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03 ESP Characteristics

ESP has absolute characteristics that define it, including meeting learners' specific needs and using the language, skills and genres of the relevant discipline. It also has variable characteristics, such as sometimes being designed for a specific discipline or level. ESP focuses on teaching language in relation to learners' fields or occupations. It is categorized into types like English for Science and Technology, English for Business and Economics, and English for Social Studies. These are further divided into English for Academic Purposes and English for Occupational Purposes. While the distinction between EAP and EOP is not precise, EAP generally focuses on study skills and EOP on job communication skills.

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195 views15 pages

03 ESP Characteristics

ESP has absolute characteristics that define it, including meeting learners' specific needs and using the language, skills and genres of the relevant discipline. It also has variable characteristics, such as sometimes being designed for a specific discipline or level. ESP focuses on teaching language in relation to learners' fields or occupations. It is categorized into types like English for Science and Technology, English for Business and Economics, and English for Social Studies. These are further divided into English for Academic Purposes and English for Occupational Purposes. While the distinction between EAP and EOP is not precise, EAP generally focuses on study skills and EOP on job communication skills.

Uploaded by

Alvin Gacer
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ESP

CHARACTERISTICS
• ESP is a recognizable activity of English Language
Teaching (ELT) with some specific characteristics.
Dudley-Evans and St. Johns (1998) tried to apply a
series of characteristics, some absolute and some
variable, to outline the major features of ESP.
ABSOLUTE CHARACTERISTICS

1. ESP is defined to meet specific needs of the learners.


2. ESP make use of underlying methodology and activities of
the discipline it serves.
3. ESP is centered on the language (grammar, lexis, register),
skills, discourse and genre appropriate to these activities.
VARIABLE CHARACTERISTICS

1. ESP may be related to or designed for specific discipline.


2. ESP may use, in specific teaching situations, a different
methodology from that of General English.
3. ESP is likely to be designed for adult learners, either at a
tertiary level institutions or in a professional work
situations. It could, however, be for learners at secondary
school levels.
4. ESP is generally designed for intermediate or advanced students. Most ESP
courses assume some basic knowledge systems, but it can be used with
beginners. - (Dudley-Evans and St. John, 1998:4)
• It is obvious that the absolute characteristics are specific to ESP because
learners’ needs are of central importance when designing language
activities. Concerning the variable features, ESP courses can be designed for a
specific group using definite teaching methodology, nevertheless, all learners’
categories and disciplines can be concerned with ESP. For that reason ESP
should be seen simply as an ‘’approach’’ to teaching, or what Dudley-Evans
and St. John illustrate as an “attitude of mind”.
• Similarly, Hutchinson and Waters (1987: 19) stated that, “ESP
should properly be seen not as any particular language product
but as an approach to language teaching in which all decisions as
to content and method are based on the learners’ reason for
learning.”
• In the course of the statement's suggested below great similitude
is noticed between ESP and General English Purposes (EGP) as
teaching approaches knowing that each methodology is set up to
fulfill specific social requirements. So in what term are they
different?
TYPES OF ESP

• Different types are proposed by the linguists; the present


study relies on Hutchinson and Water’s subdivision . In 1987,
they rooted one of the most well-known and useful
theories regarding English language teaching branches with
the “Tree of ELT”, in which they divide into three types:
TYPES OF ESP

1.English for Science and Technology (EST)


2.English for Business and Economics (EBE)
3.English for Social Studies (ESS)
• Each types concerned with specific field of scientific
knowledge as technology, business and economy or the
social fields in general: with its various and large amount of
human sciences studies.
• Additionally, each of these is divided into further sub-
branches:
SUB-BRANCHES
• English for Academic Purposes (EAP)
• English for Occupational Purposes (EOP)
An example of EOP for the ESS branch is “English for
Psychology”.
An example of EAP for the ESS branch is “English for
Teaching”.
EAP VS EOP

• Hutchinson and Water’s admitted that there is not a precise


distinction between EAP and EOP.
People can work and study simultaneously; it is also likely that
in many cases the language learnt for immediate use in a
study environment will be used later when the student takes
up, or returns a job. (Hutchinson and Waters, 1987: 16)
• However, the distinction can be made in the sphere
of convenience. Courses in English for Occupational
Purposes (EOP) train individuals to perform on the
job, using English to communicate. This type of course
would be useful for the training of lawyers for
instance and administrative chiefs aiming at reaching a
proficiency level.
• On the other hand, English for Academic Purposes
(EAP) is applied for common core elements also
known as “study skills”. The basically consist of
writing academic texts, taking notes and observations,
listening to formal academic discourses and making
presentations.
• Through this clarification it is noticed that both the
academic and occupational domains are concerned
with teaching ESP, but the main question that should
be answered is: where does ELP stand?
End of the Report!!

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