UNIVERSIDAD CENTRAL DEL ECUADOR

FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

ENGLISH

ESP
Eighth Semester
MSc. ALEJANDRA FLORES H.
ESP
ENGLISH FOR SPECIFIC

DEFINITIONS
PURPOSES
ESP seems quite flexible discipline and different people have defined it differently :

Dudley-Evans, (1997) Defines ESP in two parts:

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 vocabulary 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. 
5. Most ESP courses assume some basic knowledge of the language systems
 
Hutchinson, (1987) says that:

"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 and Waters (1987)

They define ESP as an “approach” rather than a

“product”
The Longman Dictionary of Language
Teaching and Applied Linguistics define ESP as

The role of English in a language course or programme of

instruction in which the content and aims of the course are
fixed by specific needs of a particular grouo of learners.
For example courses in English for academic purposes, Enlglish
for science and technology, and English for Nursing.
 Pauline Robinson

Robinson ,(1980) has defined ESP as the teaching of English

to the learners who have specific goals and purposes.
According to him, these goals might be professional,
academic, scientific etc.

Carolina Gónzales , (2015) says that:

English for Specific Purposes (ESP) has become a fruitful field over the last
three decades. As a learner-centered approach, its main purpose has been
that of fulfilling the specific needs of target learners to satisfy either their
professional or vocational demands.
 University of Cyprus

English for Specific Purposes (ESP) is a learner-centered

approach to teaching English as an additional language which
focuses on developing English communication skills in a
specific discipline, such as accounting, management,
education, law, engineering, IT technology, health and
medicine. University of Cyprus. (2012).
 Smoak R,  2003
To teach the technical vocabulary
of a given field or professions.

Maleki ,2008

Focused on the communicative value

of discourse rather than the lexical
and grammatical properties of
register.
“- ESP may be related to or designed for specific
disciplines.
-ESP is generally designed for intermediate or
advanced students.
-Most ESP courses asume some basic
knowledge of the language system, but it can be
used with beginners.”

(Antony, 1997)
CHARACTERISTICS OF ESP
SPECIFIC OR ABSOLUTE
CHARACTERISTICS
 It is defined to meet specific learners’ needs.

• When a person who is going

to travel to other country for
a business needs to learn
specific words in order to
have interaction for that
environment. So, the teacher
needs to create a planning
based in business area.
 ESP makes use of the underlying
methodology

•In an ESP course for engineers in which the students are all from different department and
different branches of engineering such as civil engineer, mechanical engineer, electronics engineer,
and electrical engineer and they have to learn certain function of the target language according to
the company’s needs. The teacher chooses an specific method which is CBA (content-based
approach) in order to achieve the language learning goals like:
•Language skills improvement
•Vocabulary building
•Discourse organization
•Communicative interaction
•Study skills
•Synthesis of content materials grammar
 ESP is centered on the language skills

ESP is centered on the language appropriate to

these activities in terms of grammar, lexis, register,
study skills, discourse and genre.
Language skills must work together.
In a course of ESP for planning, the teacher will
use different kind of activities in order to
develop all language skills. Teacher develops
activities as presentations, discussion,
essays, etc. In which speaking, reading,
listening and writing are involved.
VARIABLE
CHARACTERISTICS
 ESP is designed for specific subjects ,
branches or disciplines.

• ESP course is designed according to the subject: classroom activities recreate

professional contexts
• It uses a technical vocabulary
• The curriculum focuses on the professional needs

Example
ESP course for dentists
Topics: restorative dentistry, orthodontics,
prosthodontics, endodontics, periodontics
and oral and maxillofacial surgery
 It is designed for adults, advanced levels or
academic levels

A child does not have the same knowledge as an adult for

that reason ESP course is designed for adults because they
have a previous knowledge to learn a special collection of
words
It uses a vocabulary different from English for
general purposes (EGP).

Example :

A student of psychology and one of

economics need a vocabulary that covers
their needs, therefore they will learn a
vocabulary that goes according to the subject.
 References:

• Hutchinson, T., and Waters, A. (1987) English for Specific Purposes: a

Learning –centered Approach, Cambridge: CUP.
• Langham, C. “Team teaching a medical and dental English program”
Nihon University School of Dentistry 1-8-13 Kanda-Surugadai, Chiyoda-ku,
Tokyo 101-8310, Japan. (pp. 50-51)
• Belyaeva, A. “English for specific purposes: characteristic features and
curriculum planning steps” Zaporizhzhya National University, Ukraine.
(pp. 77-79)
TYPES OF ENGLISH FOR SPECIFIC
PURPOSES (ESP)
 ENGLISH AS A

RESTRICTED LANGUAGE
BASIC ENGLISH, limited in its syntax and lexis, but mean
to be used as an international medium;
SEASPEAK, a form of English limited to specific
procedures and terms, serving to facilitate the
communication of a message
 EXAMPLES

The language used by air traffic controllers or by waiters are examples of English as a restricted
language.
ENGLISH FOR ACADDEMIC AND
OCCUPATIONAL PURPOSES

According to CARTER (1983) points out that ESP

serves professional and vocational purposes.
• However
HUTCHINSON and WATERS (1987) decided:
Create

ELT Subdivisions of ESP

English language teaching
a) English for science and
DEMOSTRATES
techonology (EST)
b) English for bussines and
economics (EBE)
c) English for social studies (ESS)
 • ENGLISH FOR SCIENCE AND TECHNOLOGY

EAP ( English for academic purposes) EOP ( English for occupational purposes)
It speaks in a general way. It speaks of a particular branch.
Example: Example:
A DENTIST A DENTAL MECHANIC
ENGLISH FOR BUSINESS AND
ECONOMICS (EBE)

The course English for Business and

Economics is specialized to develop the
academic and professional language skills
in the fields of business and economics.
  
• On the course students practice :
-Scientific reading strategies
-Business and economics vocabulary in English.
-Business English reading comprehension.

• The textbook takes the reader through a variety of carefully

selected topics, from economics issues to business ethics.
 EAP: ECONOMIST EOP: FINANCIAL ENGINEER
 
 EOP: ACCOUNTANT
EAP: AUDITOR
ENGLISH FOR SOCIAL
STUDIES (ESS)
ESS provides learners with the knowledge,
skills, and perspectives needed to become
active, informed citizens and contributing
members of local, state, national, and global
communities nowadays.
 EAP ( English for academic purposes)
Use the language in a usual way.
Example:
A Receptionist

ESS
EOP ( English for occupational purposes)
Use the language of everyday
communication in oral and written forms.

Example:
A Secretary
 ENGLISH FOR SPECIFIC TOPICS
The focus is on the
It is only here where the
compromise with the
emphasis change from
learners’ probable future
purpose to topics.
English needs.
EXAMPLE

Scientists requiring
English for
postgraduate reading
studies, attending
conferences.
THE ROLE OF THE ESP TEACHER
The ESP practitioner as a teacher
• In order to meet the specific needs of the learners and adopt
the methodology and activities of the target discipline
• the ESP Practitioner must first work closely with field
specialists
• Generate real authentic communication in the classroom
 Example:(the curriculum and material that
will be used in a ESP classroom must be
according to the needs )the activities for the
medicine student will include that specific
vocabulary according to that area of
knowledge .(surgery vocabulary,vocabulary
for medical equipment, illnesses vocabulary
etc..)
The ESP practitioner as course designer and
material provider
• Course designing and providing relevant
materials is one of the most important aspects
of ESP teaching.
 ●Provision does not only choosing material, also
includes adapting material if it is not suitable,
or writing it.
• ESP teachers also need to assess the
effectiveness of the teaching material used
whether it is
published or self-produced.
• Teachers expected to produce a course that
matches to the needs of a group of learners.
 example:
If we have a hyperactive
child in the class, we
must find a way to
catch their attention
and especially that the
child to learn
The ESP practitioner as collaborator
• It means that the ESP teacher has to cooperate with
subject specialists.

1. A simple cooperation
2. Specific collaboration
3. Full collaboration
(Where a subject expert and a
language teacher
team-teach the classes)
 1.A simple cooperation:
The ESP teacher gains information about the
subject syllabus or tasks the students have to
carry out in their professional environment.

Example:
The ESP teacher emphasizes the
development of reading skills
in students who are preparing
for graduate and work in business
administration.
 • 2. Specific collaboration:
The ESP practicioner colaborate more
closely with the learners, who will be more
familiar with the specific content than the
teacher.

Example:
A law student might know more
about laws than the ESP teacher.
3. Full collaboration:
A subject expert and a language teacher team-
teach the classes.
Example:
A criminalist knows specific
vocabulary and works with an ESP
teacher in order to improve the
teaching-learning process.
Whorl.- a fingerprint, forming at
least one complete circle.
 The ESP practitioner as researcher
- Fulfill students needs.
- Having a genuine and strong curiosity about their topic.
- Having common sense.
- Having good ideas.
- Being disciplined and responsible.
 It is necessary to:
- Design a course
- Elaborate appropriate teaching materials

EX: If a teacher has always

been interested in the topic
of motivation, s/he might
make an attempt to
investigate the relationship
between interesting
teaching materials and the
rise of motivation in his/her
law students.
 The ESP practitioner as evaluator
- Help students identify the
problems and find solutions

- Find out the skills they need to

focus on

- Source of information for

students
Needs to be involved in multiple kinds of
evaluation:
- Testing students
- Courses
- Teaching materials
Evaluation is a source of
feedback for learners.
Evaluation before, during and
after the course (placement
test, achievement test,
quizzes, etc)
Summative assessment and
formative assessment (help
students improve their
weakness)
Evaluation should be done by
their own teacher, not
outsiders
HOW TO TEACH ESP
 How to teach ESP
There’s no a specific methodology that could
address the needs of a ESP learner and
practitioner.
The teacher makes the decision regarding to the
methodology techniques and activities
Use activities such as: gaps, prediction, integrated
methodology, role plays and case studies
NEGOTIATE THE COURSE CONTENTS WITH YOUR STUDENTS

• Find what students need to

know (This may be defined
for you)
• What students want to
know
• Fit everything into the time
available
Timetable
USE AUTHENTIC MATERIAL (or Semi Authentic if none can be found)
• Use se your own Kno
vvaari wledge of
ous so
rio sources
• Get stud
ents to ssuuggest su
sources suitable
• Get stude
nts to sseelect m
for yo ct aterials
you
• Know ho
w to use and
aau
uthentic mate exxp
ploit
rial (materi riaal by
native ssp peakers)

Own Knowledge
USE ACELERATING LEARNING TECHNIQUES Mind in Positive
means turn on the
enthusiasm
Acquire the
knowledge means
take advantage of the
authentic material.
Search for the
meaning means play
with the language and
learning by doing
Trigger your memory
means make sure that
the learning goes
deep
Exhibit what you know
means use the
learning in realistic
situations and
Reflect and review

& review
MAKE MASTERFUL USE OF YOUR MOST IMPORTANT RESOURCE

The students’
prior knowledge,
life experience,
enthusiasm, and
commitment to
their own
learning,
everyone can be
use in each stage
of every lesson
CASE STUDY
The case study teaching method is a highly adaptable style of
teaching that involves problem-based learning and promotes the
development of analytical skills . By presenting content in the format
of a narrative accompanied by questions and activities that promote
group discussion and solving of complex problems, case studies
facilitate development of the higher levels of Bloom’s taxonomy of
cognitive learning; moving beyond recall of knowledge to analysis,
evaluation, and application . Similarly, case studies facilitate
interdisciplinary learning and can be used to highlight connections
between specific academic topics and real-world societal issues and
applications . This has been reported to increase student motivation
to participate in class activities, which promotes learning and
increases performance on assessments . For these reasons, case-
based teaching has been widely used in business and medical
education for many years . Although case studies were considered a
novel method of science education just 20 years ago, the case study
teaching method has gained popularity in recent years among the
scientific disciplines such as biology, chemistry, nursing, and
psychology .
Coaching is a conversational activity
that aims to support people to learn
and develop, therefore enhancing their
ability to achieve more of their
untapped potential. This way of
understanding coaching highlights how
it is perfectly aligned with the purpose
of educational organisations. By
highlighting the "self-directed" nature
of the interaction, we are
distinguishing coaching from
mentoring. Coaching is not about
teaching--it is about creating the
environment in which people can learn
for themselves by connecting with
their natural curiosity.
Simulation refers to the imitation of real-world activities and processes in a safe
environment. Simulations aim to provide an experience as close to the ‘real thing’ as
possible; however, a simulated activity has the advantage of allowing learners to ‘reset’ the
scenario and try alternative strategies and approaches. This allows learners to develop
experience of specific situations by applying their wider learning and knowledge.
The approach is frequently used in disciplines where students need to develop skills and
experience but safety issues or cost considerations prevent this happening in the real-
world. For example, medical simulators allow students to practice diagnosis and treatment
on dummies that can react in sophisticated and fairly realistic ways; whereas, trainee pilots
(and aeronautical engineering students) use flight simulators to learn how an aircraft
would react in a variety of conditions without ever leaving the ground. However, while the
use of simulation is obvious and well established in these areas, it does exist in others, such
as the ‘moot’ or simulated courtroom in Law, and could be applied in still more. In some
disciplines, the difference between a simulation and a role- play exercise may be negligible,
particularly where the exercise is focused on interactions between people.
Action learning is an approach to solving real
problems that involves taking action and
reflecting upon the results, which helps
improve the problem-solving process, as well
as the solutions developed by the team. The
action learning process includes:
• a real problem that is important, critical,
and usually complex,
• a diverse problem-solving team or "set",
a process that promotes curiosity, inquiry,
and reflection,
• a requirement that talk be converted into
action and, ultimately, a solution, and
a commitment to learning.
The lecture can be an immensely
effective tool in the classroom, allowing
an instructor to provide an overarching
theme that organizes material in an
illuminating and interesting way. The
instructor must take care, however, to
shape the lecture for the specific
audience of students who will hear it
and to encourage those students to take
an active and immediate part in learning
the material. It is essential to see
lectures as a means of helping students
learn to think about the key concepts of
a particular subject, rather than
primarily as a means of transferring
knowledge from facilitator- instructor-
practicioner to student.