Definition of ESP:: Absolute Characteristics

1.
Definition of ESP:
McDonough (1998: 105) argues that: ―ESP describes language
programmes designed for groups or individuals who are learning with an identifiable purpose and clearly specifiable needs.‖
2. Reasons for the Emergence of ESP:
The demands of a brave new world : The economic developments in the English speaking countries in the late
1950s and early1960s and the growth of science and technology in those countries contributed to the increase of the demand for ESP
courses.
A revolution in linguistics: the shift from traditional linguistics, where the attention is centered on merely describing the features
of the language toward the study of Register Analysis (RA) where the ways the language is used in real communication are
spotlighted.
A new focus on the learner: the shift needed from teacher centeredness to learner centeredness with the student as the focal point
of the language acquisitionprocess, approaches to language teaching/learning started to be discussed.
3. Branches of ESP:
According to Hutchinson and Waters (1987, p.17), ESP has three
main branches; English for Science and Technology (EST), English for Business
and Economics (EBE) and English for Social Sciences (ESS).
4. Characteristics of ESP:
Absolute characteristics:
ESP is designed to meet the specific needs of the learners;
ESP makes use of the methodology and activities of the specialism it serves ;
ESP is centred not only on the language (grammar, lexis, register), but
also on the skills, discourses and genres appropriate to those activities.
variable characteristics:
ESP may be related to or designed for specific disciplines;
ESP may use, in specific teaching situations, a different methodology from that of General English;
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;
ESP is generally designed for intermediate or advanced students;
Most ESP courses assume some basic knowledge of the language systems.
5.ESP Vs EGP
1. ESP is based on needs analysis, (No needs analysis is required to design
an EGP course)
2. ESP is adults-centered (Secondary and/or university students), (EGP
courses can start from primary school)
3. ESP involves homogenous learners (based on level requirements), (EGP
students are heterogeneous learners)
II. Needs Analysis
So far, the most frequently quoted definition for needs analysis may be that of James Dean Brown (1995: 36) ―The systemic
collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that
satisfy the language learning requirements of students within the context of particular institutions that influence the learning and
teaching situations.‖
3. Types of needs
a) Target Needs
Necessities Are the academic or occupational requirements of the target situation, that is, what the learner has to know in order to function
effectively in the target situation. Accordingly, needs “are perhaps more appropriately described as objectives” (Robinson, 1991: 7) to be
achieved.
Lacks Are what the learners are deficient in, i.e what they ignore or cannot perform in English. Subsequently, lacks are the gaps between the
initial or actual situation of the learners in terms of language proficiency or aptitudes, and the one which is required after the accomplishment of
the language training.
Wants Are the learners‟ personal expectations and hopes towards acquiring English, i.e. what they would like to gain from the language course.
b) Learning needs: They can be defined as:"Factors that affect the learning like attitude, motivation, awareness, personality, learning styles and
strategies, together with the social background" (Xiao, 2007:2) There are two categories of learning needs :
Objective Needs: can be diagnosed by teachers on the basis of the analysis of learners’ biographical data, such as age, gender, nationality,
marital status, educational background…….etc
Subjective Needs : These are the needs that are inferred from the ―affective and cognitive factors‖ of the learners.
III. Course Design : Designing an ESP course is the step that follows the process of analyzing students’ needs.. Definition of the word/term
“course” in education : ―a series of lectures or lessons in particular subject, leading to an examination or qualification.‖
2. Definition of the term “Course Design” in ESP: According to Hutchinson and Waters (1987: 65) ―course design is the process by which
the raw data about a learning need is interpreted in order to
produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learner to a particular state of knowledge.‖
3. Characteristics of an effective course design:
Carter (1981:167) identifies three features common to ESP courses:

a) Authentic materials;
b) Purpose-related orientations; and
c) Self-direction.

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1.

3. Characteristics of an effective course design:

Carter (1981:167) identifies three features common to ESP courses:

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