MEETING ONE
THE OBJECTIVES
1. Students can be able to define English for Specific purposes academically and
scientifically
2. Students can be able to Compare the definition of ESP provided by experts academically
and scientifically
3. Students can be able to analyze the courses included in ESP course based on the basic
principle of ESP Course
FOUNDATION OF ESP
English for Specific Purposes (ESP) is a significant branch of English Language Teaching
(ELT) that focuses on meeting the particular needs of learners who require English for use
in specific professional, academic, or occupational contexts. Over the years, ESP has
evolved into a specialized field with its own principles, theories, and practices. This chapter
outlines the definition and scope of ESP according to leading scholars in the field.
1.1 Definition of ESP
The concept of English for Specific Purposes (ESP) is fundamentally grounded in the belief
that language instruction should be closely aligned with the specific needs and goals of the
learner. Various scholars have contributed definitions that have shaped the development
and understanding of ESP as a distinct field within English language teaching.
Mackay and Mountford (1978) argue that ESP is "generally used to refer to the teaching of
English for a clearly utilitarian purpose." Rather than teaching English as an end in itself,
ESP is seen as a means to an end: enabling learners to carry out real-world tasks relevant to
their academic or professional domains. This utilitarian perspective positions ESP as a
practical, goal-oriented approach, in contrast to more theoretical or literature-based
traditions of language education.
According to Hutchinson and Waters (1987), ESP is “an approach to language
teaching in which all decisions as to content and method are based on the learner's reason
for learning.” This definition emphasizes that ESP is not a product but a process—focusing
on how and why language is learned rather than on what specific language is [Link]
argue that the distinction between ESP and General English lies not in the existence of a
specialized vocabulary or grammar, but in the learner-centered nature of ESP. ESP
instruction begins with an analysis of learners’ needs and builds a course around those
identified needs.
Strevens (1988) defines ESP as a type of language teaching that is:
designed to meet specified needs of the learner;
related in content (i.e., in its themes and topics) to particular disciplines,
occupations, and activities;
centered on the language appropriate to those activities in terms of grammar, lexis,
register, study skills, discourse, and genre;
in contrast with General English.
He further distinguishes absolute and variable characteristics of ESP. Absolute
characteristics include its focus on specific needs and the use of discipline-specific content,
while variable characteristics may include the use of different methodologies and the
degree to which it is restricted in terms of language skills.
Robinson (1991) defines ESP as "goal-directed" and asserts that learners are usually
adults who already have some knowledge of English. Her definition emphasizes
pragmatism, with ESP courses typically designed to fulfill immediate communicative needs
in the workplace or academic setting. Robinson also stresses the role of needs analysis as a
fundamental component of ESP course design.
Dudley-Evans and St. John (1998) refine the definition of ESP by identifying three
absolute and four variable characteristics:
Absolute Characteristics:
1. ESP is defined to meet specific needs of the learners.
2. ESP makes use of the underlying methodology and activities of the discipline it
serves.
3. ESP is centered on the language (grammar, lexis, register), skills, discourse, and
genres appropriate to these activities.
Variable Characteristics:
1. ESP may be related to or designed for specific disciplines.
2. ESP may use a different methodology from that of General English.
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or
in a professional work situation.
4. ESP is generally designed for intermediate or advanced students.
Belcher (2006) provides a more modern and critical perspective by defining ESP as “a
language instruction approach that assumes the reasons for learning are pre-defined, and
the target language needs are clear.” Belcher also discusses how ESP sometimes needs to
be flexible, especially when learners’ goals and needs evolve over time. The definition
opens discussions around power, access, and agency in ESP, particularly in contexts where
learners may not have clearly defined professional paths.
Basturkmen (2010) views ESP as a field concerned with teaching English to meet specific
workplace or academic needs, and she highlights the importance of situational analysis,
learner needs, and contextual relevance in course design. Basturkmen argues that ESP
courses are goal-oriented, aiming to equip learners with language relevant to real-life use.
In The Handbook of English for Specific Purposes, Paltridge and Starfield (2013) describe
ESP as a research-informed practice that examines how language is used in real-world
professional and academic settings. They position ESP within applied linguistics and focus
on the use of corpus-based, genre, and discourse approaches to analyze target language
use.
Anthony (2018) describes ESP as “the teaching and learning of English as a second
or foreign language where the goal of the learners is to use English in a particular domain.”
He highlights that ESP includes a wide range of contexts—English for Academic Purposes
(EAP), English for Occupational Purposes (EOP), and English for Vocational Purposes
(EVP). Anthony also emphasizes the interdisciplinary nature of ESP, integrating insights
from applied linguistics, corpus linguistics, genre analysis, and the field of discourse
studies.
REFERENCES
Anthony, L. (2018). Introducing English for Specific Purposes. Routledge.
Belcher, D. (2006). “English for Specific Purposes: Teaching to Perceived Needs and
Imagined Futures in Worlds of Work, Study, and Everyday Life.” TESOL Quarterly, 40(1),
133–156.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. Palgrave
Macmillan.
Belcher, D. (2006). English for Specific Purposes: Teaching to Perceived Needs and Imagined
Futures in Worlds of Work, Study, and Everyday Life. TESOL Quarterly, 40(1), 133–156.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A
Multi-Disciplinary Approach. Cambridge University Press.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered
Approach. Cambridge University Press.
Mackay, R., & Mountford, A. (1978). English for Specific Purposes: A Case Study Approach.
Longman.
Paltridge, B., & Starfield, S. (Eds.). (2013). The Handbook of English for Specific Purposes.
Wiley-Blackwell.
Strevens, P. (1988). ESP after Twenty Years: A Re-Appraisal. In M. Tickoo (Ed.), ESP: State of
the Art. SEAMEO Regional Language Centre.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge
University Press.
Essay Tests
1. Compare and contrast the definitions of ESP provided by Hutchinson & Waters (1987)
and Dudley-Evans & St. John (1998). How do these definitions reflect a shift in the
understanding of ESP as a process rather than a product?
2. Discuss the main differences between ESP and General English according to the
scholars presented in the chapter. Include at least three contrasting points in your
answer.
3. Summarize the major phases of the historical development of ESP. How did global
events and linguistic theories influence each phase?
4. Utilitarian Purpose in ESP: Mackay and Mountford (1978) describe ESP as being taught
for a "utilitarian purpose." Discuss what this means and provide examples of how ESP
meets practical real-world needs.
5. Critical Perspectives in ESP: Belcher (2006) introduces the concepts of "perceived
needs" and "imagined futures". What do these terms mean in the context of ESP, and
how do they challenge traditional views of ESP course design?
6. Interdisciplinary Nature of ESP: Discuss how ESP has evolved into an interdisciplinary
field. Provide examples from the works of Paltridge & Starfield (2013) and Anthony
(2018) to support your explanation.
7. Absolute and Variable Characteristics: Dudley-Evans and St. John (1998) outlined three
absolute and four variable characteristics of ESP. Explain these characteristics and
provide examples of how they can be applied in real ESP course settings.
8. ESP Course Design Principles: Based on the theories and historical development
discussed, outline the essential principles that should guide the design of an effective
ESP course. Use at least three references from the chapter to support your answer.
