboos
Materials provide a stimulus to learning. ‘
Good materials do not teach : they
’.encourage learners to learn
.) Hutchinson and Waters,1992 : 107 (
Types of activities with text .3
In ESP, text can be a source of new
.vocabulary or reading skills
Text should be consistent with studying
.subject matter
Some activities are also suggested to
achieve the learning goals( Harmer, 1991:
.....188 ) like
Types of activities with text .3
Warm up activities

Receptive activates

Productive activates

Follow-up activities
Some features of ESP courses.6

Carver (1983) states that there are

three characteristics common to ESP
:courses
Authentic materials.1
Purpose-related orientation.2
Self-direction.3
Authentic materials.1

The use of authentic learning materials is -

possible if we accept the claim that ESP
courses should be offered at an intermediate
.or advanced level
The use of such materials, modified by -
teachers or unmodified, is common in ESP,
especially in self-directed studies or
.research tasks
Authentic materials.1

The students are usually encouraged to

conduct research using a variety of
different resources including the Internet
Purpose-related orientation.2

Refers to the simulation of communicative -

.tasks required by the target situation
The teacher can give students different -
tasks - to simulate the conference
preparation, involving the preparation of
papers, reading, note-taking and
.writing
Self-direction.3

It means that ESP is concerned with-

.turning learners into users
For self - direction, it is necessary that -
teacher encourages students to have a
certain degree of autonomy – freedom to
decide when, what, and how they will
.study
For high-ability learners it is essential to -
learn how to access information in a new
.culture
ESP and General English.9
Question: ‘What is the difference between the ESP
’?and General English approach
Answer: ‘In theory nothing, in practice a great
deal’. (Hutchinson,1987: 53)
In 1987, the last statement might be quite
true but teachers nowadays, however, are much
more aware of the importance of needs analysis, and
published textbooks have improved
dramatically allowing the teacher to select materials
.which closely match the goals of the learner
Roles of ESP teachers.7

To meet the learners’ specific needs in the.1

. field of particular discipline
To provide satisfying learning background.2
(designing course, setting goals and
).objectives, selecting material etc
ESP teacher should not become a teacher of‘
the subject matter, but rather an interested
’student of the subject of the subject matter
.)Hutchinson and Waters, 1992 : 163(
Roles of ESP teachers.7

Hutchinson and Waters (1992) stress two

roles differ between ´ESP´ and
General English´ teacher. Beside the typical´
duties of classroom teacher, ESP teacher
deals with needs analysis, syllabus design,“
materials writing or adaption[sic] and
evaluation,“ they see “ESP teacher´s role in
one of many parts.“ (Hutchinson and
.)Waters, 1992: 157
Roles of ESP teachers.7

teachers of ESP have to “orientate

themselves to a new environment.”
.(Hutchinson & Waters, 1992 : 157 )
 Roles of ESP teachers.7

ESP professionals, due to their industrial

/communication expertise, often have
multiple roles in the public, private and
academic sectors on a local, regional, or
:global scale including
Teaching or training (onsite and/or online) −
Teacher or trainer development (onsite −
and/or online)
Curriculum design −
Consulting −
Roles of ESP teachers.7

Materials development −
Program administration −
Policy analysis and development −
Public speaking −
Research −
Kevin Knight for TESOL ESP-IS
Roles of ESP teachers.7

:Dudley Evans theory of ESP practitioner

Tony Dudley Evans and St John (1998)
:define five key roles
teacher.1
collaborator .2
course designer and materials provider .3
researcher .4
evaluator .5
ESP learners
ESP learners can be divided according to
their need for English communication
.skills
Language learners who are in the process .1
of developing expertise in their fields
need English communication skills as tools
.in their training
 ESP learners
Language learners who are already experts .2
in their fields need English communication
.skills as tools in their work
Adapted from © Lomperis and van Naerssen, 1992