BASIC CONCEPTS IN TEFL USING
AN ESP APPROACH
Indicator 1: Explain the rationales of using an ESP approach
Indicator 2: Explain various definitions of ESP
Indicator 3: Explain the emergence of ESP
Indicator 4: Explain the concepts of ‘knowing a language’ in
relation to ESP design
Indicator 5: Explain various roles of ESP teachers
WHY ESP?
Development of ELT
▪ How to teach What to teach
Criticism to the form of teaching available
▪ Much time and effort spent to learn material not
learner’s primary concern.
Hutchinson & Waters (1993)
An approach of ELT based on designing courses to
meet learners’ needs.
Streven (1988)
He defines ESP by identifying absolute and variables characteristics.
Absolute characteristics (Working definition of ESP):
▪ Designed to meet learner’s specified needs of the learner;
▪ Related in content (i.e. in its theme and topics) to particular disciplines, occupation, and activities;
▪ Centered on language appropriate to those activities.
▪ In contrast with General English .
Variable characteristics. ESP may be, but not necessarily:
▪ Restricted as to the language skills to be learnt (e.g. speaking only, etc.)
Claims made by ESP:
ESP, being focused on learner’s needs, wastes no
time;
ESP is perceived as relevant by the learner;
ESP is successful in imparting learning;
ESP is more cost-effective than General English.
Dudley-Evans & St. John (1998)
Absolute characteristics
▪ ESP is defined to meet specific needs of the learner;
▪ ESP makes use of the underlying methodology and activities of the discipline it serve;
Dudley-Evans & St. John (1998)
Absolute characteristics
▪ ESP is defined to meet specific needs of the learner;
▪ ESP makes use of the underlying methodology and activities of the discipline it serve;
▪ ESP is centered on the language ( grammar, lexis, register), skills, discourse and genre appropriate to these activities.
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 English;
▪ ESP is likely designed for adult learners, either at tertiary level
institution or in a professional work situation; However, it could be for learners at secondary school level;
▪ ESP generally designed for intermediate or advanced level;
▪
Carter (1983) identifies three types of ESP:
▪
English as restricted language (e.g.
language use by air traffic controller)
▪
English for Academic and Occupational
Purposes
▪
English with specific topics.
Why is it nessecary to apply an ESP approach
in ELT?
What are the similarities of the definitions
given by different experts?
What are their differences?
Explain the tree of ELT proposed by
PHENOMENA FOR THE EMERGENCE OF
ESP
The Demand of a Brave New World
Expansion in technology and commerce that
needs an international language.
A Revolution in Linguistics
Shift attention from formal features to real
communication.
3/29/2017
STRUCTURAL
APPROACH
focus on forms and structure
teacher directed
work on sentence levels
*) Meanings are related to context of situations:
Linguistic and extra-linguistic aspects.
Sociolinguistic situation (i.e. who, to whom, for what purpose, at what time, in what setting, on what occasion the language is used).
3/29/2017
Phenomena …. cont.
The New Development in Educational
Psychology
KNOWING A LANGUAGE?
Knowing a sufficient amount of the element
of the language AND knowing how to use the
elements for communication (use it in
accordance with needs and context).
How does definition above relate to the
teaching English using an ESP approach?
3/29/2017
HISTORICAL PERSPECTIVES OF ESP
Phase I (1960s – 1970s)
Extensive analyses of lexical and grammatical features of academic and professional register.
Phase II (1970s – early 1980s)
Analysis of organization and functions of entire discourse (spoken or written) at a number of levels.
Phase III
Systematic analyses of target situation: Communication purpose of speaking The setting for the language use Mode of communication
THE ROLES OF ESP TEACHERS
Five Key Roles of for ESP
Teachers/Practitioners
(Dudley-Evans and St
John (1998):
Teacher
Course Designer and Material Provider
Collaborator
Researcher
Evaluator
3/29/2017
Three problems may arise when
dealing with the ESP teachers:
The lack of an orthodoxy to provide a
ready-made guide
Three problems … cont.
The new realms of knowledge the ESP teacher
has to know
Does the content of ESP materials need to be highly specialized?
Why do so many teachers find it difficult to comprehend ESP subject matter?
Separation between Humanities and Science in education
Tendency to teach easier materials or subjects
Little effort to retrain teachers
Too much expectation
3/29/2017
Three problems … cont.
What kinds of knowledge are required by the
ESP teachers?
Positive attitude toward the ESP content
Knowledge of fundamental principles of
the subject matter
Refection (3):
What motivate the emergence of ESP?
How is knowing language defined?
How does this definition relate to teaching
English using an ESP approach?
What are the roles of ESP practitioners/
teachers?
3/29/2017
