Defining and classifying ESP

Patricia Lauría de Gentile M.A.

School of Languages UNC
Teaching ESP ( or LSP)

 Definition
 Origin
 Classification
A definition of ESP

“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”
(Hutchinson & Waters 1987: 19)
Defining ESP
 A definition of ESP
( Dudley Evans & St John 1998)

Absolute characteristics

 Based on learners’ NEEDS.

 Uses underlying METHODOLOGY & ACTIVITIES of
the discipline it serves( language, skills, discourse and
genres)
 ESP practitioner’s interaction with learners: different
ROLES.
A definition of ESP

Relative characteristics

 May be related to specific disciplines.

 May use a different methodology from GE.
 Likely to be designed for adult learners( work/study).
 Generaly for intermediate/advanced students.
 Other features

Need AWARENESS
“It is always possible to specify needs, even if it is only
the need to pass an exam at the end of the school
year(…) What distinguishes ESP from General English
is not the existence of the need as such but rather an
awareness of the need”
( Hutchinson & Waters 1987: 53)
 Other features

Relevance of materials and activities

Context based
 the more specific the need , the more specific the
course.
 the more clearly identified the need and more carefully
defined the context, the more specific the ESP course
Task 1: Are these courses ESP?

1. A course in remedial grammar for business people, with each

unit based on a particular grammatical weakness identified by
tests
2. A course that teaches undergraduate engineering students from
various branches (civil, electrical, mechanical etc.) to write
reports on design projects.
3. A course that teaches reading skills to a group of postgraduate
students from a range of disciplines, studying in a British
university. The texts used are of a general academic nature but
are exploited to teach specific reading strategies.
Task 1: Are these courses ESP?

4. A course designed to prepare students for the Cambridge FCE

examination. The course is based on a careful analysis of the
contents of the test.

5. A course designed to teach social English to a group of business

people. The level of the students’ English is intermediate

6. A course team-taught with a subject lecturer, that helps

postgraduates of a particular discipline understand lectures.
Factors leading to ESP development:

 Historical ( WWII scientific , technical & economic

activity)
 Linguistic (research into genres & register: Swales,
Selinker & Trimble)
 Educational/psychological (Rodgers 1969: Central
role of the learner and his/her attitudes: relevance )
Origin & development of ESP

1980s: Skills-
1960s: Register
based courses:
analysis (Halliday,
Brazilian ESP
Strevens, McIntosh)
project
1940s______________________________________
____
1970s: Discourse
WW II : courses for analysis
war related (Strevens)
purposes
Origin & development of ESP

2000: Focus on
context and
interaction (
Belcher)
…________________________________________

1990s:Focus on Current issues :

learners and
• Power ( “Rights Analysis “
genres ( Dudley
vs “NA” , Benesh 2001)
Evans / St John)
• Specificity ( in materials)
 “…. what has not changed is the underlying
goal of LSP: to help language learners gain
access to the language they want and need
in order to become successful members of the
academic, profesional or occupational
community of which they seek to be a part”
(Upton 2012, p26)
 Classifying ESP

Analysis of some classification trees

Johns & Price-Machado’s classification(2001)

EST
EAP
EBE

EMP
ESP
EMP
ELP

EBP
EPP
EOP
Pre employment VESL
VESL
Workplace VESL
Dudley Evans’classification(1998)
For study in a Pre-study
specific discipline
EAP In-study

As a school subject Post study

ESP
Pre-experience

EOP Simultaneous/ in-

service

Post experience
Jordan’s classification (1997)

General Purposes (TENOR)

Social purposes
ELT
EOP/
EPP/EVP

ESP EGAP
EAP
ESAP
An alternative to classification trees

The ELT continuum

General Specific
What defines the specificity of a course?

 Needs Analisis: extent to which NA determines course

design
 Homogeneity of the group:
 Needs ( one skill or more?/ one genre?)
 L2 knowledge
 Subject specific knowledge
 When the course takes place (pre experience/pre-
study? vs in-service EOP /in-study or post-study EAP)
Task 3: Where would you place these courses
along the continuum? Justify your answer

1. A course in remedial grammar for business people, with each

unit based on a particular grammatical weakness identified by
tests
2. A course that teaches undergraduate engineering students from
various branches (civil, electrical, mechanical etc.) to write
reports on design projects.
3. A course that teaches reading skills to a group of postgraduate
students from a range of disciplines, studying in a British
university. The texts used are of a general academic nature but
are exploited to teach specific reading strategies.
Task 3: Where would you place these courses
on the continuum?

4. A course designed to prepare students for the Cambridge FCE

examination. The course is based on a careful analysis of the
contents of the test.

5. A course designed to teach social English to a group of business

people. The level of the students’ English is intermediate

6. A course team-taught with a subject lecturer, that helps

postgraduates of a particular discipline understand lectures.
References

 Dudley-Evans, T. and M. J. St. John; 1998. Developments in

English for Specific Purposes. CUP
 Hutchinson, T. and A. Waters; 1987. English for Specific
Purposes. CUP.
 Jordan, R.R. (1997) English for Academic Purposes.
Cambridge, England: Cambridge University Press
Task 2: complete the timeline on the origin &
development of ESP

__________________________________________