ESP1

English for
Specific Purposes
Dr. Muhammad Shahbaz
[email protected]
0345-6725710
Introduction
• ESP vs. ELT

• ESP vs. EGP
• ESP- with practical outcomes/
needs analysis/ text analysis
What is ESP?
• It is an approach, not a product.

• It does not involve a particular kind of
language, teaching material of methodology
(Hutchinson and Waters, 1987).
• ESP course is designed to meet specified needs
of the learners.
• It is related in content to particular disciplines,
occupations.
What is ESP?
• It is centered on language appropriate to those

activities in syntax, lexis, discourse (Strevens’,
1988).
• Goal-directed
• Courses with a limited time period, which
objectives have to be achieved (Robinson,
1991).
What is ESP?
"... now there is a need for a wider view that

focuses less on differences and more on what
various specialisms have in common ..."
(Hutchinson & Waters, 1987: 19)
What is ESP?
"ESP should properly be seen not as any

particular language product but as an
approach to language teaching and learning
which is directed by specific and apparent
reasons for learning."
What is ESP?
The foundation of ESP is the simple

question:
“Why does this learner need

to learn a foreign language?”
The History of ESP
From the early 1960's, English for Specific Purposes (ESP) has
grown to become one of the most prominent areas of EFL
teaching today.
Increasing number of universities offering an MA in ESP
Number of ESP courses offered
There is now a well-established international journal
dedicated to ESP discussion, "English for Specific Purposes:
An international journal“
ESP SIG groups of the IATEFL and TESOL a
The History of ESP (1960s‐1970s)
A product‐based approach
"It is perfectly possible to find out just what
English is used in the operation of power stations
in India: once this has been observed, recorded
and analyzed, a teaching course to impart such
language behavior can at last be devised with
confidence and certainty."
(Halliday et. al, 1964: 190)
A learner‐centered approach
"... now there is a need for a wider view
that focuses less on differences and more
on what various specialisms have in
common ..."
A learner‐centered approach
"ESP should properly be seen not as any
particular language product but as an
approach to language teaching and learning
which is directed by specific and apparent
reasons for learning."
A return to specificity (in highly complex

genres)
"ESP must involve teaching the literacy
skills which are appropriate to the
purposes and understandings of particular
academic and professional communities."
(Hyland, 2002: 385)
The History of ESP (today)
• ESP that focuses primarily on specific

language, skills, and genres of particular
disciplines (Hyland, 2002;2004; 2008)
• ESP that is (should be?) closely connected to
the teaching of the subject itself (Paltridge,
2009)
• ESP that integrates discursive competence,
disciplinary knowledge and professional
practice (Bhatia, 2011)
English for Vocational Purposes
(EVP)
• Vocational English: language of training for

specific trades or occupations
• Pre-Vocational English: finding a job and
interview skills.
The ESP Specificity Continuum
• General ESP
(academic listening, note‐taking,
logical structures, visualizing data)
• 'Wide Angle' ESP
(research article writing, presentations)
• 'Narrow Angle' ESP
(nuclear physics terminology, reactor safety
manuals)
Definition and Characteristics of ESP
The participants have specific purposes

and ambitions in academics, vocations, and
scientific fields in ESP courses.
(Robinson,1980)
19
(Dudley‐Evans, T. & St. John, M. J., 1998: 4‐5)
Absolute Characteristics
• ESP is designed to meet specific needs of the
learner;
• ESP makes use of the underlying methodology and
activities of the discipline it serves;
• ESP is centered on the language (grammar, lexis,
register),skills, discourse, and genres appropriate
to these activities.
(Dudley‐Evans, T. & St. John, M. J., 1998: 4‐5)
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, but it can be used with
beginners.
Learner needs for a specified design, thus, the content of an ESP curriculum is
related to learners’ specific subjects, jobs, and activities.
ESP variable characteristics have reading limitations that can be included in the
learning process
Streven (1988) 22
The Origins and Development of ESP
Sentence Target
level situation
Register analysis analysis
2
3
1
Five stages of ESP development
Hutchinson &Water’s (1987)
Learning-
centered 4 Learner skill
approach 5
and strategies
23
The Origins and Development of ESP
Focused on basic sentence level grammar in

scientific English was a trend based on
particular forms.
The level beyond the basic sentence, including

not only grammar, but involved discourse.
Language competence, functions, and

structures.
Basics of language, and encourages engaging

in discourse allows the extraction and control
of information.
Including social requirements for foreign

language knowledge and skills.
24
Advantages of ESP
• Being focused on the learner’s needs, it wastes no

time;
• It is relevant to the learner;
• It is successful in imparting learning;
• It s more cost-effective than ‘General English’.
(Strevens,1988)
Carrier content vs. real content
• In ESP, any teaching activity, whether its aim is

to teach language or skills, is presented in a
context.
• e.g. use the context of the life cycle of a plant
to present the language.
Carrier content vs. real content
• Life cycle of a plant---carrier content.

• Action in sequence/ process---real content
• e.g.: Use a table of statistics (carrier content)
to teach the language of comparison (real
content).

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English for

• ESP vs. ELT

• It is an approach, not a product.

• It is centered on language appropriate to those

"... now there is a need for a wider view that

"ESP should properly be seen not as any

The foundation of ESP is the simple

“Why does this learner need

A return to specificity (in highly complex

• ESP that focuses primarily on specific

• Vocational English: language of training for

The participants have specific purposes

Focused on basic sentence level grammar in

The level beyond the basic sentence, including

Language competence, functions, and

Basics of language, and encourages engaging

Including social requirements for foreign

• Being focused on the learner’s needs, it wastes no

• In ESP, any teaching activity, whether its aim is

• Life cycle of a plant---carrier content.

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