THE BEGINNING AND DEVELOPMENT OF ESP WHAT IS ESP? I/ THE ORIGIN OF ESP ESP came into being because of main reasons: 1- THE DEMAND OF THE POST- WORLD WAR  enormous and unprecedented expansion of scientific, technical and economic activities on an international scale; The Origin of ESP (cont.)  domination of technology and commerce  the role of English;  mass of people learn English, not for pleasure, but because English is the key to help them earn a living; The Origin of ESP (cont.)  Most importantly, the learners know why they need English  The Oil Crisis of 70'  time and money constraints  cost - effective courses with clearly defined goals  ESP courses “tailored” to specific needs The Origin of ESP (cont.) 2- A REVOLUTION IN LINGUISTICS - Traditionally: the focus was to describe the rules of English usage, the formal features of English (grammar); - Now: the focus was to discover the ways in which English is actually used in real communication (Widdowson, 1978) An example Look at the utterance: “It’s raining !” What can you say about this utterance from the point of view of traditional (focus) of linguistic study? Conversation 1: A: It’s raining ! B: Let’s go out for a walk Conversation 2: A: Why haven’t you cut the grass? B: It’s raining ! Conversation A: Let’s go out for a walk B: It’s raining ! The Origin of ESP (cont.) - The English we speak and write vary considerably, in a number of different ways, from one context to the another   it should be possible to determine the features of specific situations  those features become the ESP course - "Tell me what you need English for and I will tell you the English that you need" III/ WHAT IS ESP? DEFINITION Hutchinson & Waters (1987) ESP IS AN APPROACH, NOT A PRODUCT ESP is not a matter of teaching "specialized varieties" of English  ESP is not just a matter of science words and grammar for scientists, hotel words and grammar for hotel staff etc.,  ESP is not different in kind from any other form of language teaching It should be based in the first instance on principles of effective and efficient learning  The root of the tree is still English language teaching and English language learning - and communication So ESP is an approach not a product  III/ WHAT IS ESP? (cont.)   " There is … no such thing as an ESP methodology, merely methodologies that have been applied in ESP classroom" Hutchinson and Water (1987) " ESP…is an approach to language learning, which is based on learner need The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language?“ Hutchinson and Water (1987) III/ WHAT IS ESP? (cont.) Definition by Strevens (1988) According to Strevens ESP has absolute characteristics and variable characteristics Strevens’ definition (cont.) The absolute characteristics are: ESP is designed to meet the needs of the learners  ESP is related in content to particular disciplines, occupations and activities  ESP is centered in language appropriate to those activities in syntax, lexis, discourse, semantics – and the analysis of the discourse  ESP is in contrast with General English  III/ WHAT IS ESP? (cont.) Strevens’ definition (cont.) Two variable characteristics are:  ESP may be restricted as to the learning skills to be learned  ESP may not be taught to any pre-ordained methodology III/ WHAT IS ESP? (cont.) Definition of Dudley-Evans (1997) Dudley –Evans modified Strevens’ definition into Absolute Characteristics and Variable Characteristics Definition of Dudley-Evans (1997) (cont.) The Absolute characteristics are: 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 centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre Definition of Dudley-Evans (1997) (cont.) The Variable characteristics are: 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 III/ WHAT IS ESP? (cont.)  Note that Dudley- Evans has improved Streven’s definition substantially by removing the absolute characteristic that ESP in “in contrast with General English” and has revised and increased the number of variable characteristics III/ WHAT IS ESP? (cont.) Robinson (1991) gave criteria and some characteristics of ESP The criteria are:  Goal –directed  Based on needs analysis The characteristics are:  Specific time period  time constraints  Adult learners, usually not beginners  Usually homogenous class, but sometimes not identical students (mixed class)  Specialist language ??? “So, what is English for Specific Purposes? At this stage in my career, my answer is this: ESP is English instruction based on actual and immediate needs of learners who have to successfully perform real-life tasks unrelated to merely passing an English class or exam ESP is needs based and task oriented Teaching ESP is demanding, time consuming, and different for every group of students ESP is a challenge for all who teach it, and it offers virtually unlimited opportunities for professional growth.” (Rebecca Smoak, 2003) “Among the groundbreaking early insights of ESP practitioners, perhaps most significant was the realization that teacher intuition and knowledge of language systems were insufficient, and that understanding of language use in specific contexts was essential (Dudley-Evans & St John, 1998; Robinson, 1991). (Diane Belcher, 2006)” FACTORS AFFECTING COURSE DESIGN WHAT? Language Description Syllabus HOW? LANGUAGE COURSE Methodology Learning Theories Nature of particular target and learning situation WHO? WHY? WHERE? WHEN? Needs Analysis