1. ESP: APPROACH NOT PRODUCT
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2. On the previous meeting the
sentences shows that in its
relatively brief history there have
been several major shifts in the
development of ESP both in
theory and practice.
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3. However we have tried too show that,
in spite of their differences, the
successive stages have all
concentrasted on the linguistic
aspect of ESP: they are all
essentially language-centred
approachs.
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4. What is ESP ?
To answer this questions fully, we
need first of all to establish a
context which will help us to see
how ESP at the present time
relates to the rest of ELT
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5. The branches of ESP
 English for Academic purpose
 English for occupational purpose.
 English vocational purposes
 Vocational English as a second language
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6. At the next level down it is possible
to distinguish ESP courses by the
general nature of the learners’
specialism. Three large categories
are usually identified.
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7. Appearance !
 Learning communication
 English language teaching
- English as mother tongue
- English as a second language
- English as a Foreign language
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8.  English as a foreign language
- general English [primary, secondary, adult]
- ESP [EST, EBE, ESS]
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9.  ESP is not a matter of teaching
“specialized varietes” english. The
fact that language is used for a
specific purpose does not imply that
is a special form of the language,
different in kind from other forms.
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10.  Certainly, there are some features
which can be identified as ‘typical’
of particularly context of use and
which, therefore, the learner is more
likely to meet in the target situation.
But these differences should not be
allowed to obscure the far larger
area of common ground that
underlies all english use, and indeed
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11.  ESP is not just a matter of Science words and
grammar for scientists, Hotel words and
grammar for hotel staff and so on. We need to
distiguish, as Chomsky did with regard to
grammar, between performance and
competence, that is between what people
actually do with the language and the range of
knowledge and abilities which enables them to
do it.
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12.  ESP is not different in kind from any other form
of language teaching, in that it should be based
in the first instance on principles of effective and
efficient learning.
 Thought the content of learning may vary there
is no reason to suppose that the processes of
learning should be any different for the ESP and
GE
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13. So what is ESP ?
 ESP must be seen as an approach not as
product. ESP is not a particular kind of
language or methodology, nor it consist of
particular type of teaching materials, which is
based on learner need.
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14. ESP, then, is an approach to
language teaching in which
all decisions as the content
and method are based on
the learner’s reasons for
learning
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