ESP is defined as teaching English to learners with specific goals or purposes like professional or academic goals. It is designed to meet the specific needs of learners, focus on language relevant to their activities, and can target specific skills. ESP is opposite to general English and depends on the learner's needs rather than being confined to a single field. It has various types depending on the scope and teachers play a role in meeting the specific language needs of their students.
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
Understanding New Learners and Reconsidering Learning Pathways - Teaching and...Cristina Felea
This is a presentation for the ClipFlair conference organised by the Faculty of Letters (Babes-Bolyai University) in Cluj-Napoca, Romania, 9-10 May 2014.
Teaching English as a Foreign Language (EFL, ESL) is an attractive professional choice, with increasingly varied career and research options. Since the early 1960s, English for Specific Purposes (ESP) has gradually become one of its prominent areas, with various sub-fields gaining recognition and being subject of (interdisciplinary) research ranging from applied linguistics and communication to psycho- and sociolinguistics and intercultural studies. The provisions for the study of foreign languages, particularly English, in Romanian higher education, have followed closely or even preceded the developments needed to adjust to the changes affecting economy, society and education in the aftermath of the historical events in 1989 and the country’s admission in the European Union (2007).
The current paper describes the case of ESP in Babes-Bolyai University, by tracing its beginnings and coming of age and presenting the challenges raised by current issues of student internalisation, academic study/communication needs and the new perspectives growing from the emerging paradigm of lifelong learning and the integration of Information and Communication Technologies. The author’s personal experience in implementing a blended learning environment for teaching ESP is used to highlight the benefits and the challenges encountered in the process as well as directions for future developments. Finally, based on the view that ESP is a work-in-progress, founded on the continuous analysis of needs, means and institutional and cultural contexts, a curricular and research proposal is made that includes solutions for the development of learning skills needed in academic study, continuous language learning and lifelong learning.
Understanding New Learners and Reconsidering Learning Pathways - Teaching and...Cristina Felea
This is a presentation for the ClipFlair conference organised by the Faculty of Letters (Babes-Bolyai University) in Cluj-Napoca, Romania, 9-10 May 2014.
Teaching English as a Foreign Language (EFL, ESL) is an attractive professional choice, with increasingly varied career and research options. Since the early 1960s, English for Specific Purposes (ESP) has gradually become one of its prominent areas, with various sub-fields gaining recognition and being subject of (interdisciplinary) research ranging from applied linguistics and communication to psycho- and sociolinguistics and intercultural studies. The provisions for the study of foreign languages, particularly English, in Romanian higher education, have followed closely or even preceded the developments needed to adjust to the changes affecting economy, society and education in the aftermath of the historical events in 1989 and the country’s admission in the European Union (2007).
The current paper describes the case of ESP in Babes-Bolyai University, by tracing its beginnings and coming of age and presenting the challenges raised by current issues of student internalisation, academic study/communication needs and the new perspectives growing from the emerging paradigm of lifelong learning and the integration of Information and Communication Technologies. The author’s personal experience in implementing a blended learning environment for teaching ESP is used to highlight the benefits and the challenges encountered in the process as well as directions for future developments. Finally, based on the view that ESP is a work-in-progress, founded on the continuous analysis of needs, means and institutional and cultural contexts, a curricular and research proposal is made that includes solutions for the development of learning skills needed in academic study, continuous language learning and lifelong learning.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.
This presentation was done by my students at Profesorado de Inglés. It is a collaborative work whose information was taken from another ppt presentation. I asked to put it into images to apply to visual learners. Now, I will ask them to improve it according to some tips I gave them on how to make good ppt presentations.
Paper no : 12: English Language Learning-1
Topic:English for Specific purpose
I am submitted this presentation to Department of English Dr Dilip Barad.
English for specific purposes (ESP) has for about 30 years been a separate branch of English language teaching. English has became the internationally accepted language of almost all the fields of knowledge.
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2. DEFINITION
Robinson (1980) has defined it as ‘The teaching of English to learners
who have specific goals and purposes’. These goals might be
professional, academic, scientific, etc.
ESP cannot be confined to any specific field, discipline or profession. It
has a broader area of action that depends exclusively on students’
needs.
3. CHARACTERISTICS (Strevens’ 1988)
• It is designed to meet specified needs of the learner.
• It is related in content (themes and topics) to particular disciplines,
occupations and activities.
• It is centred on the language appropriate to those activities in syntax,
lexis, discourse, semantics, etc., and analysis of this discourse.
• It is opposite to General English.
• It can be restricted to the language skills to be learned (for example,
reading)
