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ESPEnglish for Speci c

Purpose

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I. Development

The Story of the City of ELT The city was surrounded y the high

mountains which were inha ited yilliterate and savage tri es calledScientists! "usinessmen and Engineers.People in the City of ELT ecame restlessand egan to venture into the landeyond mountains. # ESP ! $utchinsonand %aters&

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World War II immigrants, refugees andforeign

Knowledge ExplosionWorld Economy , oil rich countries, developedcountries

Lingua Franca

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Development #continued& ' revolution in linguistics and Learning

Psychology (rom semantics to pragmatics

Learning #Psychology& (ocus on the learner ESP)s history

The concept of special language* register analysis Target situation analysis S+ills and strategies ' learning,centered approach

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The Meaning of the Word'Special' in ESP

special languageor

speciali-ed aim

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ESP as an 'pproach ESP is not a matter of teaching

speciali-ed varieties/ of English. ESP is not di0erent in +ind from any

other form of language teaching. ESP is not 1ust a matter of Science wordsand grammar for Scientists! $otel wordsand grammar for $otel sta0 and so on.

ESP is an approach to language learning!which is ased on learner need. %hy does this learner need to learn a

foreign language2

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' solute and 3aria leCharacteristics of ESPDudley,Evans and St. 4ohn #5667& StrevensAbsolute characteristics: designed to meet speci ed needs of the learner8

related in content #i.e. in its themes and topics& toparticular disciplines! occupations and activities8

centered on the language appropriate to thoseactivities in synta9! le9is! discourse!semantics!

etc.! and analysis of this discourse8 in contrast with :eneral English..

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Dudley,Evans) Concepts

ESP is de ned to meet speci c needsof the learner8

ESP ma+es use of the underlyingmethodology and activities of thediscipline it serves8

ESP is centred on the language#grammar! le9is! register&! s+ills!discourse and genres appropriate tothese activities.

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(#udl$, 1 ! & ESP may use! in speci c teaching situations! a

di0erent methodology from that of generalEnglish8

ESP is li+ely to e designed for adult learners!either at a tertiary level institution or in aprofessional wor+ situation. It could! however! efor learners at secondary school level8

;ost ESP courses assume some asic +nowledgeof the language system! ut it can e used witheginners.

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T$pes of ESP

David Carter #567

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aracter st cs o%ourses

Carter #567

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?eeds 'nalysis Target situation analysis framewor+

%hy is the language needed2 #for study! forwor+2&

$ow will the language e used2 #spea+ing2 (ace to

face2 lectures2& %hat will e the content areas e2 #medicine!iology! commerce2&

%ho will the learner use the language with2#native spea+ers or non,native! e9pert orstudent2&

%here will the language e used2 #hotel! o@ce!li rary! meetings or a road2&

%hen will the language e used2 #freAuently!seldom! often2&

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Learning needs* ' framewor+ foranalysing learning needs %hy are the learners ta+ing the course2 $ow do the learners learn2 #their learning

ac+ground! what methodology2& %hat resources are availa le2 #teachers)

+nowledge! materials! aids! etc& %ho are the learners2 #age! su 1ect+nowledge! interest2&

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English for Specific Purpose

!o ma(e the courses relevant to learners0 needs !he Language for Specific urpose 1ovement!he ES approach concerns

a$ the need for Non2English +ac(ground students +$ the need for employment c$ the need for +usiness purpose

d$ the need for migrants

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'pproaches to CourseDesign

Language,centered course design Select theoretical views of language

S+ills,centered course design Target situation! s+ills to cope in target

situation Learning,centered design

Identify target situation! analy-elearning situation

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Course Design Some Auestions*

%hy does the student need to learn2 %ho is going to e involved in the process2 #students!

teachers! sponsors! etc.& %here is the learning to ta+e place2

%hen is the learning to ta+e place2 %hat does the student need to learn2 To identify the di0erence etween language description and

learning theory Language description* classical grammar! structural

linguistics! transformational generative grammar! functional

grammar! language variation and register analysis! discourseanalysis Learning theories* Learning as ha it formation! thin+ing as

rule,governed activity! cognitive code #learners as thin+ingeings&! a0ective factor #learners as emotional eings!incentives and motivations&

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Needs analysis in ES

1un+y0s Systematic 3pproach"

Needs 3nalysis in ES /ourse .esign and

!wo .imensions of Needs 3nalysis"#a$ Specification for the !arget2Level

#+$ !urning the Information into an ES Sylla+us

Be careful about di erence between &eeds Wants

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Evaluation Learner assessment

Placement tests 'chievement tests #s+ill test or +nowledge

test& Pro ciency tests #to use the language in real,

life situation& Course evaluation

;aterials Teaching and learning techniAues 'dministrative arrangement Testing

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