1. What is teaching?

Teaching is a process that involves instructing, guiding, and facilitating

learning in others. It aims to impart knowledge, skills, values, and
attitudes, enabling individuals to acquire new understandings and
develop their capabilities.
2. Mention some approaches related to teaching domain?
Some approaches related to the teaching domain include:
 Teacher-centered approaches: Focus on the teacher as the
primary source of information (e.g., traditional lecture method).
 Learner-centered approaches: Emphasize the active role of
students in their learning process (e.g., collaborative learning,
inquiry-based learning).
 Constructivism: Learners construct their own understanding
and knowledge through experience and reflection.
 Socio-constructivism: Learning is a social process, and
knowledge is co-constructed through interaction with others.
 Behaviorism: Learning is seen as a change in observable
behavior, often through reinforcement and conditioning.
 Cognitivism: Focuses on mental processes such as memory,
problem-solving, and information processing in learning.
3. What is the main purpose of language teaching?
The main purpose of language teaching is to equip learners with the
ability to communicate effectively and appropriately in a given
language. This includes developing proficiency in various language
skills (listening, speaking, reading, writing) and fostering cultural
understanding.
4. What is the final outcome of language teaching?
The final outcome of language teaching is language proficiency, which
encompasses communicative competence. This means learners can
understand, produce, and interact effectively in the target language in
various contexts, demonstrating linguistic accuracy, fluency, and
appropriate use of language.
5. What are the necessary materials to develop the skills?
Necessary materials to develop language skills include:
 Authentic texts and media: Real-world materials like
newspapers, magazines, videos, podcasts, and literary works.
 Textbooks and workbooks: Structured learning materials with
exercises and explanations.
 Audio and visual aids: Recordings, images, and videos for
listening and speaking practice.
 Technological tools: Language learning apps, online platforms,
interactive whiteboards, and multimedia resources.
  Realia: Real objects that can be used to illustrate vocabulary
and concepts.
 Role-play scenarios and simulations: To practice
communication in specific contexts.

Delving into English for Specific Purposes (ESP)

6. Why do we design English for Specific Purposes?
We design English for Specific Purposes (ESP) to address the specific
linguistic and communicative needs of learners who require English for
particular professional, academic, or occupational contexts. It moves
beyond general English to focus on the language skills and knowledge
directly relevant to their specialized fields.
7. What do students acquire while dealing with ESP?
While dealing with ESP, students acquire:
 Specialized vocabulary and jargon: Terms specific to their
field.
 Discourse features: How language is used in their specific
context (e.g., reports, presentations, medical records).
 Communicative skills: Tailored to their professional needs
(e.g., negotiating, presenting findings, writing technical
documents).
 Genre-specific conventions: The structure and style of
particular types of texts in their field.
 Socio-cultural understanding: Related to communication
within their specific domain.
8. How does ESP differ from EGP? Give the elements which should
be considered.
ESP (English for Specific Purposes) differs from EGP (English for
General Purposes) in several key ways. The elements to be considered
include:
 Learner Needs: ESP is driven by specific learner needs for
English in a particular field, whereas EGP caters to general
communicative competence.
 Content: ESP uses content directly relevant to the learners'
specialized domain, while EGP uses general interest topics.
 Goals: ESP aims for proficiency in a specific context, whereas
EGP aims for general fluency and accuracy.
 Methodology: ESP often uses authentic materials from the
target field and task-based learning relevant to professional
scenarios. EGP uses broader pedagogical approaches.
 Skills Focus: ESP prioritizes the specific language skills (e.g.,
report writing, presenting technical data) required for the target
situation. EGP develops all four skills more generally.
9. What does it imply considering lecturing?
Considering lecturing in an ESP context implies that the lecture content
 will be highly specialized and relevant to the learners' field. It often
involves:
 Technical vocabulary: Use of specific terms and concepts.
 Structured discourse: Clear organization of information, often
with signposting.
 Visual aids: Use of diagrams, graphs, and slides to support
complex information.
 Specific communicative functions: Explaining complex
processes, presenting research findings, or outlining theories
within a professional context.
10. Who express the need for ESP courses?
The need for ESP courses is typically expressed by:
 Professionals and employees: Who need to use English in
their jobs (e.g., doctors, engineers, business people).
 University students: Studying specialized subjects (e.g., law,
medicine, technology) who need to read academic texts or
present research in English.
 Organizations and companies: That require their workforce to
communicate effectively in English for international operations.
 Individuals: Preparing for specific examinations or certifications
in English related to their profession.
11. In ESP, is language teaching exclusively tailored to
spoken professional situations?
No, in ESP, language teaching is not exclusively tailored to spoken
professional situations. While spoken communication (e.g.,
presentations, negotiations, meetings) is often a crucial component,
ESP also heavily focuses on written professional situations, such as:
 Writing reports, proposals, and emails.
 Reading and understanding technical documents, manuals, and
research papers.
 Developing skills for specific genres within their field.
12. How can we define ESP as an approach?
ESP can be defined as an approach to language teaching that focuses
on designing and delivering English language instruction to meet the
specific communicative needs of learners in a particular domain or
field. It is characterized by its needs-driven nature, its use of
specialized content, and its aim to develop targeted language skills
relevant to the learners' specific purposes.
13. Before considering ESP as an umbrella term to its
different varieties, give the 3 varieties of ESP according to
Cater, and according to Hutchinson and Waters.
According to Carter (1983), the three varieties of ESP are:
 English for Science and Technology (EST)
 English for Business and Economics (EBE)
 English for Social Sciences (ESS)
 According to Hutchinson and Waters (1987), the three varieties of
ESP are:
 English as a Restricted Language: This refers to highly
specialized English used in very specific contexts with a limited
range of linguistic forms (e.g., air-traffic control communication).
 English for Academic Purposes (EAP): English needed for
study purposes, such as reading academic texts, writing essays,
giving presentations.
 English for Occupational Purposes (EOP): English needed for
professional or vocational contexts, covering a wide range of job-
specific communication.
14. What kind of courses do learners need?
Learners in ESP contexts need courses that are:
 Needs-analysis driven: Based on a thorough assessment of
their specific language requirements.
 Content-specific: Incorporating authentic materials and topics
from their professional or academic field.
 Skill-focused: Designed to develop the precise language skills
(e.g., reading research papers, writing technical reports,
presenting data) they will need.
 Task-based and practical: Providing opportunities to practice
language in simulated or real-world scenarios relevant to their
domain.
 Flexible and adaptable: Able to be customized to diverse
learner groups and evolving professional demands.
15. What are the characteristics of ESP?
The main characteristics of ESP are:
 Designed to meet specific needs of the learner.
 Related in content (themes and topics) to particular
disciplines, occupations, and activities.
 Centered on the language appropriate to these activities
in terms of grammar, lexis, register, study skills,
discourse, and genre.
 Contrasted with General English.
 Designed for adult learners, either at a university or in a
professional work situation.
 Generally for intermediate or advanced students.
 Primarily concerned with teaching communication skills
needed for specific purposes.
16. What are the challenges ESP teachers face today?
Challenges ESP teachers face today include:
 Lack of subject matter expertise: Teachers may not be
experts in the specific field (e.g., engineering, medicine) for
which they are teaching English.
  Developing relevant materials: Finding or creating authentic
and engaging materials specific to diverse fields can be difficult.
 Keeping up with industry changes: The language and
communication needs of specialized fields can evolve rapidly.
 Motivating learners: Who might be highly proficient in their
field but less confident in English.
 Designing accurate needs analyses: To precisely identify the
specific linguistic requirements of learners.
 Limited resources and time: To prepare highly specialized
lessons.
 Assessing specialized language skills: Developing
appropriate assessment tools for specific communicative tasks.
17. Give some examples of professional writing.
Some examples of professional writing include:
 Business reports
 Proposals
 Memos
 Emails (professional correspondence)
 Technical manuals
 Research papers/articles
 Grant applications
 Case studies
 Legal documents
 Medical records
 Marketing materials
18. Why ESP teachers have to teach sociolinguistic and
pragmatic competence?
ESP teachers have to teach sociolinguistic and pragmatic competence
because:
 Effective communication is not just about grammar and
vocabulary; it's also about appropriate use of language in
context.
 Sociolinguistic competence involves understanding how
language varies according to social context, relationships
between speakers, and cultural norms (e.g., politeness, formality
levels in different professional settings).
 Pragmatic competence involves understanding and producing
language appropriately in specific communicative situations,
including how to make requests, give advice, apologize,
agree/disagree, and use discourse markers effectively.
 In professional settings, misinterpretations due to a lack of
sociolinguistic or pragmatic competence can lead to breakdowns
in communication, damage professional relationships, and hinder
success. ESP aims to prepare learners for real-world professional
interaction, where these competencies are crucial.
 19. How teaching for knowledge is different from teaching for
skill?
 Teaching for knowledge focuses on the acquisition of factual
information, concepts, and theories. The goal is for learners to
understand and recall information (e.g., knowing the rules of
grammar, understanding scientific principles). Assessment
typically involves recalling facts or explaining concepts.
 Teaching for skill focuses on the ability to apply knowledge
and perform a task effectively. The goal is for learners
to do something proficiently (e.g., writing a coherent report,
giving an effective presentation, diagnosing a problem).
Assessment typically involves observing performance or
evaluating the output of a task.
In ESP, both are important, but there is a stronger emphasis on
developing skills that enable practical application of language in
specific professional contexts.
20. How does Cross-cultural skills help students?
Cross-cultural skills help students by:
 Facilitating effective communication: Enabling them to
understand and be understood across different cultural
backgrounds.
 Building stronger relationships: Fostering empathy, respect,
and trust with colleagues, clients, or partners from diverse
cultures.
 Preventing misunderstandings: Reducing misinterpretations
that can arise from differing communication styles, values, and
non-verbal cues.
 Enhancing problem-solving and collaboration: Allowing
students to leverage diverse perspectives and work more
effectively in multicultural teams.
 Improving adaptability and flexibility: Preparing them to
navigate new and unfamiliar cultural contexts with greater ease.
 Increasing global career opportunities: As many
professional fields are increasingly international.

The Role of the ESP Teacher and Learning Theories

21. What are the three dimensions of a teacher?
While definitions can vary, commonly recognized dimensions of a
teacher include:
 Pedagogical dimension: Involves knowledge of teaching
methods, curriculum design, assessment, and classroom
management.
 Subject matter expert dimension: Refers to the teacher's
knowledge of the content they are teaching.
  Relational/Affective dimension: Pertains to the teacher's
ability to build rapport with students, create a positive learning
environment, and address students' emotional and motivational
needs.
22. What is meant by constructivism, socio-constructivism,
behaviorism cognitivism?
 Constructivism: A learning theory that posits learners actively
construct their own understanding and knowledge of the world
through experiencing things and reflecting on those experiences.
Knowledge is not passively received but built up from individual
experiences.
 Socio-constructivism: An extension of constructivism,
emphasizing that learning is a fundamentally social process.
Knowledge is co-constructed through interaction with others
(peers, teachers) and within a cultural context. Vygotsky's Zone
of Proximal Development is a key concept.
 Behaviorism: A learning theory that focuses on observable
behaviors and how they are learned through conditioning. It
suggests that learning occurs through reinforcement and
punishment, and that learners are passive recipients of
environmental stimuli. (e.g., Pavlov's classical conditioning,
Skinner's operant conditioning).
 Cognitivism: A learning theory that focuses on mental
processes involved in learning, such as memory, perception,
problem-solving, and thinking. It views the learner as an active
processor of information, and learning as the acquisition of
knowledge and strategies for processing information.
23. What are the theories that can be included in the
competency-based approach (CBA)?
The Competency-Based Approach (CBA) draws on several learning
theories, including:
 Behaviorism: Particularly in defining observable competencies
and assessing performance against specific criteria.
 Cognitivism: In understanding the mental processes and
knowledge structures required to achieve a competency.
 Constructivism/Socio-constructivism: As learners often
actively construct their understanding and practice skills through
real-world tasks and interactions.
 Experiential Learning: As competencies are often developed
through practical experience and application.
24. What are the characteristics of a good teacher?
Characteristics of a good teacher include:
 Strong subject matter knowledge: Deep understanding of
what they teach.
  Clear communication skills: Able to explain complex concepts
effectively.
 Enthusiasm and passion: For their subject and for teaching.
 Patience and empathy: Understanding students' struggles and
providing support.
 Adaptability and flexibility: Able to adjust teaching methods
to meet diverse needs.
 Good classroom management: Creating an organized and
productive learning environment.
 Effective assessment skills: Able to accurately evaluate
student learning.
 Encourages participation and critical thinking: Fosters
active learning.
 Provides constructive feedback: To help students improve.
 Lifelong learner: Continuously seeking to improve their own
skills and knowledge.
25. What does a teacher pedagogically and practically do in
an ESP class?
In an ESP class, a teacher pedagogically and practically does:
 Conducts a thorough needs analysis: To identify learners'
specific language requirements.
 Selects/adapts authentic materials: Relevant to the learners'
field.
 Designs task-based activities: That simulate real-world
professional communication.
 Focuses on genre and discourse analysis: Helping learners
understand specific text types and communication patterns.
 Facilitates specialized vocabulary and terminology
acquisition.
 Teaches relevant grammatical structures: As they apply to
the specific field.
 Provides opportunities for practice: In speaking, listening,
reading, and writing within the target domain.
 Offers targeted feedback: On accuracy, fluency,
appropriateness, and communicative effectiveness in specialized
contexts.
 Acts as a facilitator and guide: Rather than just a dispenser
of information.
26. What is the teaching method used in ESP? and why is it
called so?
There isn't one single "method" used exclusively in ESP. Instead, ESP
often adopts an eclectic and flexible approach, drawing upon
principles from various methodologies. It is often described as needs-
based or learner-centered.
It's called so because the choice of method is dictated by the specific
 needs of the learners and the purpose for which they are learning
English. Unlike traditional methods that prescribe a fixed set of
procedures, ESP adapts and combines techniques from:
 Communicative Language Teaching (CLT): Emphasizing
real-life communication.
 Task-Based Learning (TBL): Where learners complete
meaningful tasks.
 Content and Language Integrated Learning (CLIL): Where
subject matter content is taught through the target language.
 Genre-based approach: Focusing on the conventions of
specific text types.
The core is that the method serves the specific purpose of the
learner.

Language Skills and Modern Education

27. What are the receptive and productive skills of language?
 Receptive skills (Passive skills): Involve receiving and
understanding language.
 Listening: Understanding spoken language.
 Reading: Understanding written language.
 Productive skills (Active skills): Involve producing language.
 Speaking: Producing spoken language.
 Writing: Producing written language.
28. What are the 21st century skills in education?
21st-century skills are a set of broader skills and competencies
considered essential for success in today's global and technological
world. They often fall into categories such as:
 Learning and Innovation Skills:
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication
 Collaboration
 Life and Career Skills:
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
 Information, Media, and Technology Skills:
 Information Literacy
 Media Literacy
 ICT (Information, Communications & Technology) Literacy
The History of ESP
29. What is the history of ESP?
The history of ESP can be broadly divided into several phases:
 Post-WWII Period (1940s-1960s):
 Demand for English: The post-war scientific,
technological, and economic boom, especially in the US
and UK, led to an increased need for English as a lingua
franca in these fields.
 The Rise of Science and Technology: Many non-English
speaking scientists and technologists needed to access
English-language research and communicate
internationally.
 Focus on Specific Registers: Early ESP focused on
analyzing the linguistic features (grammar, vocabulary) of
specific "registers" (e.g., scientific English) to identify what
needed to be taught.
 The 1960s-1970s: The Rise of Needs Analysis and
Rhetorical/Discourse Analysis:
 General English's Limitations: General English courses
were often found insufficient for specialized needs.
 Shift to Needs Analysis: Pioneers like John Strevens and
Eugene Nida emphasized that courses should be designed
based on learners' specific communicative needs.
 Beyond Sentence-Level Grammar: Researchers began
looking at how language functions at the discourse and
rhetorical level in specific professional/academic contexts
(e.g., how arguments are structured in scientific papers,
how different sections of a report function). This led to a
focus on "genre analysis."
 The 1980s: Communication and Learning:
 Influence of Communicative Language Teaching
(CLT): ESP began incorporating more communicative
principles, focusing on function and meaning rather than
just form.
 Learner-Centredness: Greater emphasis on the learner's
role, learning styles, and the learning process itself.
 Hutchinson and Waters (1987) "English for Specific
Purposes: A learning-centred approach": This seminal
work moved ESP from purely needs-driven to a more
comprehensive learning-centered approach, considering
both what learners need to learn and how they learn it.
 The 1990s-Present: ESP as a Mature Discipline:
  Broadening Scope: ESP expanded beyond scientific and
technical English to include a wider range of fields
(business, law, medicine, tourism, etc.).
 Emphasis on Sociolinguistics and
Pragmatics: Recognition that effective communication
requires understanding social and cultural contexts, not
just linguistic forms.
 Integration of Technology: Use of online resources,
corpora, and multimedia in ESP teaching and materials
development.
 Focus on Intercultural Communication: Recognizing
the importance of cross-cultural competence in globalized
professional environments.
In essence, ESP evolved from a linguistic-focused approach, identifying
specific language features, to a more holistic, needs-driven, and learner-
centered approach that considers communication in its broader socio-
cultural and professional context.