APPROACHES AND

METHODS/MODELS
IN TEACHING ESP
 Approaches vs. Methods
(Richards & Rodgers, 1986)
Approach is the level at which assumptions,
theories or beliefs about the nature of language and
nature of language learning are specified.

Method is the level at which an approach (theory)

is put into practice and is an overall plan for the
orderly presentation of language material, no part of
which contradicts, and all of which is based upon,
the selected approach.
Summary of elements and sub elements that constitute a
method
(Richards & Rodgers, 1986)
 1. Learner-Centered Approach

• This model places the student in the center of the

learning process.
• Students are to be active participants who learn at
their own pace and use their own strategies. They
are more intrinsically than extrinsically motivated.
• Learning is more individualized than standardized,
activating how-to-learn skills like problem
solving, critical and reflective thinking.
 2. Learning-Centered Approach

• This approach states that learning should be seen

in the context in which it takes place.
• Besides being a mental process, learning also
implies a negotiation between individuals and
society. Society sets the target, and individuals
must do their best to get as close to that target as
possible.
• The learner is one factor to consider in the learning
process.
 3. Language-Centered Approach

This approach uses the learners as a means for

identifying the target situation, the type of register
and discourse for creating the objectives, materials
and evaluations of the course. The student plays no
further part in the process of syllabus design.
 4. Task-based Approach

• This way of teaching makes learners use language in

tasks that reflect real life.
• Richards, et al. (1991) define task as “an activity which
is designed to help achieve a particular language goal.”
• Problem solving is an element in tasks, for which
students need to use the target language. Students
accomplish this by using whatever language resources
they possess and, as they move on, they notice the gap
between what they already know and what they need to
know or improve, so they can carry out a specific task in
English.
 5. Communicative Language Teaching (CLT)

• Communicative language teaching (CLT) is generally regarded

as an approach to language teaching (Richards and Rodgers
2001).
• Theory: the primary function of language use is communication.
• Makes use of real-life situations that necessitate communication.
• The teacher sets up a situation that students are likely to
encounter in real life.
• an emphasis on learning to communicate through interaction in
the target language,
• the introduction of authentic texts into the learning situation,
 6. Skills-Based Approach

• The basic theoretical hypothesis of this view is

that underlying any language behavior are certain
skills and strategies which the learner uses in order
to produce or comprehend discourse.
• This approach looks at the competence that
underlies performance, and it sees the ESP course
as helping learners to gain abilities which will
continue to develop after the course itself.
 7. Content-based Instruction

• This kind of approach focuses on using real-life subject

matters as vehicles for teaching the target language.
Students use the language to fulfill a real purpose (e.g.
research, entertainment) which gets students more
motivated to learn.
• It also helps developing a much wider knowledge of the
world which can improve their general educational needs.
• CBI is very popular among EAP teachers as it helps
students to develop valuable study skills such as note
taking, summarizing and extracting key information from
texts.
 7. Content-based Instruction

‘It is the teaching of content with little or no direct effort to teach the
language separately from the content being taught’ (Krahnke
1987:65). Claims made for the advantages of courses based on
content-based syllabus include that:
• They facilitate comprehension
• Content makes linguistic form more meaningful
• Content serves on the best basis for teaching the skill areas
• They address learners’ needs
• They allow for integration of the four skills
• They allow for use of authentic materials

(Brinton, Snow and Wesche 1989; Mohan 1986)

 Methods that are anchored on CBI

1. The Sheltered Model

- the goal of ESP teachers is to enable students
to study the same content materials as regular
English L1 students.
- “sheltered” because learners are given special
assistance to help them understand regular classes
 Methods that are anchored on CBI

1. The Sheltered Model

Two teachers can work together to give instruction in a
specific subject. One of the teachers is a content specialist and
the other an ESL specialist. They may teach the class together
or the class time may be divided between the two of them. For
example, the content specialist will give a short lecture and
then the English teacher will check that the students have
understood the important words by reviewing them later. This
kind of team teaching requires teachers to work closely
together to plan and evaluate classes. It has been used
successfully at the bilingual University of Ottawa, where
classes are taught in English and French, (Briton, 1989).
 Methods that are anchored on CBI

2. The Adjunct Model

Adjunct classes are usually taught by ESL teachers. The
aim of these classes is to prepare students for "mainstream"
classes where they will join English L1 learners. Adjunct
classes may resemble EPA or ESP classes where emphasis
is placed on acquiring specific target vocabulary; they may
also feature study skills sessions to familiarize the students
with listening, note taking and skimming and scanning
texts. Some adjunct classes are taught during the summer
months before regular college classes begin, while others
run concurrently with regular lessons.
 Methods that are anchored on CBI

3. The Theme-Based Model

Theme based CBI is usually found in EFL contexts.
Theme based CBI can be taught by an EFL teacher
or team taught with a content specialist. The
teacher(s) can create a course of study designed to
unlock and build on their own students' interests
and the content can be chosen from an enormous
number of diverse topics.
 Is there a specific methodology for
ESP?
“There is nothing specific about ESP methodology. The
principles which underlie good ESP methodology are
the same as those that underlie sound ELT methodology
in general. Similarly, at the level of techniques, the ESP
teacher can learn a lot from general English practice.
Teachers who have come to ESP from general English
need not think that a whole new methodology must be
learnt. The classroom skills and techniques acquired in
general English teaching can be usefully employed in
the ESP classroom.” (Hutchinson & Waters, 1987)
 What kind of methods and materials should be used in ESP?
(Strevens, 1988)

• Contrary to general perception, “ESP is not

restricted to any particular methodology---
although communicative methodology is very
often felt to be the most appropriate.”
• It has no direct answer.
–“For one thing, there are many great and different
kinds of ESP, and the methods and materials in use
for a particular kind of ESP must be appropriate to
that kind.”
 What kind of methods and materials should be used in ESP?
(Strevens, 1988)

• Thus, ESP methodology is no different from that

of general English; however, greater variety and
interest in the presentation of language teaching in
general improves the effectiveness of learning.”
 CLT and ESP emphasize learners’
purpose
• In recent years, ESP has been associated with the
communicative approach or CLT. In fact Robinson (1983)
pointed out that ESP and CLT are so closely identified with
each other that sometimes they are erroneously regarded as
synonymous.
• What has happened though in the field of language teaching
and learning is that ESP, because of its emphasis on the
learners’ purpose in using the language and authentic or
authentic-seeming materials and tasks (both of which are
also the essential characteristics of CLT), has popularized
the communicative approach to language teaching.
 What an English teacher should know
about ESP methods
1. Demands of ESP on teacher
• Conducting an ESP class demands basically the same
methodological requirements as do most of the
general English courses.
• An ESP teacher, like a general English teacher, should
first be equipped with principles necessary when
deciding on the method and technique appropriate for
a particular language learning purpose.
• A sound knowledge of principles alone, however,
does not guarantee effective classroom teaching.
 What an English teacher should know
about ESP methods
2. Pedagogical decisions depend on teaching context
• The ESP teacher will be in a better position to make
pedagogical decisions if s/he is able to weave particular
principles or theories into the culture of a particular
class. This task is quite difficult because there are no
hard and fast rules one can abide by or no magic formula
that will ensure that the class will work.
• A useful starting point is to orient oneself with the
teaching/learning context (e.g. conferring with
experienced ESP teachers or observing ESP classes to
“get the feel” of a particular teaching/ learning context.)
 What an English teacher should know
about ESP methods
3. Principles that have worked in ESP classes
a. The ESP teacher should know the subject matter of
the text that s/he teaches inasmuch as little
knowledge results in little sharing, which in turn,
leads to miscommunication on the part of the
teacher and meaningless work on the part of
learners (Hutchinson & Waters, 1981).
 What an English teacher should know
about ESP methods
3. Principles that have worked in ESP classes
b. Since learning (and that includes language
learning) is both a thinking and emotional
experience, the lecture style, which is seldom
appropriate for teaching language (not a subject-
specific course and which bores most learners in
the ESP classroom because of its didactic nature),
should be avoided. Tasks and activities that enable
learners to think and to be involved in the learning
process must be provided instead.
 What an English teacher should know
about ESP methods
3. Principles that have worked in ESP classes
c. Effective teaching should have the goal of creating
a positive affective climate for learning in the
classroom (Long & Porter, 1987). This can be
achieved by a number of ways, one of which is the
appropriate use of pair and group work to motivate
students and to get them involved.
 What an English teacher should know
about ESP methods
3. Principles that have worked in ESP classes
d. In using communicative activities such as games,
role plays, and simulations, the teacher facilitates
learning strategies. For instance, the teacher might
want to step aside at strategic moments and allow
the students to work independently to accomplish
the given activities. Such accomplishments tend to
reinforce the learners’ confidence in themselves.
 What an English teacher should know
about ESP methods
3. Principles that have worked in ESP classes
e. Since language learning involves decision-making,
classroom activities must provide the learners with
opportunities to make decisions.
 How is ESP taught?

1. Determining characteristics and needs of students

2. Establishing objectives
3. Selecting appropriate materials
4. Scheduling goal-oriented activities
 References:
Dudley Evans, T and M. J. St John. 1998. Developments in English for
Specific Purposes. Cambridge: Cambridge University Press. 
Hutchinson, T. and A. Waters. 1987. English for Specific Purposes: A
learning-centred Approach. Cambridge: Cambridge University Press. 
Prabhu, N. S. 1990 There is no best method. Why? TESOL Quarterly.
Volume 24, No 2, pp 161-176
Richards, J. and T. Rodgers. 2001. Approaches and Methods in Language
Teaching. Cambridge:Cambridge University Press.
Brinton, D. M., Snow, M. A. and Wesche, M. B. 1989. Content-based Second
Language Instruction. Boston: Heinle and Heinle Publishers.
Mohan, B. A. 1986. Language and Content. Addison, Wesley
Krahnke, K. 1987 Approaches to syllabus design for foreign language
teaching.Washington, D.C., Center for Applied Linguistics/Eaglewood Cliffs,
NJ: Prentice Hall
Stoller, F. L. 1997. Project work: A means to promote language content.
English Teaching Forum, 35(4), 2.