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The essentials of esp methodology

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  • 1. Created by Andrey Kuznetsov 1 teachers’ group
  • 2.   WHAT IS ESP?  Absolute characteristics  Variable characteristics  Types of ESP  FEATURES OF ESP COURSES  Authenticity  Research base  Language/text  Learning needs  Learning methodology Content of my presentation
  • 3.   Hutchinson and Waters (1987) define ESP as an approach rather than a product – meaning that ESP does not involve a particular kind of language, teaching material or methodology. The basic question of ESP is: Why does this learner need to learn a foreign language? The purpose of learning English became the core. WHAT IS ESP?
  • 4.   1. designed to meet the specific needs of the learner;  2. related in content to particular disciplines or occupations;  3. centred on language specific to those disciplines or occupations;  4. in contrast to General English Absolute characteristics
  • 5.   1. be restricted in the skills to be learned;  2. not be taught according to a particular methodology. Variable characteristics
  • 6.   English for Academic Purposes (EAP)  English for Occupational Purposes (EOP)  English for (Academic) Science and Technology (EST)  English for (Academic) Medical Purposes (EMP),  (English for Medical Purposes, English for Business  Purposes – EBP Types of ESP
  • 7.   authentic materials  purpose-related orientation  self-direction FEATURES OF ESP COURSES
  • 8.   The earliest concept to emerge from the development of ESP was that of authenticity. The first generation of ESP materials that appeared in the mid-1960s took skills as their principal means of selection (Close, 1992). The underlying concept is that ESP teachers would need to establish the skills priorities of students in order to develop appropriate ESP teaching materials. As Close argues, the conception of authenticity was central to the approach taken to the reading skill. Authenticity
  • 9.   Halliday, McIntosh and Strevens (1964)  as Herbert (1965) or Ewer and Latorre (1969)  The principal limitation of this approach was not its research base but its conception of text as register, restricting the analysis to the word and sentence levels as register was invariably defined in these terms. The procedure adopted for the analysis was twofold. The main structural words and non- structural vocabulary were identified by visual scanning. For the main sentence patterns, a small representative-sample count was made. Research base
  • 10.   Williams, 1988;  Mason,1989;  Lynch & Anderson, 1991;  Jones, 1990.  Allen and Widdowson (1974). Language/text
  • 11.   This should not be a surprise for each and every specific domain would impose its own needs, and it goes without saying that the needs required for a specific field and the methodology for serving these needs on the ground do not work with another field which would defiantly dictate its own requirements. All language teaching must be designed for the "specific learning and language use purposes of identified groups of students" (Mackay & Mountford, 1978). Thus, a systematic analysis of these specific learning needs and language-use purposes (communication needs) is a pre-requisite for making the content of a language programme relevant to the learners' needs Learning needs
  • 12.   A truly valid approach to ESP would be based on an understanding of the processes of language learning. Hutchinson and Waters (1987) refer to this approach as the learning-centred approach and stress the importance of a lively, interesting and relevant teaching/learning style in ESP materials. In the context of a language programme that emphasizes the needs of the learners, anything but a learner/learning-centred syllabus and methodology is bound to create contradictions that will negatively affect students' perceptions of the programme Learning methodology
  • 13.   Teaching Foreign Language for Specific Purposes: Teacher Development Milevica Bojović, MA, lecturer Faculty of Agronomy Čačak, Serbia milevib@eunet.yu  Course Team Dr. Nneka Umera-Okeke (Developer) – NOCOE,Nsugbe Dr. Nneka Umera-Okeke (Writer) – NOCOE, Nsugbe Dr. I. Omolara Daniel (Editor/Programme Leader) – NOUN Mr. Theodore O. Iyere (Course Coordinator) – NOUN Bibliography.
  • 14. Created by Andrey Kuznetsov 1 teachers’ group

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