This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.

1. Damaris Escobar
2012

3.  1. Purposive Domain - this category
establishes the type of ESP, for what purpose.
 2. Setting - the time and place.
 3. Interaction - the roles in which the
participants will find themselves in terms of
status, age group, social relationships etc.

4.  4. Instrumentality a. medium of
communication.
 5. Dialect - the dialects the student will
have to understand and produce.
 6. Target level - level of linguistic
proficiency, different skills may be different.

5.  7. Communicative event - what the
learner will have to do with English.
 8. Communicative key - the manner in
which communication needs to be
carried out.

6. If we now apply this to our specific
situation and look at the communicative
event category in more detail, for social
science students in higher education we
find the following:

7.  1. Lectures
2. Seminars
3. Tutorials
4. Group projects
5. Practical sessions (Art/Science)
6. Private study
7. Examinations

8. 1. Spoken - productive (speaking)
2. Spoken - receptive (listening)
3. Written - productive (writing)
4. Written - receptive (reading)

9.  Theactivities in which the
students would use English
in each of the above
settings

10.  Specification of syllabus content by focusing on
micro-skills
 Specification by focusing on micro-functions
(consist of short utterances (usually one
sentence). They are used to inquire about or
impart factual information, opinion, emotions,
advice, greetings, etc.
 Specification by focusing on linguistic forms (A
meaningful unit of language, such as an affix, a
word, a phrase, or a sentence)

11.  Purpose
 Medium/mode/channel of communication.
 Sociolinguistic aspects
 Linguistics
 Pragmatics.

12.  1 Davies criticizes the lack of consistency and
that in this model it is shown no transparent
links to syllabus design
 2 CSD (communicative syllabus design) is
about needs alone.
 3 Needs are private demands are public.
 Hawkey criticizes Munby’s failure to produce
a teaching/learning syllabus.

13. THANKS
FOR
YOUR
ATTENTION