1. English for Specific Purposes Chap. 1 Introduction
朝陽科技大學 應外系副教授 兼語言中心主任
Dr. Hsiu-Hui Su (Patricia) 蘇綉惠

2. Overview of ESP A separate activity within ELT.
ESP research as an identifiable component of applied linguistic research.
ESP has developed its own methodology and draws on research from various disciplines in addition to applied linguistics.
If ESP has moved away from trends in general ELT, it has always retained its emphasis on practical outcomes.
Remain with needs analysis, text analysis, preparing learners to communicate effectively in the tasks prescribed by their study or work situation.

3. Overview of ESP (history)
Since 1960s, ESP has become a vital and innovative activity within the TEFL or TESL.
In early years, ESP was dominated by EAP (English for Academic Purposes) and EOP plays an important but small role.
In recent years, international business has a huge growth (EBP).
ESP activity used to be closely associated with projects led and staffed by expatriate British, North American, Kuwait and Saudi Arabic.
Local teachers play relatively small roles in such projects.

4. Overview of ESP Non-native speakers argued ESP work was too difficult.
However, local teachers’ knowledge of their situations as well as their familiarity with their students’ motivation and learning styles give them a potential advantage over native- speaker expatriate teachers.
LSP has focused on the teaching of languages, such French or German for specific purposes, which is very similar to those used in ESP, however, place much greater emphasis on the learning of vocabulary.

5. It is an approach, not a product.
What is ESP?
It is an approach, not a product.
It does not involve a particular kind of language, teaching material or methodology.
Foundation of ESP- Why does this learner need to learn a foreign language?
The answer related to the learners, the language required and the learning context.
Needs defined by the reasons the students are learning English, which vary from study purposes.
(Hutchinson and Waters, 1987)

6. What is ESP? Goal-directed Develop from a needs analysis
Courses with a limited time period, which objectives have to be achieved
Taught to adults in homogeneous classes in terms of the work or specialist studies
(Robinson, 1991)

7. ESP Characteristics (Dudley-Evans & Jo St John, 1998)
Absolute characteristics:
Designed to meet specific needs of the learners
Makes use of the underlying methodology and activities of the served disciplines.
Centered on the language (grammar, lexis, register), skills, discourse and genres
Variable characteristics:
May be related to or designed for specific disciplines.
May use in specific teaching situations, a different methodology from that of general English.
Likely to be designed for adult learners; tertiary level institution, a professional work situation, be used for secondary school learners.
Generally designed for intermediate/ advanced students.

8. ESP classification by experience (p.6) (adapted from Robinson, 1991)
Occupational (EOP)
Academic (EAP)
Pre-experience
Simultaneous
(In-service)
Post-experience
Discipline-based
School-subject
Pre-study
In-study
Independent
Integrated
EGP
When they take place
EOP: work-related need and training
EAP: to pursuit one’s study
EOP courses will be different depending on whether the learners have learned English before.
For instance, on a secretarial course, the content of an English programme for someone who with needs to acquire both practical skills and theoretical knowledge is different from a programme for someone who is already a qualified secretary but now needs to operate in English.
EAP is taught within educational institutions. The language taught is based on particular disciplines at higher levels of education when the student is specialising (in-study) or intends to specialise (pre-study) in a particular study. There is also a growing interest in school-subject ESP, which can be divided into those situations where English is a separate subject on the curriculum but with a content related to other subjects (independent ESP) and those where English is the medium for learning other subjects (integrated ESP) (Kennedy & Bolitho,1984)

9. ESP ESP classification by professional area (p.6)
EOP: English for Occupational Purposes
EAP: English for Academic Purposes
EST: English for (Academic) Science and Technology
EMP: English for (Academic) Medicine Purposes
ELP: English for (Academic) Legal Purposes
EMFE: English for Management Finance and Economics
(Dudley-Evans & Jo St John, 1998）

10. EOP: English for Occupational Purposes
EPP: English for Professional Purposes
EVP: English for Vocational Purposes
EMP: English for Medical Purposes
EBP: English for Business Purposes
PVE:
Pre-Vocational
English
VE:
Vocational
English
(Dudley-Evans & Jo St John, 1998)

11. The Origins and Development of ESP
Focused on grammar and vocabulary of scientific English and based on particular forms
Register analysis
Sentence level
The level beyond the basic sentence, including not only grammar, but involved with discourse
Target situation analysis
Language competence, functions, and structures
Learner skill and strategies
Basics of language, engaging in discourse, allowing the extraction and control of information
Learning-centered approach
Including social requirements for
foreign language knowledge and skills

13. Advantages of ESP Focused on the learners’ need, it wastes no time;
Relevant to the learners;
Successful in imparting learning;
More cost-effective than ‘General English.
(Strevens,1988)

14. Carrier content and real content
Example on p.12 from Nucleus: General Science (Bates and Dudley-Evans, 1976)
Aim of the exercise is to present and practice the expression of time sequence used in the life cycle, not the aim to teach students about the life cycle.
The life cycle of a plant is the carrier content.
The language of process is the real content.

15. Role of the ESP practitioner
The ESP practitioner as teacher.
The ESP practitioner as course designer and materials provider.
The ESP practitioner as researcher.
The ESP practitioner as collaborator.
The ESP practitioner as evaluator.