2. According to Strevens (1977) “ESP
concerns the emergence of a number of
activities, movements and subjects that
are carried out predominantly (though) not
exclusively in English across the world)”
It looks at the purpose for which the
student needs to learn English, i.e. for
occupational or for study purposes.
3. ESP is a term that refers to teaching or
studying English for a particular career
(like law, medicine) or for business in
general.
Hutchinson and Waters (1992) emphasize
ESP to be an approach and not a product
which means language learning not
language use is highlighted.
4. They draw attention to a learning centred
approach “in which all decisions as to
content and method are based on the
learner´s reason for learning”.
Coffey (1985) observes that ESP is “a
quick and economical use of the English
language to pursue a course of academic
study (EAP) or effectiveness in paid
employment (EOP)”.
5. Lorenzo (2005) reminds us that ESP
“concentrates more on language in context
than on teaching grammar and language
structures”.
Carter (1983) believes that self-direction is
important in the sense that an ESP course
is concerned with turning learners into
users of the language.
6. The absolute characteristics are that ESP
courses are:
1. designed to meet the specific needs of the
learner;
2. related in content to particular disciplines or
occupations;
3. centred on language specific to those disciplines
or occupations;
4. in contrast to General English.
7. The variable characteristics are that courses
may:
1. be restricted in the skills to be learned;
2. not be taught according to a particular
methodology.
8. Robinson (1991) also suggests two
absolute criteria for defining ESP courses.
1. The first is that ESP programmes are
normally goal-oriented.
2. The second is that they derive from a needs
analysis. The needs analysis will state as
accurately as possible what the learners will
have to do when speaking the language.
9. Absolute Characteristics
• ESP is defined to meet specific needs of the
learners.
• ESP makes use of underlying methodology
and activities of the discipline it serves.
• ESP is centred on the language appropriate to
these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
10. Variable Characteristics
• ESP may be related to or designed for specific
disciplines.
• ESP may use, in specific teaching situations, a
different methodology from that of General English.
• 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 systems.
13. ESP as a register analysis
ESP as a rhetorical and discourse
approach
ESP as a communicative approach
ESP as a target situation analysis
14. Register analysis has been defined by Michael
Halliday as an attempt to analyze the linguistic
foundations of language we use in given situations,
and the ways in which the language we speak or
write varies according to the type of situation.
Register analysis has been a strong research area
in linguistics for several decades. Many people are
now working with examples of genuine texts in the
hope of establishing the linguistic features which
characterize them. Text linguistics, discourse
analysis, pragmatics and register and genre all
depend on communicative events which have
taken place.
15. Rhetorical – art or skill or speaking or
writing formally and effectively especially
as a way to persuade or influence people.
Discourse – formal and orderly and usually
extended expression of thought on a
subject
17. Who is your target learner?
What do you know about your target
learner’s goals?
18. ESP is a generic term used to indicate an
approach practiced in teaching and
learning of content-oriented English for any
very specific purpose.