Developments

in English for specific

purposes: A multi-
disciplinary approach
English for specific and academic purposes

Violeta Velimirović, 435112/2017

UNIVERZITET SINGIDUNUM
DEPARTMAN ZA MASTER STUDIJE
What is English for specific purposes (ESP)?

•ESP is “an approach to language learning based on the learner need.”

( Hutchinson and Waters (1987, p. 19)
• ESP may be related to, or designed for, specific disciplines.
• It is usually applied when the learners are adults with specific needs.
• ESP may use, in specific teaching situations, a different methodology
from that of General English.
• Most ESP courses assume some basic knowledge of the language
system.
Classification of ESP

Developments in English for Specific Purposes: A Multi-Disciplinary Approach

By Tony Dudley-Evans, Maggie Jo St John, Maggie Jo Saint John, Cambridge University Press 1998
 ESP methodology

Richards and Rogers, 2001; Nunan, 2004

Teaching ESP means…
• Designing the course, the choice and/or preparation of teaching
materials.
• Carrying out analyses of the students’ needs, target situation and
discourse;
• Providing an evaluation of the students’ progress and an evaluation of
the course
But…
• The role of the teacher extends beyond the basic teaching..
• Extensive knowledge is a requirement.
• The teacher is not the primary knower of the content.
Motivate the unmotivated

Although the learners’ main field of study provides a meaningful

context for language use and they approach the study of English
through a field that is already known and relevant to them, we must
expect some difficulties in the process. (ex. learning business
vocabulary)
Continued…
• Course takers are usually busy and employed adults, future or real
professionals.
• Some of them are only there because of the company’s needs not their
own.
• By the time they reach the course they are tired and lack
concentration and motivation.
• Pronunciation of certain vocabulary words borrowed from other
languages had always been an issue.
• (ex. entrepreneur)
So, what can we do?

• Make it personal. Act according the learners’ needs.

• Shift the mode from obligation to pleasant experience.
• Make them feel unwinded and comfortable.
The multi-disciplinary aspect of ESP
• It is based on the need to engage with other disciplines in teaching
and the reliance on the insights of researches in these disciplines.
• The used material states its arguments in the particular field.
• There is a necessity to understand claims, arguments, ways of
conduct, etc.
• Using a multi-disciplinary approach enables learners to see the
connections required to make more linkages between subjects and
disciplines.
• It is not static in its nature.
“Teachers who emphasize a multidisciplinary approach usually keep the content of each
subject intact, but they unite disciplines by organizing the curriculum around complex
concepts, questions, themes, problems, or projects to capitalize on connections” (Akins &
Akerson; Mansilla, iller, & Gardner, 2000; Ross & Frey, 2002
Why ESP?

• It resulted from the general development of the world economy and

globalization.
• Contributing factors: the development of science and technology, the
use of English as an international business language, the ever-growing
number of international students (and the pivotal role of the
universities from English speaking countries in this exchange).
• Necessity of communication and cooperation with foreign colleagues,
specialists and experts.
Business English as the most prominent form
of ESP

• In the era of rapid and increasing economic globalization the

necessity for teaching BE cannot be disputed.
• English is the global language and has become a highly sought after
skill for both employees and employers.
• It is taught as an academic curriculum and as a part of corporate
teaching where focus is a direct result of learners’ needs.
• It is multi-disciplinary in teaching and it has balanced aim of
combining language and business skills.
Case study – student mastering PR
• Course material: conference presentations, emails, meeting agendas,
crisis management strategies, etc.
• Focus: vocabulary and business communication .
• Hands-on approach, spontaneous discussions, extensive note-taking,
creating material to be used directly in the presentation, panel
discussion simulation.
• Assessment: real-life situation simulation
Literature and references
• Hyland, Ken. (2000). Developments in English for specific purposes: a multi-disciplinary approach; Tony Dudley-Evans
and Maggie-Jo St John. Cambridge, Cambridge University Press, 1998, 301 pp.. English for Specific Purposes - ENGL
SPECIF PURP. 19. 297-300. 10.1016/S0889-4906(99)00026-5.
• Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge
University Press.
• Ahmed, Mohammad. (2014). The ESP Teacher: Issues, Tasks and Challenges. English for Specific Purposes World. 15.
• Donesch-Jezo, Ewa. (2012). English for Specific Purposes: What does it mean and why is it different from teaching
General English?.
• Pleșca, Galina. (2016). The Essence of English for Specific Purposes.