1. Department of English Faculty of Modern Languages and Communication B. A. (English Language) Semester II 2011/2012 ESPTHEORY AND PRACTICE (BBI 3211)

2. LSP & ESP LSP = Language for Specific Purposes ESP = English for Specific Purposes “E” represents English language variety “S” >>>Specific context of language use “P” >>>Purpose(s) for which the language is used “ESP” = learning/teaching of English in/for context of use

3. LSP & ESP LSP: ESP, MSP, FSP, SSP, JSP, etc. ESP: EAP, EGP, EOP, EBP, EST, EEP, etc. EAP: EGAP, ESAP, ERP, EWP, etc. EOP: EGOP, ESOP, ETP, etc. Acronyms are common in ESP. Can be coined anew to specify context of use. Compare: EBP vs. BE (Banking English)

4. LSP & ESP... The practice and theory of Language for Specific Purposes (LSP) focuses on (Bloor & Bloor, 1986): (1)“a model of a theory of language and language learning/use;… (2)linguistic competence comes from language in use in specific situations;… (3)teaching-learning strategies that are incompatible with certain theories of language learning;…

5. LSP & ESP... (4)the observation that language can be learned in a variety of ways, but the use of language is learned in appropriate contexts;… (5)the understanding that learning a language involves much more than providing the optimum circumstances for acquisition; and… (6)the argument that teacher is responsible for teaching aspects of language use that must be taught even to native speakers i.e. cultural conventions and the system and uses of literacy.”

6. English as an international language lingua franca of many people in the world language of science, business and international relations (globalisation) main varieties: American English, British English, Indian English, Australian English, etc. ENL/ESL/EFL contexts of use

7. What is ‘General English’? traditional role as mark of educated person replaces Hebrew and Latin as language of scholarship taught as a school subject in many countries aims to develop general competence and capacity in the language does not refer to any particular variety ‘classroom English’, ‘exam English’, etc. in terms of purpose

8. What is ‘ESP’? ESP “almost by definition, is language in context” (Robinson, 1991: 20) ESP courses are justified primarily on the basis of learners’ communicative needs ESP courses are based on the analysis of the communicative needs of learners in context –e.g. a course in EAP (English for Academic Purposes) for university students –A course in EOP (English for Occupational Purposes) for workplace communication Language use needs in specific contexts

9. How is ESP different? Major factors that characterise ESP: Learners and their communicative needs ESP ‘teacher’ plays many roles Texts are chosen to design relevant teaching-learning materials Language content is authentic Appropriate methodology relevant target context of language use

10. Definitions of ESP Simple definition: ‘learning or teaching of language that is appropriate to the target context of use’ (see Robinson, 1991) Extended definition: (difficult because ESP covers an infinite range of contexts and takes into account both absolute/fixed and variable/changing characteristics) – will be attempted later

11. Origins of ESP Three reasons often cited for the emergence of ESP: Language use demands of a “Brave New World” (developing, sophisticated, globalising world) Revolution in linguistics, and Focus on the learner (Hutchinson & Waters, 1987; Read Gatehouse, 2001).

12. Origins of ESP… Demands of a post-war world Socioeconomic, scientific and technological developments Ascendance of superpowers and English as global language of knowledge, science, technology and business postcolonial contexts and identities: need for English as a utilitarian language

13. Origins of ESP… Revolution in linguistics Varieties of language according to context of use Differences between spoken and written language Descriptions of language for science and technology (Ewer & Latorre 1969; Barber 1962; Trimble 1974; Swales 1971) Genre analysis (Swales 1990)

14. Origins of ESP… Orientation to Learner’s Needs Changes in focus in educational psychology Differences in the way individual learners learn Skills, strategies, styles, knowledge schemata and approaches to studying Learner interests, motivations and needs Learner factors as important as methodology

15. Extended Definition of ESP Absolute characteristics of ESP ESP is designed to meet specific needs of the learner; ESP makes use of the underlying methodology and activities of the discipline it serves; ESP is centred on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities.

16. Variable characteristics of ESP ESP may be related to or designed for specific disciplines or areas of work; ESP may use, in specific teaching situations, a different methodology from that of General English; ESP is likely to be designed for adult learners; could also be used for learners at secondary school level; ESP is generally designed for intermediate or advanced students; but it can be used with beginners; and, etc.

17. Key Stages in ESP evaluation needs analysis assessment course design teaching-learning Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p. 121)