What is the

word?
 Rearrange the letters to
guess the word
1. U-R-E-A-T-A-V-L-O
EVALUAT
2. L-E-R-A-G-N-E OR
GENERAL
3. S-C-E-F-P-I-C-I LANGUAG
SPECIFIC
4. G-U-L-E-G-A-N-A E
C-S-E-D-T-P-I-
R-I-N-O DESCRIPT
ENGLISH ION
5. G-H-S-L-E-N-I
 Rearrange the letters to
guess the word

6. L-O-B-T-R-O-C-A-L-A-R-O
COLLABORA
7. E-G-R-D-S-E-I-NDESIGNE TOR
R NEEDS
8. E-N-E-S-D L-S-I-Y-A-S-A-N
ANALYSIS
9. T-E-R-H-S-O-I-ETHEORIE
S
10.R-S-O-P-E-U-P-SPURPOSE
S
English for
Special/Spe
cific
Purposes
(ESP)
What is
the
meaning
of ESP?
 English for
Special/Specific
Purposes
Hutchinson and Waters (1987) define
ESP as “an approach to language learning
which is based on learner need. The
foundation of all ESP is the simple
question: Why does the learner need to
learn a foreign language? ... ESP, then, is
an approach to language teaching in
which all decisions as to content and
method are based on the learner’s reason
for learning.”
 English for
Special/Specific
Dudley Evans and St John (1998)
Purposes
define ESP in terms of “absolute” and
“variable” characteristics.
Absolute characteristics are as
follows:
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
appropriate to these activities in terms
of grammar, lexis, register, study skills,
 English for
Special/Specific
Variable characteristics include the
following: Purposes
1. ESP may be related to, or designed for,
specific disciplines;
2. ESP may use, in specific teaching situations, 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. It could, however,
be for learners at secondary school level;
4. ESP is generally designed for intermediate or
advanced students;
5. Most ESP courses assume some basic
knowledge of the language system.
 What is
the
difference
between
ESP and
general
English?
 Difference of ESP and
Hutchinson and Waters (1987) answer this
question General English
quite simply, “in theory nothing, in
practice a great deal”. In 1987 this view was
quite true; teachers of General English courses
rarely conducted needs analysis to find out what
was their students’ purpose for learning English.
Nowadays, teachers are aware of the importance
of needs analysis, and perhaps it is this that has
been the greatest influence that the ESP
approach has had on the teaching of General
English. Through the choice of a suitable
textbook or the choice to prepare one’s own
materials, either choice having been made on the
basis of the assessment of their learners’ needs,
teachers can adjust the syllabus of their courses
to their learners’ aims.
 Difference of ESP and
General English
The most important difference
between ESP and General English lies in
the learners and their purposes for
learning English. ESP learners are usually
adults who have already learnt some
English language and possess some
knowledge of the various content subjects
which ESP teachers may not be familiar
with. The ESP learners need the language
in order to become equipped with
professional communicative skills to be
 Difference of ESP and
General English
ESP focuses on language that is used
in a real professional context rather than
on teaching grammar structures and
vocabulary unrelated to the students’
mainstream subjects. Contrary to General
English, which is frequently separated
from the students’ future situations, the
content of ESP is integrated into an area
of subject matter related to the students’
present and future situations.
 How to
design an
ESP
course?
 ESP Course
According to Dudley-Evans and St
John (1998), ESP courses should reflect
the methodology of the disciplines and
professions for which they are designed.
In relation to this, the designing of each
ESP course should be preceded by an
analysis of the students’ needs
concerning their future or present
occupation or their plans for the future, as
well as an analysis of the language used
in their target situations.
 ESP Course
Methods of needs analysis suggested for
language teachers include:
1. Questionnaires designed for students,
academic teachers and employers, which
should be filled in by them before the course,
during the course and after finishing it.
2. Interviews of students, academic teachers
and employers carried out by ESP teachers.
Particularly useful are consultations with the
academic teachers about the choice of
syllabus, materials, students’ tasks to be
carried out, as well as the expectations of
academic teachers and future employers from
the language course.
 ESP Course
3. “Job shadowing”, that is, the
exploration by language teachers of
the linguistic, cultural and pragmatic
aspects of their students’ present or
future workplace.
4. Spoken or written notes made by the
students before, during and after the
ESP course. They can be used for
revision of a current program and for
planning courses in the future.
5. Participation of language teachers in
 ESP Course
The preparation of an ESP course
should also include an analysis of the
students’ linguistic situation and
communicative skills at the beginning of
the course (present situation analysis)
and an analysis of their current needs
which are related to their language
learning process (learning needs
analysis). The analysis of learning needs
during the course may result in a
changing of the teaching materials and a
 ESP Course
Having conducted the previously
mentioned analyses, the teacher must
decide on:
> the teaching content, the texts and the
various linguistic elements to be
studied during the course;
> the syllabus;
> the teaching methods;
> the teaching materials;
> the extent to which particular skills
should be acquired.
 What is
the role
of the
teacher in
teaching
ESP?
 Roles of Teacher in
Teaching ESP
1. Teacher
2. Collaborator (Cooperation with
academic teachers and/or employers)
3. Course Designer and Materials
Provider (Designing the course and
choosing and preparing the teaching
materials)
4. Researcher (carrying out analyses of the
students’ needs, target situation, and
discourse)
5. Evaluator (providing an evaluation of the
 What
teaching
methods
can be
used in
ESP?
Teaching Methods in
ESP
 Teaching Methods in
In ESP, the most important goal for the
student to achieveESP
is the acquiring of the
ability to produce texts which do not have to
be totally free of grammar mistakes, but
which should be, and this is, perhaps, more
important, appropriate for each given
situation. The teaching of grammar is not,
therefore, the main aim of the language
course.
ESP courses should be based on
functional syllabuses which organize the
teaching process around communicative
functions or intentions expressed by, and
prompted by, the various texts produced by
the students.
 Teaching Methods in
In the teaching of vocabulary, better
effects are achievedESP
by the acquiring of whole
lexical phrases (chunks) rather than individual
words.
ESP is also concerned with discourse
analysis which deals with the analysis and
description of stretches of speech or written
texts, such as are found in conversations,
paragraphs, or complete texts. Students
analyze the subject-specific texts that they are
required to read or to write, looking for the
relationship between their function and
structure, and also for their cohesion, for the
pattern of the text’s organization and for the
use of discourse markers.
 The Tree
Diagram of
English
Language
Teaching
(ELT)
 Factors
Affecting
ESP Course
Design
What are
the
different
factors
affecting
ESP
course
 Factors Affecting ESP
Course Design
Language Description
It is the way in which the language system
is broken down and described for the purpose of
learning. They refer to ways of analyzing and
describing language.
> Classical or traditional grammar
> Structural linguistics
> Transformational generative (TG) grammar
> Language variation and register analysis
> Functional/notional grammar
> Discourse (rhetorical) analysis
 Factors Affecting ESP
Course Design
Language Theories
These are the theories believed to be
the reason of language acquisition and
learning.
> Cognitivism/Constructivism (Jean
Piaget)
> Behaviorism (BF Skinner)
> Nativism/Innateness Theory (Noam
Chomsky)
> Interactionism (Jerome Brunner)
 Factors Affecting ESP
Course Design
Needs Analysis
The process of determining the
needs for which a learner or group of
learners requires a language and
arranging the needs according to
priorities.
It refers to the activities that are
involved in collecting information that will
serve as the basis for developing a
curriculum that will meet the needs of a
particular group of students.
Thank
You!
Announcem
ent
There will be a
quiz tomorrow
about our lesson
today. Please be
prepared. Thank
you.