ESP

Extra-Sensory Perception

English for Specific (or Special) Purposes[British]: the technique of teaching English to students
who need it for a particular purpose, such as business dealings
electronic stability programme: an electronic system that automatically stabilizes a road vehicle that is
being oversteered or is in danger of rolling over by selectively applying individual brakes.

What are characteristics of ESP?

Among absolute characteristics are such features: 1) ESP is defined to meet specific needs of the
learner; 2) ESP makes use of the underlying methodology and activities of the disciplines it serves;
3) ESP is centered on the language (grammar, lexis), skills, and discourse appropriate to these activities.

What is ESP in teaching?

English for specific purposes. ... English for specific purposes (ESP) is a subset of English as a second or
foreign language. It usually refers to teaching the English language to university students or people
already in employment, with reference to the particular vocabulary and skills they need.

The Origins of ESP

  
  Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave
New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters,
1987).Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP.
First, the end of the Second World War brought with it an " ... age of enormous and
unprecedented expansion in scientific, technical and economic activity on an international scale ·
for various reasons, most notably the economic power of the United States in the post-war world,
the role [of international language] fell to English". Second, the Oil Crisis of the early 1970s
resulted in Western money and knowledge flowing into the oil-rich countries. The language of
this knowledge became English.

The general effect of all this development was to exert pressure on the language teaching
profession to deliver the required goods. Whereas English had previously decided its own
destiny, it now became subject to the wishes, needs and demands of people other than language
teachers (Hutchinson & Waters, 1987, ).

The second key reason cited as having a tremendous impact on the emergence of ESP was a
revolution in linguistics. Whereas traditional linguists set out to describe the features of
language, revolutionary pioneers in linguistics began to focus on the ways in which language is
used in real communication. Hutchinson and Waters (1987) point out that one significant
discovery was in the ways that spoken and written English vary. In other words, given the
particular context in which English is used, the variant of English will change. This idea was
taken one step farther. If language in different situations varies, then tailoring language
instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late
1960s and the early 1970s there were many attempts to describe English for Science and
Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker
and Trimble as a few of the prominent descriptive EST pioneers.

The final reason Hutchinson and Waters (1987) cite as having influenced the emergence of ESP
has less to do with linguistics and everything to do psychology. Rather than simply focus on the
method of language delivery, more attention was given to the ways in which learners acquire
language and the differences in the ways language is acquired. Learners were seen to employ
different learning strategies, use different skills, enter with different learning schemata, and be
motivated by different needs and interests. Therefore, focus on the learners' needs became
equally paramount as the methods employed to disseminate linguistic knowledge. Designing
specific courses to better meet these individual needs was a natural extension of this thinking.

ESP (English for Specific Purposes) Origin

1. 1. By: Ruel Montefolka Ariel John Quiachon Origin

2. 2. What is ESP? Is an approach to language teaching in which all decisions as to content and
methods are based on the learners reason for learning.
3. 3. As with most developments in human activity ESP was not planned and coherent movement
but rather a phenomenon that grew out of a number of converging trends.
4. 4. The Birth of ESP Hutchinson and Waters (1987) show a long-term retrospective view on
causes resulting in the birth of E.S.P., when they present nearly the same factors, which, in turn,
suggest a cause effect relationship the enormous and unprecedented expansion in scientific,
technical and economic activity on an international scale.
5. 5. a. Two forces were dominating the new post-war world – technology and commerce, whose
relentless progress soon generated a demand for an international language and, due to the
economic power of the U.S. it was English which was granted this role.
6. 6. b. The emerging of a new mass of people wanting to learn English – the key to international
currencies of technology and commerce. This mass of people joined together particularly new
generations of learners who knew specifically what they were to learn and why.
7. 7. c. The Oil Crises of the early 1970s involved a massive flow of funds and western expertise
into the oil-rich countries. Therefore, English suddenly turned into ‘big business’ and, on the
other hand, commercial pressures began to exert an influence in the acquisition of this language.
Time and money constraints created a need for cost effective courses with accurately specific
goals.
8. 8. d. The need for several countries to update their knowledge. Therefore, E.S.P. came into being
and gradually developed into a multilayered language approach primarily based on learners’
specific needs required by their professions or occupations. The domain labeled E.S.P. was
proven to have a universal dimension through the concept of language for specific purposes and a
language-specific perspective through the insights explored into various European languages.
9. 9. References 1. Mohammad Kaosar Ahmed Associate Professor Department of English
Language and Literature International Islamic University Chittagong 2. http://www.esp-
world.info/Articles_42/Documents/Ahmed.pdf 3. www.google.com/images Time and Date
Retrieved 6/20/16 02:50pm

The ESP approach enhances the relevance of what the students are learning and enables them to use the
English they know to learn even more English, since their interest in their field will motivate them to
interact with speakers and texts.
THE IMPORTANCE OF ENGLISH FOR SPECIFIC PURPOSES for Bangladeshi Learners

In today’s global world, the importance of English cannot be denied and ignored since English is the most
common language spoken everywhere. With the help of new technologies, English has been playing a
major role in many sectors including, medicine engineering, and education, which, in my opinion, is the
most important field where English is needed. Particularly, as a developing country, Bangladesh needs to
make use of this world-wide spoken language in order to maintain its international image. This can
merely be based on the efficiency of post-secondary education. The rationale of this discussion is to talk
about the teaching and learning of English for Specific Purposes (ESP). Consequently, English should be
the medium of instruction at universities in Bangladesh for the following three reasons: finding a high-
quality job, communicating with the international world, and accessing scientific and academic sources in
the students’ major fields.

Syllabus Design to Curriculum Development

Syllabus is the subjects or contents in a course of study or teaching.A syllabus functions as a
contract between a teacher and his/her students. By enrolling in the course, students are agreeing
to the terms of the contract. It is crucial then that the terms of the contract are clear and students
know what is expected.
 Types of syllabus
In language teaching contexts, there are six types of language syllabus:
1.grammar syllabus, 2.situational syllabus, 3.notional syllabus,
4.task-based syllabus, 5.skill-based syllabus and 6.content- based syllabus.
Curriculum is the subjects comprising (consist of; be made up of.) a course of study ina
school or college.
Syllabus Design
A learning-centered syllabus focuses on the needs of the students and their learning
process. This provides resources for creating the best syllabus for your course.
Your syllabus is the first glimpse your students have of your course. (Actually, it’s the second,
but the course descriptions in the catalog certainly can’t do justice to your dynamic presentation
and intriguing subject matter.)

A syllabus is a basic contract between the instructor and students, laying out the responsibilities
and expectations on both sides. It’s also a road map that shows the general contours of the
course, important milestones, and the landmarks that will let students know they’re on the right
road. And, last but not least, it’s a marketing opportunity to show the students just how great the
course will be.
A learner-centered syllabus can take many forms, but it often includes one or more of
these features:
 A rationale for course objectives and assignments. ...

 Shared decision making. ...

  Warnings of potential pitfalls. ...

 An opportunity for students to set teacher expectations. ...

 Recommendations for staying on track.

Components that should be included in a course syllabus:

To do this, a syllabus should include the following: Basic course information (course by
number, section, title, semester, meeting times, days, place, format) Instructor’s information
(name, title, rank, office location, office phone number, e-mail) Description of the course
content or Lesson Plan
Elements of a Learning-centered Syllabus

So, what goes into a learning-centered syllabus? How do you design one? We’re glad you asked!
As you begin to design your syllabus, and more specifically your learning outcomes, activities,
and assessments, here are three questions to keep in mind: 1)Is it linked to the life of the
learner? 2)Is it challenging yet attainable? 3)Does it inspire both the learner and the
teacher?

With those thoughts in mind, here are the basic components of a learning-centered
syllabus:
1. Basic information. The course name and number, meeting times and location, credit
hours, and semester.
2. Instructor information. Office location and hours, appointment scheduling, phone
numbers, contact information for teaching or lab assistants.
3. Prerequisites. Courses, knowledge, or skills students should already have.
4. Required texts and materials. List of all required textbooks, technology, and other
materials (packets, programs, Internet access, and so on) with information about editions,
volumes, and other details; for difficult-to-find materials, hints on locating copies.
5. Course description. Summary of what the course covers, with more details than the short
catalog descriptions, to give the students a more complete picture of what you will (and
will not) include.
6. Course purpose. Explanation of why students should take this course, how it is relevant to
them, how it will help them now and in the future.
7. Course learning outcomes. List of three to five learning outcomes for the course—this is
what you want the students to really “get” from their experience, the ideas/experiences
they’ll remember 5 years from now. Remember, these should be linked to students’ lives,
challenging yet attainable, and inspiring.
8. Student learning goals. A space for students to record their own goals and hopes for the
course. Ask students to fill in these goals and refer to them often.
 9. Classroom procedures. Summary of the basic routines and learning activities for the
course, how you’ll assess students’ knowledge and skills, what they can expect from you
and what you expect from them.
10. Participation. Explanation of how you expect students to participate in your class, how
they should prepare, and how you will assess their participation.
11. Recommended study habits and other tips. Helpful tips and hints for students about how
to get the most out of your course, how to study for the assignments and exams, and other
suggestions that will help them excel in your class.
12. Tips on using the syllabus. Explanation of how students can use the syllabus to best
advantage.
13. Grading procedures. A breakdown of each assignment and exam, what it’s worth, how
you weight scores, and percentages for each grade level. As with learning outcomes,
assessments should be linked to students’ lives, challenging yet attainable, and inspiring.
14. Assignment descriptions. Descriptions and directions for each type of assignment, quiz,
exam, and so on, or directions to more detailed directions; this is the information students
need to understand the course assessments. Again, assignments should be linked to
students’ lives, challenging yet attainable, and inspiring.
15. Course schedule. Calendar of class days, dates, topic titles, learning outcomes,
assignments, exams, and so on, with an explanation of how you’ll handle scheduling
changes if necessary.
16. Course policies. Policy statements and standards you expect the students (and yourself) to
meet. These may include standard statements from the University, college, or department.

What Is Communicative Language Teaching?

Communicative Language Teaching adopts the communicative approach in order to educate
a student with real meaning. Communicative Language Teaching allows learners to get
involved with real communication, which will benefit their natural approach to learning a
language. Communicative Language teaching has a very important role. This approach to
language learning enables a student to use their new-found skills in a meaningful way, showing
value from what they are learning.
When teaching communicative English, teachers can get rather creative with their approach. This
is an excellent way of learning as it makes for more exciting classes, a nice change from the
typical classroom and textbooks. For example, a teacher might give you an activity where the
class has to come up with a role play scenario between two people. This is great because not only
does it help to improve your English with creativity, but also puts pressure on you to have a real
time conversation with each other in English.
The quality of Communicative Language Teaching is all dependent on the teacher. A teacher
will need to make their material as motivating and as creative as they can, so that learners find
their tasks meaningful, and see the value.
Another way in which a teacher might try to use the communicative approach within their
classes is via cultural understanding. Having the right knowledge of a culture for the countries
where your target language is being used is key to communicative language teaching. Make sure
that you cover different, important cultural factors that are essential to communicating in English
speaking countries. For example, in England, many people are taught to be polite and courteous,
and even sometimes apologize when they are in the right, in certain situations. Knowing details
like this will make it much easier tocommunicate with a native English speaker, or another
learner also studying the language.

How To Learn Communicative English

To learn how to communicate in English effectively, you have to remember it’s not all about
what you learn in the classroom or from your textbook. You need to know how to converse,
communicate, and think fast. Learning how to communicate in English will require a lot of
practice with people who speak the language.
When practicing your Communicative English Skills with others, you should always look to
improve on the way you speak, the accent and the sentence structures you use, as well as
anything you can pick up from the person you are speaking with – what’s their body language
like? Do they use any slang words or phrases? What tone are they using to pose questions with?
You can learn so much from others, and that’s what the Communicative Approach is all about
really, learning from others in a meaningful and valuable way.
Many people think that you must go and visit an English-speaking country in order to perfect
your communicative English. But, this really isn’t true. While it is true that speaking with a
native Englishspeaker can dramatically improve your communicative English, there are other
ways you can practice. Maybe try finding someone online from an English-speaking country to
voice or video call, or, its more than likely that there is a local group of English Speakers in your
town or city. Conversing with English speakers online or from your own town or city can be a
great alternative to traveling abroad, and can be just as beneficial to your English communication
skills.

How To Improve Your English Communication Skills

There are hundreds of fantastic techniques out there that can help you to improve your English
communication skills. Communicative English requires practice, and trying to perfect your
communication skills is no easy task.
Below we have listed some of our top tips for when it comes to adopting the communicative
approach in your studies, and helping you to improve your English communication skills:
1. Don’t be afraid to make mistakes. Be confident. People can only correct your mistakes when
they hear you make them.
2. Surround yourself in English. Put yourself in an all English speaking environment where
you can learn passively. The best way to learn is through speaking.
3. Practise every day. Make yourself a study plan. Decide how much time a week you are
going to spend studying and stick to it. Establish a routine.
4. Tell your family and friends about your study plan. Get them to push you to study and also
don’t let them interrupt you.
5. Practise the 4 core skills: reading, writing, speaking and listening. They all need to be
worked on for you to improve.
6. Keep a notebook of new words you learn. Use them in sentences and try to say them at least
3 times when you speak.
7. Do a lesson at least once a day.
8. Give yourself a long term goal. Focus on working towards it.
9. Create an atmosphere in which you want to learn, not because you have to. You’ll learn
more when you’re learning because you want to.
10. Know what works best for you. Think about what methods have been successful for you in
the past and stick with them.
11. Get help! If you don’t understand something you’ve got to ask someone. Ask your teacher,
classmates or friends for help.
12. Review and review and review! Make sure that you take the time to review things you have
studied in the past.
13. It’s not a good idea to study on your own for more than 30 minutes at a time. Take regular
breaks, get some fresh air and stretch your legs.
14. Watching TV only gives you the chance to hear something correctly first time. This is better
for high level students. It can be great practice for speaking to native English speakers so you
don’t have to ask them to repeat themselves!
15. .Children’s books have easier words and are a good alternative to graded readers.
16. For a word you don’t understand in a sentence, look at the other words around it. They will
give you a hint. Try to guess the meaning from the context.
17. When you learn a new word, think of all its other
forms: Beautiful (adjective),beauty (noun), beautifully (adverb).
18. Learn prefixes (dis-, un-, re-) and suffixes (-ly, -ment, -ful), these will help you to figure out
the meaning of words and build your vocabulary.
19. Use English whenever you can. It’s as simple as that!
20. Don’t translate into English from your own language. Think in English to improve your
fluency. Talk to yourself…but not on the bus otherwise people will think you have gone
crazy!
21. The most natural way to learn grammar is through talking.
22. Keep an English diary or journal. Start by writing a few sentences a day and then get into
the habit of writing more.
23. Dictation. Listen to a CD or friend and write down what you hear.
24. Nobody likes to hear their own voice, but be brave and try it! Record your voice and listen
to your pronunciation and intonation. It will help you to identify your problem areas.
25. Don’t give up! Stay positive! Sometimes you will feel that you aren’t learning quickly
enough. Everyone feels like this, don’t worry about it. You’ll get there in the end.
26. Enjoy it! We learn more when we are having fun!
27. If you get nervous when speaking, take two deep breaths before you say something. You’ll
speak better when you feel relaxed.
28. Gather your thoughts. Take a second to think about what you’re going to say. You know
the grammar, but maybe you don’t use it correctly when you speak.
29. Meet new people. Make the effort to mix with English speakers in your town. You could
join a club or go to bars where foreigners hang out. Buy one a drink, they love that!
30. Debate. Discuss topics in a group. Each person should choose a viewpoint (even if you don’t
agree with it) and debate it within the group. Make sure you get your point across. Learn to
listen actively. Active listening will help in the classroom and it will help you get more out
of, and contribute more to, group study sessions. Focus on the person who is talking.
Concentrate on the speaker with your ears and eyes.
31. Idioms can be difficult to memorise, but they are great fun to use and they’ll make your
English more colourful.
32. Make use of the internet. It’s full of resources to help you learn: BBC Learning
English ; learnenglish.ecenglish.com
33. Use the correct article (a/an, the). Be aware that there is more to this rule than a/an= non
specific, the=specific. For example: A university (not an university because it begins with a
consonant sound). An hour (not a hour because the ‘h’ is often silent).
34. Find a comfortable, peaceful place for quiet study. You need somewhere where you
can focus 100%.
35. Think Before You Speak – A great first tip for improving your English Communications
Skills would be to think about what you’re going to say before you speak. By thinking about
what you are going to say in advance, you reduce the chances of having to awkwardly wait
while you develop an answer to a question or think about how to push a conversation
forward.
Part of the Communicative Approach is to think about what you might have to say in
advance, so that you’re prepared for whatever direction your conversation takes.
36. Practice With Others – This is probably one of the most vital elements when it comes to
perfecting your English Communication Skills and adopting the Communicative Approach
within your studies. It is essential for you to practice with others, whether that be other
learners or native speakers. By practicing with others, not only will you be getting real life
English Communication experience, but you will also be developing your natural abilities for
learning a language moving forward. Even the most proficient native speakers are naturally
learning from their interactions.

37. Don’t Just Learn Words, Learn Your Sentences Too – It’s important to not only learn
your vocabulary, as although this is useful, it’s not going to benefit you when your
conversation consists of more than a single word. Learn your sentences too! By learning your
sentences and practicing these, you will be well prepared for a lot of English Communication
scenarios. For example, if you know you are going to be meeting new people, then practice
your sentences explaining who you are, where you come from, and what you like.
Of course, you can’t always predict the direction of your conversations in advanced, but
by learning your sentences and practicing these, you should be ready for a whole range of
different topics.
38. Focus On Fluency – Another tip for when it comes to developing your Communicative
English skills would be to practice your fluency. Try to speak as if you were a native! You
may not get it right at the beginning, but hopefully the more and more you practice your
fluency, the better your English Communications should become.
By practicing your fluency you are on the first track to faultless English communication
skills.
39. Don’t Rush When You Speak – You may be a lighting fast speaker when it comes to your
mother tongue. But expecting to communicate as fast with a foreign language is not realistic.
Slow down and think. More importantly, don’t rush a sentence, because the last thing you
want is a poorly formed sentence. If you spend less time rushing your sentences, it should
give you more breathing space to think about what you’re going to say. By taking your time
to speak you will be ensuring that what you are saying is correct and makes sense.
40. Don’t Run Out Of Follow Up Questions – Make sure you don’t run out of follow up
questions or you’ll be left awkwardly thinking about what to say next. Learn different types
of open questions that can lead to further discussions, some examples could be “What are
your views on that topic” or “Can you tell me more about that it seems interesting”. For an
effective communicative English approach, you need to listen to what the person you are
speaking to is saying, and form an open question to help further the conversation.

Why Is Communicative English Necessary?

If you have already been exposed to the communicative approach, then it is likely you already
know the benefits this approach can have on your English language studies, and the value it can
provide. Communicative English is important as it can help a student to see value in their
studies, in a meaningful way.
Strengthening your communication skills in English is necessary, and is a powerful tool that can
be used for business, travel or simply to have a conversation in a different country. By improving
on your communicative English, you are enabling yourself to not only hold a conversation in
your target language, but you are also developing the required skills to go forth and develop a
natural approach to language learning and vocabulary acquisition moving forward, on your own.
With more than 1.5 billion people speaking English as either their native or second language, we
will leave it up to you to decide whether communicative English is really necessary.