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Outline:
Abstract
Growth of ESP
What is ESP
The origin of ESP
Key notions about ESP
Characteristics of ESP
Types of ESP
How general English is different from ESP
Need analysis
Principles of need analysis
Vocabulary word
Lesson plans
Conclusion & reference
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Abstract:
As English became the accepted international language of technology
and commerce, new learners who knew specifically why they need English
were created. The language teaching professions had to develop courses
to fulfill those learners’ needs. Also focus on the learners’ needs became
equally paramount as the methods employed to disseminate linguistic
knowledge. Designing specific courses to better meet these individual
needs was a natural extension of this thinking and one of the specific
courses is ESP. Here my aim is to teach the vocabulary words in a specific
area and for these purposes to make the lesson plans and then teach
those words. At the end tries tries focus on the importance of ESP.
Growth of ESP:
From the early 1960's, English for Specific Purposes (ESP) has
grown to become one of the most prominent areas of EFL teaching today.
Its development is reflected in the increasing number of universities offering
an MA in ESP (e.g. The University of Birmingham, and Aston University in
the UK) and in the number of ESP courses offered to overseas students in
English speaking countries. There is now a well-established international
journal dedicated to ESP discussion, "English for Specific Purposes: An
international journal", and the ESP SIG groups of the IATEFL and TESOL
are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite
growth over the past few years. In particular, increased interest has been
spurred as a result of the Mombusho's decision in 1994 to largely hand
over control of university curriculums to the universities themselves. This
has led to a rapid growth in English courses aimed at specific disciplines,
e.g. English for Chemists, in place of the more traditional 'General English'
courses. The ESP community in Japan has also become more defined,
with the JACET ESP SIG set up in 1996 (currently with 28 members) and
the JALT N-SIG to be formed shortly. Finally, on November 8th this year
the ESP community came together as a whole at the first Japan
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Conference on English for Specific Purposes, held on the campus of Aizu
University, Fukushima Prefecture.
What is ESP?
As described above, ESP has had a relatively long time to mature and so
we would expect the ESP community to have a clear idea about what ESP
means. Strangely, however, this does not seem to be the case. At the
Japan Conference on ESP also, clear differences in how people interpreted
the meaning of ESP could be seen. Some people described ESP as simply
being the teaching of English for any purpose that could be specified.
Others, however, were more precise, describing it as the teaching of
English used in academic studies or the teaching of English for vocational
or professional purposes.
At the conference, guests were honored to have as the main speaker,
Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very
aware of the current confusion amongst the ESP community in Japan,
Dudley-Evans set out in his one hour speech to clarify the meaning of ESP,
giving an extended definition of ESP in terms of 'absolute' and 'variable'
characteristics (see below).
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the
discipline it serves
3. ESP is centered on the language appropriate to these activities in terms
of grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology
from that of General English
3. 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
4. ESP is generally designed for intermediate or advanced students.
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5. Most ESP courses assume some basic knowledge of the language
systems
Hutchinson and Waters (1987) note those two key historical periods
breathed life into ESP. First, the end of the Second World War brought with
it an " ... age of enormous and unprecedented expansion in scientific,
technical and economic activity on an international scale · for various
reasons, most notably the economic power of the United States in the post-
war world, the role [of international language] fell to English" (p. 6). Second,
the Oil Crisis of the early 1970s resulted in Western money and knowledge
flowing into the oil-rich countries. The language of this knowledge became
English.
The general effect of all this development was to exert pressure on the
language teaching profession to deliver the required goods. Whereas
English had previously decided its own destiny, it now became subject to
the wishes, needs and demands of people other than language teachers
(Hutchinson & Waters, 1987, p.7).
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The second key reason cited as having a tremendous impact on the
emergence of ESP was a revolution in linguistics. Whereas traditional
linguists set out to describe the features of language, revolutionary
pioneers in linguistics began to focus on the ways in which language is
used in real communication. Hutchinson and Waters (1987) point out that
one significant discovery was in the ways that spoken and written English
vary. In other words, given the particular context in which English is used,
the variant of English will change. This idea was taken one step farther. If
language in different situations varies, then tailoring language instruction to
meet the needs of learners in specific contexts is also possible. Hence, in
the late 1960s and the early 1970s there were many attempts to describe
English for Science and Technology (EST). Hutchinson and Waters (1987)
identify Ewer and Laborer, Swales, Selinker and Trimble as a few of the
prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced
the emergence of ESP has less to do with linguistics and everything to do
psychology. Rather than simply focus on the method of language delivery,
more attention was given to the ways in which learners acquire language
and the differences in the ways language is acquired. Learners were seen
to employ different learning strategies, use different skills, enter with
different learning schemata, and be motivated by different needs and
interests. Therefore, focus on the learners' needs became equally
paramount as the methods employed to disseminate linguistic knowledge.
Designing specific courses to better meet these individual needs was a
natural extension of this thinking. To this day, the catchword in ESL circles
is learner-centered or learning-centered.
In this discussion, four key notions will be discussed. They are as follows:
a) the distinctions between the absolute and variable characteristics of
ESP, b) types of ESP, c) characteristics of ESP courses, and d) the
meaning of the word 'special' in ESP.
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characteristics. Strevens' (1988) definition makes a distinction between four
absolute and two variable characteristics:
I. Absolute characteristics:
Anthony (1997) notes that there has been considerable recent debate
about what ESP means despite the fact that it is an approach which has
been widely used over the last three decades. At a 1997 Japan Conference
on ESP, Dudley-Evans offered a modified definition. The revised definition
he and St. John postulate is as follows:
I. Absolute Characteristics
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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
system, but it can be used with beginners (1998, pp. 4-5).
Dudley-Evans and St. John have removed the absolute characteristic that
'ESP is in contrast with General English' and added more variable
characteristics. They assert that ESP is not necessarily related to a specific
discipline. Furthermore, ESP is likely to be used with adult learners
although it could be used with young adults in a secondary school setting.
Types of ESP
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communicate effectively in novel situation, or in contexts outside the
vocational environment.
The second type of ESP identified by Carter (1983) is English for Academic
and Occupational Purposes. In the 'Tree of ELT' (Hutchinson & Waters,
1987), ESP is broken down into three branches: a) English for Science and
Technology (EST), b) English for Business and Economics (EBE), and c)
English for Social Studies (ESS). Each of these subject areas is further
divided into two branches: English for Academic Purposes (EAP) and
English for Occupational Purposes (EOP). An example of EOP for the EST
branch is 'English for Technicians' whereas an example of EAP for the EST
branch is 'English for Medical Studies'.
The third and final type of ESP identified by Carter (1983) is English with
specific topics. Carter notes that it is only here where emphasis shifts from
purpose to topic. This type of ESP is uniquely concerned with anticipated
future English needs of, for example, scientists requiring English for
postgraduate reading studies, attending conferences or working in foreign
institutions. However, I argue that this is not a separate type of ESP.
Rather it is an integral component of ESP courses or programs which focus
on situational language. This situational language has been determined
based on the interpretation of results from needs analysis of authentic
language used in target workplace settings.
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courses: a) authentic material, b) purpose-related orientation, and c) self-
direction.
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The Meaning of the Word 'Special' in ESP
The only practical way in which we can understand the notion of special
language is as a restricted repertoire of words and expressions selected
from the whole language because that restricted repertoire covers every
requirement within a well-defined context, task or vocation (p. 4).
On the other hand, a specialized aim refers to the purpose for which
learners learn a language, not the nature of the language they learn
(Mackay & Mountford, 1978). Consequently, the focus of the word 'special'
in ESP ought to be on the purpose for which learners learn and not on the
specific jargon or registers they learn.
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and importance of English for the undergraduate students in Pakistani
institutions.
In many contexts it has been felt that students require adequate English
language skills in order for them to cope with the academic demands of
their study programmed. Hence a course of English for Academic Purposes
(EAP) is designed and taught to them. Such a course includes the teaching
of such skills as critical thinking, critical reading, listening for global and
specific comprehension (e.g. lectures, talks, announcements, etc), writing
essays, terms papers, critical analysis, reports, participation in group
discussions, making oral presentations, etc.
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How ESP is different from general English?
The most important difference lies in the learners and their purposes
for learning English. One can add to it by saying that ESP concentrates
more on language in context than on teaching grammar and language
structures. It covers subjects varying from accounting or computer science
to tourism and business management. In some cases, people with
inadequate proficiency in English need to be taught to handle specific jobs.
In such cases English is taught for specific purposes so that the concerned
employees can perform their job requirements efficiently. However, English
for Specific Purposes (ESP) has a wide scope and superimposes other
nomenclatures such as EOP and EAP. An article on ESP available on the
Internet says: ESP (English for Specific Purposes) course aims are
determined by the needs of a specific group of learners. ESP is often
divided into EAP (English for Academic Purposes) and EOP (English for
Occupational Purposes). Further sub-divisions of EOP are sometimes
made into business English, professional English (e.g. English for doctors,
lawyers) and vocational English (e.g. English for tourism, nursing, aviation,
and brick-laying).
Learners in the ESP classes are usually adults who are generally
aware of the purposes for which they will need to use English.
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Needs Analysis:
This is the requirements definition part of the problem. We use
whatever it takes to ferret out the needs of you and your users. Interviews,
questionnaires, and prototyping are some of the most successful methods.
These methods will include object methodology as it applies. During this
phase we'll also determine the best platform and operating system for
satisfying your needs.
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User’s need based requirements are complex and can conflict
User’s need based requirements build a bridge from the business
case to the design
User’s need based requirements help to identify trade-offs that need
to happen in the design process (i.e. where a design cannot resolve
the user’s need based requirement conflicts)
User’s need based requirements are there to unify the multi-
disciplinary design team; enabling them to meet their business case.
Formulate and ask questions to do with the business plan that
provide an indication of the human aspects of the system, including
the relative merit of functionality.
Always express these findings from the user’s perspective.
Cross-relate these requirements to each other and to the imp actors
on the activity.
Allocate sufficient time during the development process to check and
validate your user’s need based requirements.
Ensure that all users’ need based requirements are derived as low
level user requirements before being transposed into system
requirements.
Word your requirements precisely and ensure that you cover all
categories of human-related requirements.
Create test statements to validate the user’s need based
requirements, the concept and the implementation
Prior to freezing your design, validate your user’s need based
requirements with users
Accept that there still may be contradictory requirements
Understand the nuances of the requirements and ensure that these
are reflected in the precise wording of the requirements
Keep asking your users until you have a true understanding of their
requirements
Elegant design can only be created from understanding the nuances
of the requirements
Vocabulary words:
I have selected following vocabulary words related to the field of we
ecology which is branch of biology which deals with the study of
environment,
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1. abyssal
2. aerial
3. alliance
4. alternative energy
5. anthropogenic
6. arboreal
7. association
8. bioclimatic
9. biodegradable
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10. biodiversity
11. biome
12. bionomics
1. the branch of biology concerned with the relations between
organisms and their environment
13. climax
14. colonize
15. community
16. competition
17. desertification
18. disforest
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19. dispersion
20. doe
21. dominance
22. ecology
23. ecosystem
24. ecoterrorism
25. ecotourism
26. intertidal
27. intolerant
28. lacustrine
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29. lentic
30. limnology
The scientific study of bodies of fresh water for their biological and
physical and geological properties
31. litter
32. littoral
33. lotic
35. Opportunistic
36. Ordination
37. Overturn
38. Ozone
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A colorless gas (O3) soluble in alkalis and cold water; a strong
oxidizing agent; can be produced by electric discharge in oxygen or
by the action of ultraviolet radiation on oxygen in the stratosphere
(where it acts as a screen for ultraviolet radiation)
41. Ozonosphere
42. Preservationist
43. Productivity
44. Provincialism
A lack of sophistication
45. Pyrogenic
46. Timberline
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47. Tolerance
48. Tolerant
49. Trophic
Of or relating to nutrition
50. Sublittoral
Lesson Plans:
To teach these vocabulary words, I have made two lesson plans.
These are,
Lesson plan 1:
Class:
Bsc (zoology/ botony/ chemistry)
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Presentation:
25 vocabulary words related to ecology, their meanings and details
Time Frame:
Total time = 45 minutes
Lesson plan 2:
Class:
Bsc (zoology/ botony/ chemistry)
Presentation:
Next 25 vocabulary words related to ecology, their meanings and details
Time Frame:
Total time = 60 minutes
Production:
An activity based on short questions
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Feed back of the students:
To check the feedback of the students I have asked following
questions from them.
The students have answered the above questions and I have represent
their feedback in following chart,
100
80
percentage
60
yes
40 no
20
0
Q1 Q2 Q3 Q4 Q5 Q6
Questions
Conclusion:
According to my conclusion if one is going to teach courses of English
(or any other language for that matter) for specific purposes, one
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Should be clear just how the notions English (or language) and purpose
Are to be defined, and what exactly it means to be specific. I do not think,
on the whole, that these matters have been given the consideration they
deserve. There has been a good deal of attention given to the description
of areas of language use and the needs of learners, but much less
attention given to the crucial prior question of what exactly it is that is being
described. There are those who talk of the lack of research in ESP as if this
were simply a matter of amassing quantities of data about the superficial
features of varieties of language use without enquiring into what the nature
of language use might be. There are others who insist on the importance
Of needs analysis without investigating the educational implications
Of such insistence.
References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes:
A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A
learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific
Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2,
297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M.
Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language
Centre.
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