Exam Questions ESP
Exam Questions ESP
In the context of ESP, what does the term "academic needs" refer to?
3. a. The needs of learners in a workplace setting
b. The needs of learners in informal education settings
c. The needs of learners in a school, university, or other academic settings
d. The needs of learners in language immersion programs
What was the main objective of the register analysis phase (1960-1970) in ESP
development?
5. a. To focus on language beyond the sentence level
b. To produce a syllabus that prioritized language forms relevant to learners'
needs
c. To incorporate metacognitive skills in language teaching
d. To develop a learning-centered approach
What is the primary goal of the target situation analysis phase in ESP development?
6. a. To analyze the scientific register
b. To identify the organizational patterns in texts
c. To relate the ESP content to learners’ needs and reasons for learning
d. To consider the thinking process underlying language use
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1. c,
2. b,
3. c,
4. b,
5. b,
6. c,
7. c,
8. b,
9. c,
10. c,
11. The origins of ESP can be traced back to the period after World War II, during
which there was a significant expansion in international scientific, technical,
and economic activities. These global shifts created a demand for a more
targeted approach to English language teaching, tailored to the specific
professional fields of technology and commerce. This need for specialized
language education led to the development of ESP.
12. ESP (English for Specific Purposes) is an approach to language teaching that
targets the current and future academic or occupational needs of learners. It
focuses on the necessary language, genres, and skills to address these needs,
and assists learners in meeting these needs through the use of general and/or
discipline-specific teaching materials and methods. Key components include:
● Academic needs: Requirements of learners in academic settings such
as schools or universities.
● Occupational needs: Language needs in workplace settings like
factories, restaurants, or hospitals.
● Language: Refers to lexis, morphology, syntax, semantics, and
pragmatics.
● Genre: Spoken or written products of language, such as research
presentations or business letters.
● Skills: Traditional abilities like reading, writing, listening, and speaking,
as well as metacognitive skills like planning, problem solving, and
evaluating.
13. The two main branches of ESP are English for Academic Purposes (EAP) and
English for Occupational Purposes (EOP).
● EAP (English for Academic Purposes) includes:
● EGAP (English for General Academic Purposes): Lecture
comprehension, essay writing, note-taking.
● ESAP (English for Specific Academic Purposes): English for
STEM, Law, Business, Humanities.
● EOP (English for Occupational Purposes) includes:
● EPP (English for Professional Purposes): English for Medical
Professionals, Engineers, Pilots, Business Executives.
● EVP (English for Vocational Purposes): English for Tourism and
Hospitality, Nursing, Construction Workers, Restaurant Workers.
14. The five phases of ESP development are:
● Register analysis (1960-1970): Focused on making ESP courses
relevant to learners' needs by prioritizing language forms encountered
in their specific studies.
● Discourse analysis: Identified organizational patterns in texts and
incorporated them into the ESP syllabus.
● Target situation analysis: Related ESP content to learners' needs and
reasons for learning.
● Skills and strategies: Emphasized underlying reasoning and interpreting
processes shared across languages to extract meaning from
discourse.
● Learning-centered approach: Shifted focus from language use to
language learning processes.
Strevens' (1988) definition of ESP highlights meeting specific learner needs, content
relevance to particular disciplines or occupations, and a focus on appropriate
language use. His variable characteristics include possible restrictions on language
skills and flexible teaching methodologies. Dudley-Evans and St. John (1998) expand
on this by incorporating discipline-specific methodologies, additional considerations
for learner characteristics, and language proficiency levels. Their definition
emphasizes the dynamic and flexible nature of ESP to adapt to specific teaching
situations.