English for Specific Purposes Dr HsiuHui Su Patricia

English for Specific Purposes Dr. Hsiu-Hui Su (Patricia) Feb. 2012

Introduction ESP vs. ELT ¡ ESP vs. EGP ¡ ESP- with practical outcomes/ needs analysis/ text analysis ¡

What is ESP? It is an approach, not a product. ¡ It does not involve a particular kind of language, teaching material of methodology (Hutchinson and Waters, 1987). ¡ ESP course is designed to meet specified needs of the learners. ¡ It is related in content to particular disciplines, occupations. ¡

What is ESP? It is centered on language appropriate to those activities in syntax, lexis, discourse (Strevens’, 1988). ¡ Goal-directed ¡ Courses with a limited time period, which objectives have to be achieved (Robinson, 1991). ¡

What is ESP? ". . . now there is a need for a wider view that focuses less on differences and more on what various specialisms have in common. . . " (Hutchinson & Waters, 1987: 19)

What is ESP? "ESP should properly be seen not as any particular language product but as an approach to language teaching and learning which is directed by specific and apparent reasons for learning. " (Hutchinson & Waters, 1987: 19)

The History of ESP (1960 s‐ 1970 s) A product‐based approach "It is perfectly possible to find out just what English is used in the operation of power stations in India: once this has been observed, recorded analyzed, a teaching course to impart such language behavior can at last be devised with confidence and certainty. " (Halliday et. al, 1964: 190)

The History of ESP (1980 s‐ 1990 s) A learner‐centered approach ". . . now there is a need for a wider view that focuses less on differences and more on what various specialisms have in common. . . " (Hutchinson & Waters, 1987: 19)

The History of ESP (1980 s‐ 1990 s) A learner‐centered approach "ESP should properly be seen not as any particular language product but as an approach to language teaching and learning which is directed by specific and apparent reasons for learning. " (Hutchinson & Waters, 1987: 19)

The History of ESP (1990 s‐ 2000 s) A return to specificity (in highly complex genres) "ESP must involve teaching the literacy skills which are appropriate to the purposes and understandings of particular academic and professional communities. " (Hyland, 2002: 385)

The History of ESP (today) ¡ ¡ ¡ ESP that focuses primarily on specific language, skills, and genres of particular disciplines (Hyland, 2002; 2004; 2008) ESP that is (should be? ) closely connected to the teaching of the subject itself (Paltridge, 2009) ESP that integrates discursive competence, disciplinary knowledge and professional practice (Bhatia, 2011)

ESP classification by experience (taken from Robinson, 1991: 3 -4) ESP Occupational (EOP) EGP Academic (EAP) Pre-experience Simultaneous Post-experience Discipline-based School-subject (In-service) Pre-study Independent In-study Integrated

ESP Classification by professional area ESP: English for Specific Purposes EAP: English for Academic Purposes EOP: English for Occupational Purposes EST: English EMP: English ELP: English EMFE: English for (Academic) Science and Technology for (Academic) Medicine Purposes for (Academic) Legal Purposes for Management Finance and Economics 13

ESP Classification by professional area EOP: English for Occupational Purposes EPP: English for Professional Purposes EMP: English for Medical Purposes EBP: English for Business Purposes EVP: English for Vocational Purposes PVE: Pre-Vocational English (adapted from Dudley-Evens and St John, 1998: 6) 14

English for Vocational Purposes (EVP) Vocational English: language of training for specific trades or occupations ¡ Pre-Vocational English: finding a job and interview skills. ¡

The ESP Specificity Continuum General ESP (academic listening, note‐taking, logical structures, visualizing data) ¡ 'Wide Angle' ESP (research article writing, presentations) ¡ 'Narrow Angle' ESP (nuclear physics terminology, reactor safety manuals) ¡

Definition and Characteristics of ESP u The participants have specific purposes and ambitions in academics, vocations, and scientific fields in ESP courses. (Robinson, 1980) 17

Definition and Characteristics of ESP (Dudley‐Evans, T. & St. John, M. J. , 1998: 4‐ 5) Absolute Characteristics ¡ 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 centered on the language (grammar, lexis, register), skills, discourse, and genres appropriate to these activities.

Definition and Characteristics of ESP (Dudley‐Evans, T. & St. John, M. J. , 1998: 4‐ 5) 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. It could, however, be for learners at secondary school level; ¡ ESP is generally designed for intermediate or advanced students. Most ESP courses assume some basic knowledge of the language systems, but it can be used with beginners.

Definition and Characteristics of ESP Absolute characteristics Learner needs for a specified design, thus, the content of an ESP curriculum is related to learners’ specific subjects, jobs, and activities. Variable characteristics ESP variable characteristics have reading limitations that can be included in the learning process Streven (1988) 20

The Origins and Development of ESP Sentence level Register analysis 1 Learningcentered approach Target situation analysis 2 3 Five stages of ESP development Hutchinson &Water’s (1987) 4 5 Learner skill and strategies 21

The Origins and Development of ESP Registe r analysi s Focused on basic sentence level grammar in scientific English was a trend based on particular forms. Sentence level The level beyond the basic sentence, including not only grammar, but involved discourse. Target situation Language competence, functions, and structures. analysis Learner skill and strategies Learning-centered approach Basics of language, and encourages engaging in discourse allows the extraction and control of information. Including social requirements foreign language knowledge and skills. 22

Advantages of ESP Being focused on the learner’s needs, it wastes no time; ¡ It is relevant to the learner; ¡ It is successful in imparting learning; ¡ It s more cost-effective than ‘General English’. (Strevens, 1988) ¡

Carrier content vs. real content In ESP, any teaching activity, whether its aim is to teach language or skills, is presented in a context. ¡ e. g. use the context of the life cycle of a plant to present the language. ¡

Carrier content vs. real content Life cycle of a plant---carrier content. ¡ Action in sequence/ process---real content ¡ e. g. : Use a table of statistics (carrier content) to teach the language of comparison (real content). ¡

Roles of the ESP practitioner ¡ ¡ ¡ Teacher (EGAP/EGBP): not a ‘primary knower’ of carrier content. T & S = partnership Course designer and materials provider: use textbook and supplementary material Researcher Collaborator: language teachers work with subject specialists(p. 16). Evaluator: test if students require language and skills

ESP as a multi-disciplinary activity The need and willingness to engage with other disciplines through teaching. ¡ The need and willingness to draw on the insights of researchers in other disciplines. ¡