1) ESP has undergone three main phases of development since the 1960s, starting with register analysis, then shifting to rhetorical and discourse analysis, and later formalizing target situation analysis. 2) Early ESP research focused on identifying distinctive features of scientific English grammar through register analysis. 3) Attention then shifted to understanding how sentences are combined in discourse to produce meaning through rhetorical and discourse analysis.

1. Group 2
Dhita Permatasari (2223150052)
Diyah Rochmah Utami
(2223150039)
Risa Oktavia (2223150050)
Tania Anrika (2223150109)

2. English for Specific Purpose
The Development of ESP

3. From is early beginnings in the 1960s ESP has
undergone three main phrase of development. We
shall describe of the five phase in greater detail in
chapters, but it will provide a useful perspective
to give a brief summary here. It should be point
out first of all that ESP is not a monolithic
universal phenomenon. ESP has developed at
different speed at different countries.

4. 1. The Concept of Special Language :
Register Analysis
Register analysis revealed that there was very
little that was distinctive in the sentence
grammar of scientific english beyond a tendency
to favor particular forms such as the present
simple tense, the passive voice and nominal
compound.

5. 2. Beyond the sentence : rhetorical or
discourse analysis
Rhetorical or discourse analysis is attention
shifted to understanding how sentence were
combine in discourse to produce meaning. The
concern of research therefore was identify the
organizational patterns are signaled.

6. 3. Target situation analysis
Target situation analysis stage marked a certain
coming of age for ESP. What had previously been
done very much in a piecemeal way, was now
systematised and learner need was apparently
placed at the centre of the course design
process.

7. 4. Skill and Strategies
The principle idea behind the skill-centered
approach is that underlying all language use
there are common reasoning and interpreting
process, which regardless of the surface form,
enable us to extract meaning from discourse.
The focus should rather be on the underlying
imperative strategies which enable the learner
to cope with the surface form.

8. 5. A learning centered approach
The importance and the implication of the
distinction that we have made between
language use and language learning will
hopefully become clear as we process thought
the following chapters.