English For Specific Purpose (ESP)

1.    ESP is as an approach not as a product. Furthermore, ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Therefore, it can be viewed that ESP means an approach to language learning, which is based on learner need. The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language? From this question will flow a whole host of further questions,  some of which will relate to the learners themselves, some to the nature of the language the learners will need to operate, some to the given learning context. But this whole analysis derives from an initial identified need on the part of the learner to learn a language. Therefore, ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning. Besides, ESP is the performance of techniques and strategies. ESP is the substance in language teaching. ESP encourage students to grow the desire to learn a language which is not a force, but the desire was based on the desire of the students themselves who want to learn the language. Hence, ESP should properly be viewed not as any particular language product but as an approach to language teaching which is directed by specific and apparent reasons for learning.

2.    Characteristics of ESP

Tony Dudley-Evans and Maggie Jo St John  (1998) divided characteristic features of

ESP in two groups :

a.    absolute characteristics

ESP is defined to meet specific needs of the learner

ESP makes use of the underlying methodology and activities of the discipline it serves

ESP is centered on the language (grammar, lexis, register), skills, discourse and

genres appropriate to these activities

b.    variable characteristics

·         ESP may be related to or designed for specific disciplines

·         ESP may use, in specific teaching situations, a different  methodology from that of general English

·         ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation

·         ESP is generally designed for intermediate or advanced students

·         Most ESP courses assume some basic knowledge of  the language system, but it can be used with beginners

(Dudley-Evans, 1998).

Some features of ESP courses

a.    Organzing course

To achieve a satisfactory goal, ESP course is to be effectively and consequently organized considering the following factors according to (Hutchinson and Waters, 1992 : 19- 23)

1.The answer to the following questions is a crucial aspect to get ‘language description’ :

1-What topic areas will need to be covered?

2-What does the student need to learn?

3-What aspects of language will be needed  and how will they be described?......etc.

2.The way learning is achieved

it is natural that learning strategies vary and corresponds with learners´ groups, their age, level or reason they study.T he way adults acquire language is different from  children, the group of advanced expects different attitude from beginners and teachers determine which aspects of ESP learning will be focused on  to meet learners´ needs and expectations successfully.

3.’Needs analysis’

It relates to learner´s surrounding and discusses the questions of ´who´, ´why´,

´where´ and ´when´ connected with the nature of particular target and learning situation.

b.    Selecting material

Good materials should help the teacher in organizing the course. Materials also are a kind of teacher reflection, ‘they should truly reflect what you think and feel about the learning process’ (Hutchinson and Waters, 1992, : 107).

Good material should be based on various interesting texts and activities providing a

wide range of skills. ‘Teaching materials are tools that can be figuratively cut up into component pieces and then rearranged to suite the needs, abilities, and interests of the students in the course.’ (Graves, 1999, : 27).

Materials should also function as a link between already learnt ‘existing knowledge’

and new information. (Hutchinson and Waters, 1992).

c.    Types of activities with text

In ESP, text can be a source of new vocabulary or reading skills. Text should be consistent with studying subject matter.  Some activities are also suggested to achieve the learning goals( Harmer, 1991: 188 )  like warm up activities, receptive activates, productive activates, follow-up activities.

3.    Wallace

suggests those main  a criteria : ( which can be applied on selecting (EGP).

Adequacy - should be at the appropriate language, age level.

Motivation - should present content which is interesting and motivating for students work.

Sequence - it is important if there is some relation to previous texts, activities, topics not to miss the sense of a lesson.

Diversity - should lead to a range of  classroom activities, be a vehicle for teaching specific language structure and vocabulary and promote reading strategies.

Acceptability - it should accept different cultural customs or taboos.

‘Materials provide a stimulus to learning. Good materials do not teach : they  encourage learners to learn.’ (Hutchinson and Waters,1992 : 107 ).