1. BBI 3211 ENGLSIH FOR SPECIFIC PURPOSES (ESP) Assoc. Prof. Dr
BBI 3211 ENGLSIH FOR SPECIFIC PURPOSES (ESP) Assoc. Prof. Dr. Tan Bee Hoon Tel:

2. Course Objectives
1. Identify the differences between teaching/learning ESP and General English
2. Explain the different perceptions about needs analysis
3. Describe the different approaches to needs analysis
4. List and describe the possible constraints on the process of analysing needs and designing ESP courses
5. Identify the various approaches to ESP course design
6. Determine how special languages can be analysed and described
7. Describe the role of ESP practitioners and appropriate methodology in ESP
8. Identify the features of sound ESP materials
9. Describe the functions of evaluation and apply techniques of assessment in ESP

3. Definition of key terms ESP EOP EAP

4. What is ESP? a branch of ELT learner-centred (needs, preference)
content-based approach

5. ESP practitioners Teachers Course designers Material developers
Researchers
Collaborators
Evaluators

6. Characteristics of ESP
Absolute characteristics:
based on learners’ needs
the learning content (themes, topics, tasks) is related to a specific discipline / profession
the language learnt (grammar, lexis, register, skills, discourse, and genres) is specific to the discipline
A discourse community

7. Characteristics of ESP
Variable characteristics:
ESP may use a different methodology from that of GE
ESP is likely to be designed for adult learners
ESP is generally designed for intermediate or advanced learners

8. Types of ESP English as a restricted language e.g:
English for Academic Purposes
English for Occupational Purposes
English with Specific Topics

9. Question:
In what way(s) is EAP different
from EOP?

10. Contents: 1. Introduction to ESP ) 2. Learner needs analysis ) Mid 3
Contents: 1. Introduction to ESP ) 2. Learner needs analysis ) Mid 3. Syllabus and Course design) 4. Description of special languages) 5. ESP materials ) 6. ESP methodology )Final 7. Evaluation and assessment )

11. Main texts: BBI 3211 Modules: English for Specific Purposes Dudley–Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes. Cambridge: Cambridge University Press. Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. UK: Palgrave Macmillan.

12. References: 1. Hutchinson, T. and Waters. A. (1987)
References: 1. Hutchinson, T. and Waters. A. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press. 2. Basturkmen, H. (2005). Ideas and Options in English for Specific Purposes. New Jersey: Lawrence Erlbaum Associates. 3. McGrath, I. (2002). Materials evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. 4. Orr, T. (2002). English for Specific Purposes. New York: TESOL Inc.

13. 5. Johns, A. M. and Dudley-Evans, T. (1991)
5. Johns, A. M. and Dudley-Evans, T. (1991). English for Specific Purposes: international in scope, specific in purpose. TESOL Quarterly, 25(2): Robinson, P. C. (1991). ESP Today: A Practitioner's Guide. London: Prentice Hall International. 7. Swales, J. M. (1988). Episodes in ESP. London: Prentice Hall. 8. Belcer, D. (2009). English for specific purposes in theory and practice. Ann Arbor: University of Michigan Press.

14. Evaluation: Assignment 1 - 20% Assignment 2 - 20% Mid-sem Exam - 30% Final Exam - 30%

15. NEEDS ANALYSIS A known target situation
A definable need to communicate in English

16. Target Needs
Necessities –
Lacks –
Wants –

17. Objective needs Vs
Subjective needs

18. A Framework for Target Situation Needs Analysis
(Hutchinson & Waters 1989:58)

19. In an ESP class Consider: The starting point (lacks)
The destination (necessities)
The journey (learning needs)

20. Learning Needs Analysis (Hutchinson & Waters 1989:60)
A Framework For
Learning Needs Analysis
(Hutchinson & Waters 1989:60)
Present Situation Needs
(Robinson 1991:9)

21. Course Design Main elements: Need analysis Designer’s approach
Methodology
Materials
Evaluation / Improvement

22. Approaches to CourseDesign
Language-centred Approach
Skills-centred Approach
Learning–centred Approach

23. Language-centred Approach
Refer to Hutchinson & Waters 1989:66
Focusing on language used at target situations
Weaknesses: i.
ii.
iii.

24. Skills-centred Approach
Refer to Hutchinson & Waters 1989:71
Focusing on skills and strategies used at target situations
(skills vs strategies)
Weaknesses: i.
ii.

25. Learning–centred Approach
Refer to Hutchinson & Waters 1989:74
Focusing on the learning process
that is negotiable and dynamic

26. Syllabus Design
What is a syllabus?

27. Categories of Syllabus Design
1. Content: forms, functions, notions, situations, topics
2. Skill: productive, receptive, learning
3. Method: process, procedure

28. Types of Syllabus Structural Notional / Functional Situational
Integrative / Single Skill
Communicative
Procedural
Thematic

29. Course Blog
A course blog has been created for you at
Students are requested to create an account at Use your real name to register so that I know who you are for grading. After creating your blog account, you must add the course blog by typing in the URL as above. Then you will be invited to the course blog.

30. Assignment I: Write a summary based on a topic discussed in the PJJ ESP Modules. Pick one of the topics below: - Introduction to ESP: rationale, theory, approaches and applications - Needs analysis for ESP - Analyzing ESP language - Syllabus and course design for ESP You must post the summary to the course blog, and also respond to other blog posts. 20% Submit 1 week before mid exam

31. Assignment II: 20% Identify a journal paper related to one of the ESP topics in the PJJ ESP Modules. Refer to related journal websites: Write a review based on the subheadings below: - Background of the Study - Identification of the Problem - Objectives of the Study - Research method - Results and Findings - Recommendations and Conclusion Submit your review to Turnitin after you register as a student user at Classname: BBI3211; Class ID: ; enrolment password: ESPBABE. Then post the review and the journal paper to me 2 wks before the Final Exam.

32. Plagiarism: How to avoid - Don’t copy verbatim - Use your own words (paraphrase) - Acknowledge work or ideas taken - citation formats - text-dominant style preferred - Use quotations if absolutely needed.

33. Citation formats: Reference list at the end of text- APA style: Altmann, G. T. M. (2001). The language machine: Psycholinguistics in review. British Journal of Psychology, 92(1), Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. USA: Thomson Learning.

34. Question and Answer Session

35. The End Happy Studying  & Good Luck 