100% found this document useful (3 votes)
2K views5 pages

Exam Questions ESP

Uploaded by

Doha Baladi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
100% found this document useful (3 votes)
2K views5 pages

Exam Questions ESP

Uploaded by

Doha Baladi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

Exam Questions ESP: PRESENTATION 1

Multiple Choice Questions


What was the primary factor that necessitated the development of ESP after World
War II?
1. a. The rise of the internet
b. The increase in global travel
c. The expansion in international scientific, technical, and economic activities
d. The decline of traditional English teaching methods

What is the main focus of English for Specific Purposes (ESP)?


2. a. General English proficiency
b. Meeting the specific academic or occupational needs of learners
c. Teaching English literature
d. Conversational English skills

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

Which of the following is an example of English for Occupational Purposes (EOP)?


4. a. English for Mechanics
b. English for Medical Professionals
c. English for Social Sciences
d. English for Academic Purposes

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

According to Strevens (1988), what is one absolute characteristic of ESP?


7. a. May be related to or designed for specific disciplines
b. Not taught according to any pre-ordained methodology
c. Designed to meet specific learner needs
d. Generally designed for intermediate or advanced students

Which phase of ESP development emphasized the importance of understanding how


sentences combine in discourse to produce meaning?
8. a. Register analysis
b. Discourse analysis
c. Target situation analysis
d. Skills and strategies

What is one key role of an ESP teacher?


9. a. Teach only general English skills
b. Focus solely on grammar and syntax
c. Conduct needs analyses to tailor courses to learner goals
d. Use only traditional teaching methods

How should ESP be best understood?


10. a. As a fixed set of materials
b. As a rigid teaching methodology
c. As a flexible, needs-driven approach to language teaching
d. As a collection of English literature texts

Long Answer Questions


1. Explain the origins of English for Specific Purposes (ESP) and how global
shifts after World War II contributed to its development.
2. Define ESP and explain the key components of its definition, including
academic needs, occupational needs, language, genre, and skills.
3. Describe the two main branches of ESP, providing examples for each branch
and its sub-branches.
4. Outline the five phases of ESP development, highlighting the main objective
and focus of each phase.
5. Compare and contrast the definitions of ESP provided by Strevens (1988) and
Dudley-Evans and St. John (1998), focusing on their absolute and variable
characteristics
6. Analyze the role of an ESP teacher, detailing the various responsibilities and
skills required to effectively teach ESP.
7. Describe the methodological approaches used in ESP and explain how they
differ from general English language teaching methods.
8. Explain how ESP can be considered both an approach and a product,
providing examples to illustrate your points.

answers = """

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.

15. An ESP teacher's role encompasses conducting needs analyses, developing


curriculum, selecting and creating relevant materials, designing assessments,
and collaborating with subject matter experts. ESP teachers must understand
learners' professional or academic contexts to tailor courses effectively. They
require skills in specialized language teaching, material development, and
continuous professional development to stay updated with the field's evolving
needs.
16. Methodological approaches in ESP include general and discipline-specific
materials, often integrating communicative language teaching (CLT),
task-based language teaching (TBLT), and project-based learning (PBL).
Unlike general English teaching, ESP focuses on specific learner needs and
contexts, employing eclectic methods to meet precise language learning
objectives. This flexibility allows ESP to adapt various teaching techniques to
serve academic or occupational purposes effectively.
17. ESP can be considered both an approach and a product. As an approach, it is
flexible and driven by the specific needs of learners, employing various
methodologies to meet these needs. As a product, it results in tailored
teaching materials and methods designed to address the particular linguistic
requirements of specific academic or professional contexts. For example, an
ESP course for medical professionals would include specialized vocabulary
and communication practices relevant to healthcare settings.

You might also like