ESP_ENGLISH_FOR_SPECIFIC_PURPOSES.pptx

ESP_ENGLISH_FOR_SPECIFIC_PURPOSES.pptx

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  BY SAIRA SONAM ,SEHARYASMEEN,BUSHRA,NAILA,HUMAIRA AND MUHAMMAD JAVED M.S APPLIED LINGUISTICS 2018 DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THE SCHOOL OF SOCIAL SCIENCES AND LITERATURE UMT SIALKOT. SSUBMI
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   ESP isa term that refers to teaching or studying English for a particular career (like law, medicine) or for business in general .  As with most developments in human activity ESP was not planned and coherent movement but rather a phenomenon that grew out of a number of converging trends.
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   Coffey (1985)observes that ESP is “a quick and economical use of the English language to pursue a course of academic study (EAP) or effectiveness in paid employment (EOP)”.
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   Lorenzo (2005)reminds us that ESP “concentrates more on language in context than on teaching grammar and language structures”. Carter (1983) believes that self-direction is important in the sense that an ESP course is concerned with turning learners into users of the language.
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   The Birthof ESP Hutchinson and Waters (1987) show a long-term retrospective view on causes resulting in the birth of E.S.P., when they present nearly the same factors, which, in turn, suggest a cause effect relationship the enormous and unprecedented expansion in scientific, technical and economic activity on an international scale.
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   The needfor several countries to update their knowledge. Therefore, E.S.P. came into being and gradually developed into a multilayered language approach primarily based on learners’ specific needs required by their professions or occupations. The domain labeled E.S.P. was proven to have a universal dimension through the concept of language for specific purposes and a language-specific perspective through the insights explored into various European languages.
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   • Inthe 1960s, ESP practitioners believed their main job was to teach the technical vocabulary of a given field or profession. • In 1970s, Hutchinson and Waters first introduced the idea of learning English through content of a subject • By the 1980s, in many parts of the world, a needs-based philosophy appeared in language teaching
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   krashen in1981 came up with “natural language acquisition idea” which then supports the ESP approach. It is said that the best way in learning a language is to use it for meaningful aims. Various Application of ESP 1. Content and Language Integrated Learning or CLIL is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language.
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   2. Content-basedInstruction or CBI is designed to provide second-language learners instruction in the use of subject matter as a vehicle for second or foreign language teaching/learning (content) and language. 3. Task-based Language Teaching or TBLT focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. PHASES IN THE DEVELOPMENT OF ESP (Hutchinson and Waters)
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   1. RegisterAnalysis Aims to identify lexical and grammatical features of registers. The teaching materials focused on these linguistic features which represented the syllabus. The criticisms against register analysis were: • It restricts the analysis of text to the word and sentence level • It is only descriptive, not explanatory • Most materials produced under the banner of register analysis follow a similar pattern, beginning with a long specialist reading passage which lacks authenticity.
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   2. Rhetoricaland Discourse Analysis The 1980s recorded a step ahead in the approach to ESP. The priorities, for this decade, mean: • understanding how sentences were combined in discourse to produce meaning • To identify the organizational patterns in texts • To specify the linguistic means by which these patterns are signaled. All these patterns represented the syllabus.
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   3. Targetsituation analysis The target situation analysis is also known as the learner-centered approach. In this phase, ESP was based on the reasons why student learn English. The purpose of an E.S.P. course focused on target situation analysis is: • to enable learners to function adequately in a target situation, that is the situation in which the learners will use the language they are learning • to identify the target situation • to carry out a rigorous analysis of its linguistic features
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   4. Analysisof study skills and strategies The principal idea behind the skills-centered approach is that underlying all language use. There are common reasoning and interpreting processes which enable learners to extract meaning from discourse. The focus should be on the underlying interpretive strategies which enable learners to cope with the surface forms: • guessing the meaning of words form context; • using visual layout to determine the type of text; • exploiting cognates (i.e., words which are similar in the mother tongue and the target language) This approach generally concentrates on reading and listening strategies, the characteristic exercises get the learners to reflect on and analyze how meaning is produced in and retrieved from written or spoken discourse.
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   5. Analysisof learning needs (a learning- centered approach) It involves considering the process of learning and student motivation, working out what is needed to enable students to reach the target, exploiting in the EOP/EAP classroom skills which students develop from their specific academic study and taking into account the fact that different students learn in different ways.
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   (a) AbsoluteCharacteristics of ESP ESP consists of English language teaching which is: -- designed to meet specific needs of the learner; -- related in content (i.e. In its theme and topics ) to particular disciplines, occupations, and activities -- centered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc.; in contrast with ‘general education’.
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   Variable Characteristicsof ESP ESP may be, but is not necessarily : restricted as to the language skills to be learned (e.g.) , reading only ; speech recognition only, etc. ) Taught, according to any pre- ordained methodology (i.e. , ESP is not restricted to any particular methodology- although communicative methodology is very often felt to be the most appropriate).”
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   Second languagelearning should reflect and imitate the perceived processes of mother tongue learning -Never translate. -New language should always be dealt with in the sequence: hear, speak, read, write. -Frequent repetition is essential to effective learning. - All errors must be immediately corrected. 1. Behaviorism: learning as habit formation.
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   2. Mentalism:thinking as rule-governed activity Learning consists not of forming habits but of acquiring rules – a process in which individual experiences are used by the mind to formulate a hypothesis.
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   3. Cognitivecode: learners as thinking beings3. Cognitive code: learners as thinking beings takes the learner to be an active processor of information We (learners) learn by thinking about and trying to make sense of what we see, feel, and hear.
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   4. Theaffective factor: learners emotional beings the learners will learn easily when he or she is actively thinking about of what they are learning.  5. Learning and acquisition • The conscious and subconscious way of leaning.
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   • Simulation: Simulationis the imitation of the operation of a real-world process or system over time. • Pairs and small groups • Requesting assistance from supervisor • One to one teaching • Team teaching ESP practitioner combines with subject specialist
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  • Need fortesting in ESP • To decide for an appropriate grouping at the beginning • To diagnose learners’ specific linguistic problems • To evaluate how much has been learnt during an English course • To survey in general terms the language level of a large group of professionals or academics • To decide whether a particular individual has sufficient language for a job, post or study place
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   Need fortesting in ESP • To measure linguistic proficiency in relation to demand of the a particular target situation • To fulfill an institution’s or a company’ examination requirements and expectations • To fulfill learners’ expectation
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  • Direct testing: •It would be able to assess whether a person has sufficient English to carry out a job or follow a course of specialist study. Language test Study/job demand Language course
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  • Indirect testing •It would assess the details of performance on an English language course and achievement of the learner. Need analysis Language course Assessment of achievements
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  • Dudley Evansdescribes the true ESP teacher or ESP Practitioner (Swales, 1988) as needing to perform five different roles. These are: • Teacher, • Collaborator, • Course designer and materials provider, • Researcher • Evaluator.
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  As a teacher •The first role as 'teacher' is synonymous with that of the General English' teacher.
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  As a collaborator •In order to meet the specific needs of the learners and adopt the methodology and activities of the target discipline, the ESP Practitioner must first work closely with field specialists.
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   AS Coursedesigner and materials provider • The teacher`s role in planning the course and providing materials for it. • Provision of materials does not only mean choosing materials and making a suitable number of copies for the class • the teacher `s task also includes adapting material when published materials are unsuitable or writing his or her own materials.
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   As researcher •Non availability of the ready-made material • It is here that the ESP practitioner's role as 'researcher' is especially important, with results leading directly to appropriate materials for the classroom.
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  • Training ofthe teachers is very important for ESP courses. • they should be trained and well specialized so that they can meet students` needs.
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   David Carver(1983) identifies of three types of ESP: 1. English as a restricted language. 2. English for Academic and Occupational Purposes. 3. English with specific topics.
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   1. Englishas a restricted language The language used by air traffic controllers or by waiters are examples of English as a restricted language (Mackay and Mountford; 1978).
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   2. Englishfor Academic and Occupational Purposes (Carter; 1983) In the ‘Three of ELT’ (Hutchinson & Waters, 1987), ESP is broken down into three branches: 1. English for Science and Technology (EST) 2. English for Business and Economics (EBE) 3. English for Social Studies (ESS) Each of these subject areas is further divided into two branches: 1. English for Academic Purposes (EAP) 2. English for Occupational Purposes (EOP)
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   (English forScience and Technology (EST) . An example of EOP for the EST branch is ‘English for Technicians’ . Whereas an example of EAP for the EST branch is ‘English for Medical Studies’
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   3. Englishwith Specific Topics Emphasis shifts from purpose to topics It is uniquely concerned with anticipated future English needs, for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions. This situational language has been determined based on the interpretation of results from needs analysis of authentic language used in target workplace settings.
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   LANGUAGE-CENTERED APPROACH Itis the simplest and more familiar kind to English teachers. It is particularly common in ESP. It aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course A language-centered approach says: this the nature of the target situation performance determines ESP course.
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   Cont.... Ithas a number of weaknesses: I. it might be considered a learner-centered approach because it starts from the learners and their needs but in reality its not learner-centered. The learner is simply used as a means of identifying the target situation. ii. The language-centered process can also be criticized for being a static and inflexible procedure. iii. The language- centered analysis of target situation data is only at the surface level. It reveals very little about the competence that underlined the performance
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   SKILLS-CENTERED APPROACH Thisapproach aimed to help learners for developing skills and strategies which continue after the ESP course by making learners better processors of information. A skills-centered approach says: we must look behind target performance data to discover what processes enable someone to perform. Those processes will determine the ESP course
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   The skills-centeredapproach based on two fundamental principles : The basic theoretical hypothesis is that underlying any language behavior are certain skills and strategies, which the learner uses in order to procedure. The pragmatic basis for the skills-centered approach derives from a distinction made by Widdowson (1981) between goal-oriented courses and process oriented courses.
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   Needs analysisplays two roles in a skill- centered approach: It provides a basis for discovering the essential competence that enables people to perform in the target situation. It enables the course designer to discover the potential knowledge and abilities that the learners bring to the ESP course
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   3: Learning-CenteredApproach This approach is based on the principle that learning is totally determined by the learner. As teachers we can influence what we teach, but what learners learn is determined by the learners alone. In this approach learning is seen as a process in which the learners use what knowledge or skills they have in order to make sense of the flow of new information. Learning is not just a mental process, it is a process of negotiation between individuals and society.
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   A learning-centeredapproach says: We must look beyond the competence that enables someone to perform, because what we really want to discover is not the competence itself, but how someone acquires that competence
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  Language-centered approach concentrates onperformance. Skills-centered approach concentrates on competence . Learning-centered approach concentrates on how to get competence.