Download - Report on ESP
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ESP (English for Specific
Purposes)
Meaning
Origin
Development
Role of ESP
Teacher
marvin j. ocenar
Presentor
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Definition . . ..
What is
ESP?
English for Specific Purposes
(ESP) is a learner-centered approach toteaching English as an additional
language which focuses on developing
English communication skills in a
specific discipline, such as accounting,
agrology, education, engineering, IT
technology, and academic learning.
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Definition . . ..
What is
ESP?
- it refers to the teaching of a specific genre of
mostly technical English for students withspecific goals, careers or fields of study.
- e.g.
English for Academic Purposes
English for Business & Management
Hotel & Catering English
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Characteristics of ESP . . .
Characteristics of ESP (Dudley-Evans, 1997)
1. ESP is defined to meet specific
needs of the learners( Maslow's
Hierarchy of needs)
1. ESP makes use of underlying
methodology and activities of the
discipline it serves.
1. ESP is centered on the language
appropriate to these activities in
terms of grammar, lexis, register,
study skills, discourse and genre.
1. ESP may be related to or designed for
specific disciplines
2. ESP may use, in specific teachingsituations, a different methodology 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
Absolute Variable
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Origin of ESP . . .
Origin of ESP . . .
The demands of a Brave New World, post WW2
A revolution in linguistics
A focus on the learner
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Origin of ESP . . .
The demands of a Brave New World, post WW2
- Expansion of science, technology, and economics.
- Historical reasons led to the dominance of English in science and
business.
- A new generation of learners of English, learning, not just to be
cultured, or well educated, but learners who needed English, and
knew why they needed it.
- Teachers of English became more accountable, subject to the
needs, wishes, and demands of whoever was paying. English
teachers started working not just in educational establishments,
but in businesses, where results were expected, and paid for.
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Origin of ESP . . .
A revolution in linguistics
- Traditionally: grammar. New emphasis: language in the realworld - the so called communicative approach.
- Language varies according to situation, therefore the distinctive
features can be identified, and made the basis of the new courses.In particular, there was some discussion of the distinctive
features of the language of science, and a concentration on these
features in lessons.
A focus on the learner- In psychology, emphasis on the learner and their attitudes.
- Hence courses where importance was given 'relevance' to
learners needs and interests.
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Development of ESP . . .
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Development of ESP . . .
- 1960s and early 1970s.
- aim was to identify the grammatical and lexical features of the
different registers.
- main motive was the pedagogic one of making the ESP course
more relevant to the students needs.
- focused on language at the sentence level and on sentencegrammar
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Development of ESP . . .
-. ESP focused on the level above the sentence, as ESP became
closely involved with the emerging field of discourse or
rhetorical analysis and how sentences were combined in
discourse to produce meaning (Henry Widdowson, Larry Selinker
and Louis Trimble)
Basic hypothesis: we take the view that difficulties which students encounter arisenot so much from a defective knowledge of the system of English, but from an
unfamiliarity with English use, and that consequently, their needs cannot be met by
a course which simply provides further practice in the composition of sentences, but
only by one which develops a knowledge of how sentences are used in the
performance of different communicative acts (Widdowson , 1974)
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Development of ESP . . .
- aimed was to take the existing knowledge and set it on a more
scientific basis, by establishing procedures for relating language
analysis more closely to learners reasons for learning
- to enable learners to function adequately in a target situation,
that is, the situation in which the learners will use the language
they are learning.
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Development of ESP . . .
- the principal idea behind the skills-centered approach is that underlying all
language use there are common reasoning and interpreting processes , which,
regardless of the surface forms, enable us to extract meaning form discourse
- the focus should rather be on the underlying interpretive strategies , which
enable the learner to cope with the surface forms, for example guessing the
meaning of words from context, using visual layout to determine the type of
text, exploiting cognates, etc.
- the language learners are treated as thinking beings who can be asked to
observe and verbalize the interpretive processes they employ in language use.
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Development of ESP . . .
- concern is not with LANGUAGE USE but
with LANGUAGE LEARNING
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Roles of ESP teachers. . .
What are the roles
of ESP Teachers?
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Role of ESP teachers . . .
ESP teachers as
1
2
3
4
5
Teacher
Collaborator
Course designer and materials
provider
Researcher
Evaluator
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Role of ESP teachers . . .
ESP teachers as Teacher
- synonymous with that of the General English teacher
ESP teachers as Collaborator
- working closely with field specialists.
- collaborating more closely with the learners
ESP teachers as Course Designer and Materials Provider required to design courses and provide materials.
- how specific materials would be
- materials that cover a wide range of fields, arguing
that the grammatical structures, functions, discourse
structures, skills, and strategies of different
disciplines are identical
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Role of ESP teachers . . .
ESP teachers as Researcher
- conduct a research in order to come up with materialsappropriate for the classroom.
ESP teachers as Evaluator
-evaluate the effectiveness of the materials for a certain course.
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