This document provides an overview of English for Specific Purposes (ESP). It defines ESP as using English in a specific setting justified by learners' needs. ESP emerged due to increased demand for English after WWII, developments in linguistics recognizing language varies by context, and educational psychology emphasizing relevance. ESP is centered on language suitable for learners' activities and disciplines. Needs analysis identifies learners' target needs in their field and learning needs. Common needs analysis methods are target situation analysis, learning situation analysis, and present situation analysis. The document also discusses characteristics of ESP, the role of ESP teachers, and examples of ESP domains like EAP.
The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
Developments in English for Specific Purposes - Chapter 1 & 2Mar Iam
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
ESP focuses on preparing learners for specific communicative environments, not teaching specialized varieties of English. It is based on communication needs rather than products or methods. ESP course design considers factors like the learners, their reasons for learning, contexts for use, available time, needs analysis, and learning theories to create appropriate courses.
The document discusses the various roles of an ESP (English for Specific Purposes) teacher. An ESP teacher must first conduct a needs analysis to determine student needs and organize course material accordingly. As a material writer, the teacher should create original content tailored to students rather than relying rigidly on textbooks. An ESP teacher is also responsible for analyzing students' strengths and weaknesses, motivating students who may feel tense due to technical course content, adapting existing materials to make them more suitable, and negotiating collaboration between teachers and students.
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
This document summarizes the origins and development of English for Specific Purposes (ESP). It discusses three key trends that contributed to the emergence of ESP: 1) Increased demand for English as an international language after WWII, 2) Advances in linguistic research, and 3) A focus on learner needs and interests. It then outlines four phases in the development of ESP, from early register analysis to needs analysis and skills-based approaches. Finally, it clarifies that ESP is an approach rather than a defined product or methodology.
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
1. English for Specific Purposes (ESP) focuses on preparing learners for specific communication environments by identifying their needs and designing courses accordingly.
2. ESP aims to teach language skills and vocabulary relevant to learners' fields to allow them to communicate effectively in their target situations. Needs analysis and consideration of learners' necessities, lacks, and wants are important to course design.
3. Approaches to ESP course design include language-centered, skills-centered, and learning-centered. Syllabus design should follow a needs analysis and consider content, skills, and methodology. Issues like time, teacher skills, and support are important for effective ESP curriculum development.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.
EAP refers to English for Academic Purposes and is used to help students and staff learn the linguistic and cultural practices needed to study or work through English in higher education. The objective of EAP is to help learners succeed in their academic careers.
ESP refers to English for Specific Purposes and is goal-oriented for professional or academic use of English. ESP courses are based on a needs analysis to determine the exact language needs of learners.
While both EAP and ESP focus on communicative language teaching, EAP pays close attention to learners' academic aims and writing process, and ESP tailors skills based on specific professional needs.
THE BEGINNING AND DEVELOPMENT OF ESP.pptsteadyfalcon
ESP emerged after World War 2 due to increased international scientific and economic activity, the dominance of English in technology and commerce, and a focus on learning English for professional purposes rather than pleasure. It developed from a focus on describing English grammar and rules to analyzing how English is used in real communication contexts. ESP is defined as an approach rather than a product, tailored to meet learners' specific needs and using language appropriate for their target disciplines and activities. Key aspects include being needs-based, focusing on language used in particular contexts, and emphasizing effective learning over prescribed methods.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
The document summarizes the history and development of English for Specific Purposes (ESP). It began in the 1960s focusing on teaching technical vocabulary, then expanded to include learning English through subject content. By the 1980s, ESP adopted a needs-based philosophy. It developed to include approaches like Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and Task-Based Language Teaching (TBLT). ESP progressed through five phases: register analysis, rhetorical and discourse analysis, target situation analysis, analysis of study skills and strategies, and analysis of learning needs. The focus shifted from linguistic features to understanding discourse, learner needs and skills.
BRIEF HISTORICAL PERSPECTIVE ON THE ORIGINS OF ENGLISH FOR SPECIFIC PURPOSESLord Mark Jayson Ilarde
This document provides a brief historical perspective on the origins and growth of English for Specific Purposes (ESP). It traces how English transitioned from being taught for pleasure and prestige to being demanded by professionals for international business and technology needs after World War 2. This created a new generation of learners seeking English for job purposes rather than as a general skill. Industries and governments applied pressure on language education to meet these practical needs. The document outlines how ESP has since grown to be a prominent area of English language teaching, with examples of its growth in specific disciplines and countries.
This document outlines a project submitted by Muhammad Asif to his professor Sir Hammad. The project involves selecting 50 vocabulary words from a specific area of English for Specific Purposes (ESP) and designing lesson plans to teach those words to students. Muhammad will teach the lesson plans and get feedback from students. The document provides context on the growth of ESP, definitions of ESP, the origins of ESP, key notions about ESP, and characteristics of ESP courses. It discusses the differences between general English and ESP, the need for needs analysis, and includes vocabulary words and lesson plan outlines.
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
this file contains the complete detail about the basic and crucial subject of linguistics. English for specific purpose/s has variety of variations. this is the complete introduction.
Inro to ESP: English for Specific Purposes, TEFL/TESLSomayeh Sorouri
The first lesson of our ESP class was my presentation using this powerpoint. I was awake the whole night to finish this. :)
(ppt creation: February 2020)
English for Specific Purposes (ESP) is an approach to teaching English that focuses on the communication needs of particular fields or occupations. British teachers were pioneers in ESP. ESP has developed due to globalization and increased demand for English in fields like science, technology, and business. ESP is meant to meet specific learner needs related to their profession or studies, unlike general English which has no obvious purpose.
Harappa was discovered in 1921 by Dayaram Sahni. The excavations were done under the guidance of Sir John Marshal and Colonel Meke. Remains of the Harappan civilisation has been found in other cities like Mohen-Jo-Daro, Ropar, and Alamgirpur.
This document discusses the nature and research content and methods of English for Specific Purposes (ESP). It defines ESP based on different scholars' definitions and discusses its key characteristics. The document also covers classifications of ESP, comparisons between ESP and TESOL practices, the core areas of ESP research including needs analysis and discourse analysis, and developments in the field such as the historical focus areas in English for Academic Purposes research.
1. ESP emerged for three main reasons - the demands of technology and commerce after WWII which created a need for an international language, developments in linguistics which showed language varies by context, and an emphasis on learner-centered approaches.
2. ESP has undergone five phases of development - from register analysis to discourse analysis to target situation analysis to emphasizing skills/strategies to a learning-centered approach. It is an approach, not a product, based on analyzing learner needs rather than predefined language varieties.
3. Designing an effective ESP course involves considering descriptions of language, theories of learning, and needs analysis to understand how learners will use and learn the language. The interdependence of these three factors is key to
Paper no : 12: English Language Learning-1
Topic:English for Specific purpose
I am submitted this presentation to Department of English Dr Dilip Barad.
The document discusses the development of English for Specific Purposes (ESP). It describes ESP as teaching English for a particular career or business purpose. The document outlines 5 phases in the development of ESP according to Hutchinson and Waters: 1) register analysis, 2) rhetorical and discourse analysis, 3) target situation analysis, 4) analysis of study skills and strategies, and 5) analysis of learning needs. It also discusses different approaches to ESP, including language-centered, skills-centered, and learning-centered.
English for Specific Purposes (ESP) involves teaching English for a specific goal rather than general purposes. It has undergone changes since the 1970s and continues to evolve. Initially called English for Special Purposes, it later shifted to English for Specific Purposes in the 1980s to emphasize the specific purpose rather than a special language. ESP courses are tailored to meet learners' predetermined needs and goals, such as using English as a tool for their profession or studies. While there is no agreed upon definition, ESP is generally understood to involve teaching English in a way that is needs-based, field-specific, and focused on language relevant to the target situation.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
The document provides guidance on conducting a needs assessment for an English for Specific Purposes (ESP) course. It outlines interviewing administrators, content instructors, and students to understand students' English language needs and goals. The needs assessment helps the teacher identify what language skills students require to perform tasks in their field and tailor the ESP program accordingly. It also allows the teacher to assess students' current English comprehension levels to effectively prepare initial lessons. The needs assessment process provides critical insight for developing a successful ESP program that meets students' specific purposes for learning English.
English for Specific Purposes (ESP) is a field of study that focuses on the development of language skills for individuals who need to use English in specific professional or academic contexts. ESP programs are designed to meet the unique language needs and demands of individuals in specific fields of study or work, such as business, medicine, law, engineering, or any other field in which English is used as the primary language of communication.
1. The document discusses the needs analysis process for developing an English for Specific Purposes (ESP) course. It defines ESP and outlines its key characteristics, including being designed to meet the specific needs of learners.
2. A mixed-methods approach is used to identify the language needs of students in a cohort through questionnaires to students, faculty, and administrators. The results are used for decision-making in developing ESP course materials and syllabi.
3. Needs analysis is described as a key feature of ESP since it focuses on learners' initial and target needs to ensure the course content is relevant for their purposes.
ESP emerged in the 1960s as a prominent area of EFL teaching. It is an approach to teaching English that focuses on the specific needs of learners in their fields of study or occupations. ESP courses are designed based on a needs analysis to identify the language skills and topics required. They use authentic materials and aim to develop self-directed learning. The teacher's role is to organize the course, set goals and objectives, prepare appropriate materials, and evaluate students. ESP differs from general English courses in its focus on the specific language needs of professional learners.
ESP refers to English for Specific Purposes which designs English language courses based on the specific needs of learners in their fields or occupations. ESP courses focus on developing the grammar, vocabulary, study skills and discourse needed in the target discipline. They use authentic materials from the relevant field and allow self-directed learning. Common ESP courses include English for academic disciplines, occupations, and topics like English for medicine or English for technology.
This document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business or academic settings. ESP is distinguished from General English by its focus on conducting needs analyses of learners' language requirements. It entails analyzing the language used in their field and interviewing subject matter experts. ESP courses teach grammar, vocabulary, and other language features appropriate to learners' disciplines. The emergence of ESP was driven by increased global demand for English after WWII, developments in linguistics and education, and the need for cost-effective language training.
This document discusses the evolution of English for Specific Purposes (ESP) as an approach to teaching English. It describes how ESP has shifted from focusing on language at the sentence level to analyzing discourse and rhetorical styles. It also explains how ESP involves conducting needs analyses of target situations to design courses that enable learners to function in their fields. The document stresses that ESP is an approach based on learner needs rather than a distinct methodology. It is not teaching specialized varieties of English but developing the range of language skills needed for different professional contexts.
A power point presentaion on
What is Action Research (AR) ?
What is not Action Research ?
The Idea Behind AR
Key concepts in AR
The Cycle of AR&How to Conduct one
Significance of AR in Education
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
This document provides an overview of electronic portfolios (e-portfolios). It defines an e-portfolio as a digital collection of work and achievements that can be used for assessment, development and showcase purposes. The document outlines key features of e-portfolios like multimedia capabilities and the development of computer skills. It also discusses types of e-portfolios, components that should be included, benefits and potential drawbacks. The conclusion states that while promising, e-portfolios have not yet become mainstream but institutions are recognizing their value as assessment tools that encourage self-study.
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
Children develop semantic skills gradually, learning a few words per week at first and then experiencing a vocabulary burst where they learn around 5 new words per day. By age 5, the average child has a vocabulary of around 6,000 words. Children use principles like fast mapping and whole object assumption to efficiently learn new words and their meanings. Their ability to learn and apply grammatical rules like plurals and past tense is evidenced by tests like the WUG test and their tendency to overregularize irregular verbs. Mean length of utterance (MLU) can measure children's developing syntactic skills as they start combining words.
This document provides an overview of intercultural communication and cultural differences. It defines culture and why cultures differ, and discusses types of cultural communication including cross-cultural, international, multicultural, and intercultural communication. Examples of cultural differences in business are provided around gestures, touch, masculinity and femininity, and the separation of power. The importance of intercultural communication for international business success is outlined. Globalization and a multicultural workforce are two trends driving greater intercultural communication needs. Guidelines for effective intercultural communication include dos like avoiding assumptions and don'ts like considering other traditions backward. The conclusion emphasizes that not practicing effective intercultural communication can damage business deals.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
2. What is ESP?
What is not ESP?
ESP vs. EGP
Brief History
Needs
Needs analysis
Brief History
Absolute & Variable Characteristics of ESP
Needs & Needs Analysis
Approaches to Needs Analysis
TSA
LSA
PSA
Methods of Needs Analysis
Role of ESP Teachers
ESP Family Tree
Comics
References
3. Shortly, ESP can be defined as the use of a
particular variety of English in a specific setting of
use which is justified towards the learners’ needs.
Some people describe ESP as simply being the
teaching of English for any purpose that can be
specified.
4. ESP is not just a matter of teaching specialised
varieties of English
ESP is not just a matter teaching of special
vocabulary and grammar
ESP is not so different in kind from any other
form of language teaching
5. 1. Learners
ESP – specially designed for (working) adults
EGP – specially designed for high school
students
2. Aims
ESP –the objective is to meet the needs of
particular learners
EGP – to improve overall English
competence involving a range of skills
(reading, writing, speaking, listening,
vocab, grammar, pronunciation etc)
6. 3. Concerns: sphere of interest
ESP – to design suitable courses for
different types of groups of learners in
accordance with their needs.
EGP – designing courses targeting at
vocabulary work, spelling, grammar,
pronunciation, language functions etc…
7. the emergence of ESP. The 3 Reasons:
1. Demands of the world after WW2
a) advancements in science, technology and
commerce led to a requirement for a
common language
b) English became the language for technology and
commerce
c) After the Oil Crisis of the early 1970, Western money
and knowledge had flowed into the oil-rich countries.
Soon, the language of this knowledge became English
8. 2. A revolution in linguistics
- New ideas began to emerge in the field of language as the
demands for English was growing.
- Language teaching shifted from focus on structure to focus on
communication.
- Linguists agnised that language differs from context to context and
that there are fundemental differences in English for commerce
and English for engineering.
- They recognised that if language can change from situation to
situation, then it ought be possible to set the characteristics of
specific situations and then make those features the basis of the
learners’ courses.
- This then gave rise to an expansion of research in Eng for Sc and
Tech and Eng for Business.
- In brief, the English needed by a particular group of learners could
be identified by analysing the linguistic characteristics of their
specialist area of work or study.
- ‘Tell me what you need English for and I will tell you the English
9. 3. Developments in educational psychology
-The new developements in educational psychology led
to the rise of ESP.
- Learners are seen to have various requirements and
interests, which have an impact on their motivation to
learn and ,thus, on the effectiveness of their learning.
- This resulted in the development of courses in relation
to learners needs and interests.
- The standard way of achieving this was to take texts
from the learners’ specific area of study/work.
- The anticipation is that the relevance of the English
course to their needs would cause the learners’
motivation which would result in a better and faster
learning.
10. In short, the spread of ESP was then brought
about by the combination of these three factors:
the expansion of demand for English to meet
particular needs and evolutions in the fields of
linguistics and educational psychology.
All three factors underlines the need for
specialisation in learning English.
11. Absolute Characteristics
ESP is all about to meet specific needs of the
learners
ESP makes use of underlying methodology and
activities of the discipline it serves
ESP is centred around the language suitable to
these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
12. . in particular teaching settings, ESP may use a
different methodology from that of General
English
Likely to be assigned for adult learners
In general, the courses are designed for
intermediate or advanced learners
13. A 'need’ can be defined as a condition or situation in which
something is required or wanted.
teachers should be aware of the requirements of the students
towards learning the language before designing the curriculum
The term 'needs analysis’ in general refers to the
activities that are involved in collecting info that will
serve as the basis for developing a curriculum that will
meet the needs of a particular group of students.
The concept of needs in ESP can be understood in
relations to:
a. goal-oriented needs (target needs): communication in
the target situation.
b. process oriented needs (learning needs): what the
learner needs to do in order to learn.
15. WHY IS LANGUAGE NEEDED?
.for study
.for work
.for training
.for a combination of these
HOW WILL THE LANGUAGE BE USED?
.Medium: speaking, writing, reading etc.
Channel: e.g.: telephone, face to face ,e-mailing etc.
Types of text or discourse: e.g.: academic text, lectures,
catalogues etc.
WHAT WILL THE CONTENT AREAS BE?
.Subjects: e.g.: e.e. engineering, arch., business etc.
Level: undergraduate, postgraduate, technician etc.
16. WHERE WILL THE LANGUAGE BE USED?
.Physical Setting: e.g.: office, hotel, lecture theatre, workshop, library etc.
.Human Context: alone, meetings, demonstrations, on phone etc.
.Linguistic Context: e.g.: in own country, abroad.
WHEN WILL THE LANGUAGE BE USED?
.Concurrently with the ESP course.
17. It involves all aspects of the teaching process,
a variety of teaching methods and teaching
the steps and so on, to conduct pre-planning,
arranging and teaching situation in order to
achieve teaching objectives.
18. PSA could be positioned as a complement to
Target Situation Analysis .
If TSA tries to establish what the learners are
expected to be like at the end of the language
course, Present Situation Analysis attempts to
identify what they are like at the beginning of
it.
The PSA can be carried out by means of established
placement tests; however, the background info, level of
education etc. can provide enough info about their
present abilities which can thus be predicted to some
extent.
20. i) The ESP practitioner as a teacher
ii) The ESP practitioner as course designer or
material provider
iii) The ESP practitioner as researcher
iv) The ESP practitioner as evaluator
21. EOP (English for Occupational Purposes)
EAP (English for Academic Purposes)
Acronyms in ESP
CLIL (Content and Language Integrated Learning)
EBP (English for Business Purposes)
ESAP (English for Specific Academic Purposes)
EGAP (English for General Academic Purposes)
EMP (English for Medical Purposes)
EOP (English for Occupational Purposes)
EPP (English for Professional Purposes)
EST (English for Science and Technology)
EVP (English for Vocational Purposes)
EWP (English for/in the Workplace)
22. Putting into nutshell, ESP is not a different variety of English but it is a
contextual and need base situation in which some specific purposes of
language functions are gained.
English for Specific Purposes is not a different variety of English in its
nature. In the sense of linguistic terminology ESP means, what learner
needs in target situation or what he/she wants about this function of
language usage or what his/her needs are according to his/her own
views. Needs analysis is a process which is undertaken by trainers,
teachers and course designers to ascertain the pre-requisites for
developing a course along with its plan implementation.
In theory, ESP is not very different than EGP, nevertheless; in practise
there is a great deal of difference between them.
23. Bhatia, V. J. (undated). Applied genre analysis and ESP. Available at:
http://exchanges.state.gov/education/engteaching/pubs/BR/functionalsec
4_10.htm
Brindley, G. (1989). The role of needs analysis in adult ESL program design. In: Johnson,
R .K. (Ed). The second language curriculum (pp.63-78). Cambridge: Cambridge
University Press.
Hutchinson, T., and Waters, A. (1987). English for specific purposes: A learning-
centered approach. Cambridge: Cambridge University Press.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for
teachers. Cambridge: Cambridge University Press.