Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

College Teacher Education

Bayombong Campus

DEGREE BSED COURSE NO. ELECTIVE 1

PROGRAM
SPECIALIZATION ENGLISH COURSE TITLE ENGLISH FOR SPECIFIC PURPOSES
YEAR LEVEL 1 TIME FRAME 3 hrs WK NO. 2-4 IM NO. 02

I. UNIT TITLE/CHAPTER TITLE

English for Specific Purposes VS. English as a Second Language (ESP vs. ESL)
Genre Analysis

II. LESSON TITLE

ESP vs. ESL and Genre Analysis

III. LESSON OVERVIEW

The prevalent use of the English language as an international means of communication is in constant
expansion. This fact is reflected in different fields and in various domains where English is considered
as a working tool. In order to reach specific objectives, world countries, including the Philippines,
introduced English courses at all the levels of the educational system especially at the university
through ESP. The latter is the common and well established teaching methodology that the language
teachers actually use to achieve the specific learners’ needs, and meet the social requirement.

This module emphasizes the difference between English for Specific Purposes and English as a
Second Language. Read through the pages and find out how to use English appropriately in different
contexts.

IV. DESIRED LEARNING OUTCOMES

After you read through the pages, it is expected that you are able to:
1. distinguish between English for Specific Purposes and English as a Second Language; and,
2. analyze genres of ESP and ESL

V. LESSON CONTENT

I. ESP AND ESL

How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also
known as general English? The most important difference lies in the learners and their purposes for
learning English. ESP students are usually adults who already have some acquaintance with English
and are learning the language in order to communicate a set of professional skills and to perform
particular job related functions. An ESP program is therefore built on an assessment of purposes and
needs and the functions for which English is required. ESP concentrates more on language in context
than on teaching grammar and language structures. It covers subjects varying from accounting or
computer science to tourism and business management. The ESP focal point is that English is not
taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a
subject matter area important to the learners.

However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction.
In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing,
are stressed equally, in ESP it is a needs analysis that determines which language skills are most
needed by the students, and the syllabus is designed accordingly. An
ESP program, might, for example, emphasize the development of reading skills in students who are
preparing for graduate work in business administration; or it might promote the development of spoken
skills in students who are studying English in order to become tourist guides. As a matter of fact, ESP
combines subject matter and English language teaching. Such a combination is highly motivating
because students are able to apply what they learn in their English classes to their main field of study,
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

whether it be accounting, business management, economics, computer science or tourism. Being able
to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught
and increases their motivation.

The students' abilities in their subject-matter fields, in turn, improve their ability to acquire
English. Subject-matter knowledge gives them the context they need to understand the English of the
classroom. In the ESP class, students are shown how the subject-matter content is expressed in
English. The teacher can make the most of the students' knowledge of the subject matter, thus helping
them learn English faster.

The term "specific" in ESP refers to the specific purpose for learning English. Students approach the
study of English through a field that is already known and relevant to them. This means that they are
able to use what they learn in the ESP classroom right away in their work and studies. The ESP
approach enhances the relevance of what the students are learning and enables them to use the
English they know to learn even more English, since their interest in their field will motivate them to
interact with speakers and texts. ESP assesses needs and integrates motivation, subject matter and
content for the teaching of relevant skills.

The responsibility of the teacher

A teacher that already has experience in teaching English as a Second Language (ESL), can exploit
her background in language teaching. She should recognize the ways in which her teaching skills can
be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for
content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning
objectives, to establish a positive learning environment in the classroom, and to evaluate student s
progress.

Organizing Courses
You have to set learning goals and then transform them into an instructional program with the timing of
activities. One of your main tasks will be selecting, designing and organizing course materials,
supporting the students in their efforts, and providing them with feedback on their progress.

Setting Goals and Objectives

You arrange the conditions for learning in the classroom and set long-term goals and short-term
objectives for students’ achievement. Your knowledge of students' potential is central in designing a
syllabus with realistic goals that takes into account the students' concern in the learning situation.

Creating a Learning Environment

Your skills for communication and mediation create the classroom atmosphere. Students acquire
language when they have opportunities to use the language in interaction with other speakers.
Being their teacher, you may be the only English speaking person available to students, and although
your time with any of them is limited, you can structure effective communication skills in the classroom.
In order to do so, in your interactions with students try to listen carefully to what they are saying and
give your understanding or misunderstanding back at them through your replies. Good language
learners are also great risk-takers, since they must make many errors in order to succeed: however, in
ESP classes, they are handicapped because they are unable to use their native language competence
to present themselves as well-informed adults. That’s why the teacher should create an atmosphere in
the language classroom which supports the students. Learners must be self-confident in order to
communicate, and you have the responsibility to help build the learner's confidence.

Evaluating Students
The teacher is a resource that helps students identify their language learning problems and find
solutions to them, find out the skills they need to focus on, and take responsibility for making choices
which determine what and how to learn. You will serve as a source of information to the students about
how they are progressing in their language learning.

The responsibility of the student

What is the role of the learner and what is the task he/she faces? The learners come to the ESP class
with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

They are in charge of developing English language skills to reflect their native language knowledge and
skills.

Interest for Learning

People learn languages when they have opportunities to understand and work with language in a
context that they comprehend and find interesting. In this view, ESP is a powerful means for such
opportunities. Students will acquire English as they work with materials which they find interesting and
relevant and which they can use in their professional work or further studies. The more learners pay
attention to the meaning of the language they hear or read, the more they are successful; the more they
have to focus on the linguistic input or isolated language structures, the less they are motivated to
attend their classes.

The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In
ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a
mechanical skill or habit to be developed. On the contrary, English should be presented in authentic
contexts to make the learners acquainted with the particular ways in which the language is used in
functions that they will need to perform in their fields of specialty or jobs.

Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use
English. Having already oriented their education toward a specific field, they see their English training
as complementing this orientation. Knowledge of the subject area enables the students to identify a real
context for the vocabulary and structures of the ESP classroom. In such way, the learners can take
advantage of what they already know about the subject matter to learn English.

II. GENRE ANALYSIS

Themes
 Content-Based Instruction (CBI)
 English for Specific Purposes (ESP)

Content-Based Instruction
Content is interpreted as the use of subject matter as a vehicle for second or foreign language
teaching/learning.

Learners are exposed to a considerable amount of language through stimulating content.

Learners explore interesting content & are engaged in appropriate language-dependent activities.
Learning language becomes automatic.

Complex information is delivered through real life context for the students to grasp well & leads to
intrinsic motivation.

English for Specific Purposes

Defining characteristics by Dudley - Evans (1997)
ESP is defined to meet specific needs of the learners;
ESP makes use of underlying methodology and activities of the discipline it serves;
ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register,
study skills, discourse and genre.

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” (Hutchison, 1989:19)CBI, ESP and DBI

Challenges for Current College English Teaching

GE is dominant, without much relation to the subjects and future profession of students;
Students are not highly motivated;
The learning outcome is not satisfactory;
What they have learned can hardly meet the needs of communication in further study or in future
profession.
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

Difficulties to teach ESP

 Lack of teachers with subject knowledge (Li Hong, 2010; Jia Weiguo, 2010…)
 Lack of suitable materials (Jia Weiguo, 2010 , Ji Peiying, 2010)

The Objectives of ESP

 Focus on English or focus on subject knowledge
 How could teachers overcome the difficulties of subject or occupational knowledge?

Genre Analysis
The theory of genre analysis provides us a perspective to understand and explain “texts in ESP” in
terms of communicative function; it is also a focused and an effective approach to ESP teaching.

These purposes are recognized by the expert members of the parent discourse community, and thereby
constitute the rationale for the genre.

For example, you are intending to host a party, here are some questions to consider:
1. What are the purposes of a wedding ceremony?
2. What is the rationale of the wedding ceremony?
3. Are western ceremonies similar as that of Chinese in terms of rationale?

Definition of genre
 This rationale shapes the schematic structure of the discourse and influences and constrains the choice
of content and style.

 In addition to purpose, exemplars of a genre exhibit various patterns of similarity in terms of structure,
style, content and intended audience. If all high probability expectations are realized, the exemplar will
be viewed as prototypical by the parent discourse community.
(Swales, 1990: 58)

Text Types
 A traditional concept based on the form of text such as poetry, novels, drama, fairy tales, etc.

Genre and Text Types

 Genre names overlap with text types, but the conceptualization is different.
 Text types are classified on the basis of format and formal structure.
 Genre is recognized as a communicative event sharing some communicative purposes.
 This difference in conceptualization results in different ways and methods in interpreting discourse.

Discourse Analysis
 Describes language above the sentence level;
 Studies language in use or in context;
E.g. Halliday and Hasan: Cohesion in English (1976) ; Michale Hoey: On the surface of
discourse(1983); Patterns of lexis in text (1991).

Instances of genre
 Instruction leaflet, personal letters, official letters, public notice, story, poems, news report, speech,
debate, academic articles, etc.

Genre analysis

 Investigates the discourse which share some common communicative purposes.

 Aims not only to describe the discourse features but also to explain the features in the light of
communicative purposes and the institutional culture.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

Academic Genres

Thesis and
lectures dissertations

Conference
Books and Research
Presentation
monographs articles
s

Genre-based ESP teaching

 To enable learners to use language functionally, so the teaching combines language forms and
functions.
 To examine the structure of discourse, the relationship between language forms and discourse
functions as well as linguistic features.

Methodology:
Human activity, whether in employment or in the classroom can be seen as a series of tasks – some
having a communicative aspect, others not. (Swales, 1990 )

Swale’s definition of task:

One of a set of differentiated, sequenceable goal-directed activities is drawing upon a range of
cognitive and communicative procedures relatable to the acquisition of pre-genre and genre skills
appropriate to a foreseen or emerging socio-rhetorical situation.

VI. LEARNING ACTIVITIES

Write your idea on the questions below.

1. For needs analysis, why do think college students learn and write in English in their undergraduate
study in the Philippines?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Identify courses that need ESP and courses that need ESL.

ESP ESL

NVSU-FR-ICD-05-00 (081220) Page 5 of 5

 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021

VII. ASSIGNMENT: (Just look for this and get an idea of it because this will be your next lesson)
What are the approaches of ESP?

VIII. EVALUATION (Note: Your activity will serve as evaluation)

IX. REFERENCES

Brown, D. 2007. Principles of language learning and teaching. (Fifth edition). White Plains, NY:
Pearson Education.

Lamri, CE. 2016. An Introduction to English for Specific Purposes. Abou Bekr Belkaid University.
Tlemcen Algeria.

Rosales, R. DG. 2016. English for Specific Purpose. Jimczyville Publications. Malabon City

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