ESP PRESENTSTION.... SHAHIDA.. SHAHEED BENAZIR BHUTTO UNIVERSITY.....

1. Difference between ELT and ESP
• BY: SHAHIDA BALOCH
• ASSIGNED BY: SIR HASSAN
• SUBJECT: ESP
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2. DIFFERENCES
ESP ELT
• ESP is assumed to be
more focused, practical
and object-oriented
(Dudly-Evans &St John,
1998)
• ELT allows students to study
the principles of language and
communication, and the
practise of English language
teaching, while also
incorporating courses from a
variety of other subject
pathways.
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3. ESP ELT
• ESP teacher is
termed as
‘practitioner
• ’ The ESP teachers
perform a variety of
roles like that of
collaborator,
researcher, course
designer and
material developer
along with
conventional role as
a teacher
• ELT teacher is termed as
“lecturer”
• It is not so in ELT. Here
teacher is concerned
with teaching only.
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4. ESP ELT
• ‘team-teaching
• ESP teacher is to
design a syllabus
based on realistic
goals and
evaluating
students`
performance
• No team teaching..
• ELT teacher does not
necessarily set the goals and
objectives of the programme.
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5. • ESP teacher is
basically involved
in a `training
operation`
equipping the
learners with a
`restricted
competence` to
cope with defined
tasks
• ELT teacher, on the
contrary, is involved in an
`educational operation`.
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6. ESP ELT
• awareness of the need’
(Hutchinson and
Waters, 1987, p.53).
• there is a huge variety
of ESP courses and
contexts ..
• An ESP teacher is not
the ‘primary knower’
of the carrier content
of the material
• Awareness of given course.
• Limited variety of courses
and contexts.
• The teacher is a ‘consultant’
who prepares a classroom
strategy.
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7. ESP ELT
• In certain ESP contexts,e.g.
English for Academic
Purposes (EAP), English
for Occupational Purposes
(EOP) and Business
English, the teacher
assumes the role of a
mentor who offers one-to-
one advice to students.
• In an ELT context, a teacher is
usually the fountain of the
content knowledge. He asserts
his authority in the class and
seldom serves as a mentor .
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8. • ESP teacher has to
prepare his own teaching
materials. He/she either
collects materials from
various sources or writes
his/her own when the
desirable is not available
• ELT teacher has assigned a
prepared material which is
available from many years.
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9. ESP ELT
• ESP practitioners
work in various
academic and
professional
genres, they need
to have knowledge
of their students’
specialism to plan
courses and
teaching materials.
• a teacher cannot master
specific requirements of all the
disciplines, he is asked to
teach.
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10. • An ESP practitioner is
also supposed to have an
interest in research
methods that can be
helpful in performing
various tasks like need
analysis, course
designing and material
selection.
• ESP teacher needs to
know cultural
sensitivities of his
students.
• In the field of ELT, there is no
such research because the
same traditional grammatical
structures are being taught till
now.
• A Teacher knows cultural
sensitivities of his students
especially while teaching in a
non-native setting.
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11. • special training courses
must be arranged.
• The pre-service, in-
service and refresher
courses can be fruitful for
the specific training of
ESP teachers.
• Various trainings are being
arranged for teachers before
and in services.
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12. • ESP teaching is more
student-centred
• ESP has shown that ‘how a
communicative language
curriculum could be turned
into either a functional-
notional or a task-based
syllabus’
• ESP teaching is less student-
centred
• ELT has shown the
reproductivity from material
for improving reading and
writing skills.
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13. • ESP ensures
student autonomy,
it would be a good
idea to ask
students to select
materials
themselves. This
freedom of choice
can enhance their
creativity and
motivation
IN ELT students are dependent
on teachers and seen less
creativity and motivation.
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14. CONCLUSION
• The spread of ESP has influenced English language
teaching. At present, many ELT teachers analyse
the needs of their students to make their
programmes more effective. teachers should
conduct ‘action research’ that would help them to
analyse the efficacy of their specific language
courses and the methodology applied for them.
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15. REFERENCES
• Ajideh, P. (2009). Autonomous Learning
and Metacognitive Strategies in ESP
Class.
• Journal of English Language Teaching,
Volume 2, No.1, pp.161 - 168
• Dudley-Evans, T. & ST. Jhons, M. J.
(1998) Developments in English for
Specific Purposes, Cambridge, Cambridge
University Press.
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16. ANYQUESTION
• O
THANK OU………
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