Department of English Faculty of Modern Languages and Communication

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Department of EnglishFaculty of Modern Languages
and Communication

• B. A. (English Language)
• Semester II 2011/2012
• ESPTHEORY AND PRACTICE
• (BBI 3211)

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LSP ESP

• LSP Language for Specific Purposes
• ESP English for Specific Purposes
• E represents English language variety
• S gtgtgtSpecific context of language use
• P gtgtgtPurpose(s) for which the language is used
• ESP learning/teaching of English in/for
  context of use

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LSP ESP

• LSP ESP, MSP, FSP, SSP, JSP, etc.
• ESP EAP, EGP, EOP, EBP, EST, EEP, etc.
• EAP EGAP, ESAP, ERP, EWP, etc.
• EOP EGOP, ESOP, ETP, etc.
• Acronyms are common in ESP. Can be coined anew to
  specify context of use.
• Compare EBP vs. BE (Banking English)

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LSP ESP...

• The practice and theory of Language for Specific
  Purposes (LSP) focuses on (Bloor Bloor, 1986)
• a model of a theory of language and language
  learning/use
• linguistic competence comes from language in use
  in specific situations
• teaching-learning strategies that are
  incompatible with certain theories of language
  learning

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LSP ESP...

1. the observation that language can be learned in a
   variety of ways, but the use of language is
   learned in appropriate contexts
2. the understanding that learning a language
   involves much more than providing the optimum
   circumstances for acquisition and
3. the argument that teacher is responsible for
   teaching aspects of language use that must be
   taught even to native speakers i.e. cultural
   conventions and the system and uses of literacy.

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English as an international language

• lingua franca of many people in the world
• language of science, business and international
  relations (globalisation)
• main varieties American English, British
  English, Indian English, Australian English, etc.
• ENL/ESL/EFL contexts of use

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What is General English?

• traditional role as mark of educated person
• replaces Hebrew and Latin as language of
  scholarship
• taught as a school subject in many countries
• aims to develop general competence and capacity
  in the language
• does not refer to any particular variety
• classroom English, exam English, etc. in
  terms of purpose

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What is ESP?

• ESP almost by definition, is language in
  context (Robinson, 1991 20)
• ESP courses are justified primarily on the basis
  of learners communicative needs
• ESP courses are based on the analysis of the
  communicative needs of learners in context
• e.g. a course in EAP (English for Academic
  Purposes) for university students
• A course in EOP (English for Occupational
  Purposes) for workplace communication
• Language use needs in specific contexts

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How is ESP different?

• Major factors that characterise ESP
• Learners and their communicative needs
• ESP teacher plays many roles
• Texts are chosen to design relevant
  teaching-learning materials
• Language content is authentic
• Appropriate methodology relevant target context
  of language use

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Definitions of ESP

• Simple definition learning or teaching of
  language that is appropriate to the target
  context of use (see Robinson, 1991)
• Extended definition (difficult because ESP
  covers an infinite range of contexts and takes
  into account both absolute/fixed and
  variable/changing characteristics) will be
  attempted later

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Origins of ESP

• Three reasons often cited for the emergence of
  ESP
• Language use demands of a Brave New World
  (developing, sophisticated, globalising world)
• Revolution in linguistics, and
• Focus on the learner
• (Hutchinson Waters, 1987 Read Gatehouse,
  2001).

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Origins of ESP

• Demands of a post-war world
• Socioeconomic, scientific and technological
  developments
• Ascendance of superpowers and English as global
  language of knowledge, science, technology and
  business
• postcolonial contexts and identities need for
  English as a utilitarian language

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Origins of ESP

• Revolution in linguistics
• Varieties of language according to context of use
• Differences between spoken and written language
• Descriptions of language for science and
  technology (Ewer Latorre 1969 Barber 1962
  Trimble 1974 Swales 1971)
• Genre analysis (Swales 1990)

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Origins of ESP

• Orientation to Learners Needs
• Changes in focus in educational psychology
• Differences in the way individual learners learn
• Skills, strategies, styles, knowledge schemata
  and approaches to studying
• Learner interests, motivations and needs
• Learner factors as important as methodology

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Extended Definition of ESP

• Absolute characteristics of ESP
• ESP is designed to meet specific needs of the
  learner
• ESP makes use of the underlying methodology and
  activities of the discipline it serves
• ESP is centred on the language (grammar, lexis,
  and register), skills, discourse and genres
  appropriate to these activities.

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• Variable characteristics of ESP
• ESP may be related to or designed for specific
  disciplines or areas of work
• ESP may use, in specific teaching situations, a
  different methodology from that of General
  English
• ESP is likely to be designed for adult learners
  could also be used for learners at secondary
  school level
• ESP is generally designed for intermediate or
  advanced students but it can be used with
  beginners and, etc.

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Key Stages in ESP

• evaluation needs analysis
• assessment course design
• teaching-learning
• Stages in the ESP process theory (Dudley-Evans
  St John, 1998, p. 121)