I Made Sujana - ESP - Competency#2 Basic Concepts of ESP

BASIC CONCEPTS IN TEFL USING AN ESP APPROACH Indicator 1: Explain the rationales of using an ESP approach  Indicator 2: Explain various definitions of ESP  Indicator 3: Explain the emergence of ESP  Indicator 4: Explain the concepts of ‘knowing a language’ in relation to ESP design  Indicator 5: Explain various roles of ESP teachers 

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WHY ESP?  Development of ELT ▪ How to teach  What to teach  Criticism to the form of teaching available ▪ Much time and effort spent to learn material not learner’s primary concern. ▪ The learner is not given materials suitable for his primary concern (gaps of knowledge). ▪ Teachers’ attitudes to other subject matter.

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Hutchinson & Waters (1993)  An approach of ELT based on designing courses to

meet learners’ needs.

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Streven (1988) He defines ESP by identifying absolute and variables characteristics.  Absolute characteristics (Working definition of ESP): ▪ Designed to meet learner’s specified needs of the learner; ▪ Related in content (i.e. in its theme and topics) to particular disciplines, occupation, and activities; ▪ Centered on language appropriate to those activities. ▪ In contrast with “General English”.  Variable characteristics. ESP may be, but not necessarily: ▪ Restricted as to the language skills to be learnt (e.g. speaking only, etc.) ▪ Not taught according to any pre-ordained methodology (i.e. ESP is not restricted to any particular methodology).

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Claims made by ESP:  ESP, being focused on learner’s needs, wastes no

time;  ESP is perceived as relevant by the learner;  ESP is successful in imparting learning;  ESP is more cost-effective than General English.

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Dudley-Evans & St. John (1998)  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 serve; ▪ ESP is centered on the language ( grammar, lexis, register), skills, discourse and genre appropriate to these activities.

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Dudley-Evans & St. John (1998)  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 serve; ▪ ESP is centered on the language ( grammar, lexis, register), skills, discourse and genre appropriate to these activities.

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 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 English; ▪ ESP is likely designed for adult learners, either at tertiary level institution or in a professional work situation; However, it could be for learners at secondary school level; ▪ ESP generally designed for intermediate or advanced level; ▪ Most ESP courses assume some basic knowledge of the language system

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▪ Carter (1983) identifies three types of ESP: ▪English as restricted language (e.g. language use by air traffic controller) ▪English for Academic and Occupational Purposes ▪English with specific topics.

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Why is it nessecary to apply an ESP approach in ELT? What are the similarities of the definitions given by different experts? What are their differences? Explain the tree of ELT proposed by Hutchinson and Waters (1993).

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PHENOMENA FOR THE EMERGENCE OF ESP  The Demand of a Brave New World  Expansion in technology and commerce that

needs an international language.

 A Revolution in Linguistics  Shift attention from formal features to real

communication.

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 STRUCTURAL APPROACH

 COMMUNICATIVE APPROACH

 focus on forms and

 focus on meaning *)

structure  teacher directed  work on sentence levels

 learner-centered  work with larger unit of

discourse

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*) Meanings are related to context of situations:  Linguistic and extra-linguistic aspects.  Sociolinguistic situation (i.e. who, to whom, for what purpose, at what time, in what setting, on what occasion the language is used).

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Phenomena ….(cont.)  The New Development in Educational Psychology  Learner’s need and attitude to learning

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KNOWING A LANGUAGE?  Knowing a sufficient amount of the element of the language AND knowing how to use the elements for communication (use it in

accordance with needs and context). How does definition above relate to the teaching English using an ESP approach?

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HISTORICAL PERSPECTIVES OF ESP 

Phase I (1960s – 1970s) 

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Phase II (1970s – early 1980s) 

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Analysis of organization and functions of entire discourse (spoken or written) at a number of levels.

Phase III    

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Extensive analyses of lexical and grammatical features of academic and professional register.

Systematic analyses of target situation: Communication purpose of speaking The setting for the language use Mode of communication

Phase IV 

Analyses of strategies (learning situation) to acquire the target language.

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THE ROLES OF ESP TEACHERS Five Key Roles of for ESP Teachers/Practitioners (Dudley-Evans and St John (1998):     

Teacher Course Designer and Material Provider Collaborator Researcher Evaluator

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Three problems may arise when dealing with the ESP teachers:  The lack of an orthodoxy to provide a ready-

made guide  What authentic materials are  No clear guidelines

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Three problems … (cont.)  The new realms of knowledge the ESP teacher

has to know 

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Does the content of ESP materials need to be highly specialized? Why do so many teachers find it difficult to comprehend ESP subject matter? 

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Separation between Humanities and Science in education Tendency to teach easier materials or subjects Little effort to retrain teachers Too much expectation

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Three problems … (cont.)  What kinds of knowledge are required by the ESP teachers?  Positive attitude toward the ESP content  Knowledge of fundamental principles of the subject matter  Awareness of how much they have probably already known

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Refection (3):  What motivate the emergence of ESP?  How is “knowing language” defined?  How does this definition relate to teaching

English using an ESP approach?  What are the roles of ESP practitioners/ teachers?

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