Detailed Notes on English for Specific Purposes Course

Course Name: English for Specific Purposes (ESP)

Instructor: Tarek Assassi, an associate professor specialized in Applied Linguistics and ESP at Mohamed Khider University of Biskra.

Contact: 00213790546464, t.assassi@univ-biskra.dz, Sunday 13:00 – 16:00

Level: Third Year, focusing on specialized English education.

Course Objectives

  • Recognition of ESP Concepts:

    • Learners will understand various concepts related to ESP, such as the differences between ESP and EGP, the importance of ESP, and the specific needs of learners in different contexts.

  • Course Design Skills:

    • Learners will design ESP courses tailored to specific learner needs and targets, including conducting needs analyses and utilizing appropriate instructional materials based on data collected from learners and stakeholders.

Evaluation Methods

  • Types of Evaluation:

    • Tutorials, presentations, quizzes, and written tests will be utilized to evaluate learners’ understanding and application of course concepts. Students will also engage in collaborative projects to encourage peer feedback and learning.

Weekly Breakdown

Semester 1

  1. Week 1: Definition of ESP; ESP situation in Algeria.

  2. Week 2: Differences between ESP and EGP (English for General Purposes).

  3. Week 3: Importance and significance of ESP.

  4. Week 4: Factors differentiating ESP from EGP; quiz.

  5. Week 5: Characteristics of ESP; group discussion.

  6. Week 6: Types of ESP related to major fields.

Semester 2

  1. Week 1: Course recap, addressing major issues from the first semester.

  2. Week 2: Sharing work plan and program objectives; needs analysis introduction.

  3. Week 3-4: Needs analysis continuation; data collection tools.

  4. Week 5: Designing questions based on ESP models/frameworks.

  5. Weeks 6-8: Analyzing collected data and classifying needs; course design frameworks.

  6. End of Semester: Discussions on course evaluation and assessments.

Key Concepts in ESP

  • Definition of ESP:

    • Teaching English tailored for specific disciplines or purposes rather than general language learning, focusing on the needs of the learner.

  • ESP vs. EGP:

    • ESP is learner-centered and emphasizes the specific needs of students in vocational or academic settings, while EGP is broader and more general.

Absolute Characteristics of ESP (Dudley-Evans and St. John, 1998)

  • Responds to specific learner needs.

  • Utilizes specific methodologies pertaining to its discipline.

  • Focuses on language skills relevant to the discipline.

Variable Characteristics of ESP

  • Can be tailored to specific fields of study.

  • May employ different teaching methodologies from General English.

  • Generally aimed at adult learners, often at a tertiary level.

  • Designed for intermediate or advanced learners, but can include beginners.

Types of ESP

  • Tree of ELT by Hutchinson and Waters (1987):

    • English for Science and Technology (EST)

    • English for Business and Economics (EBE)

    • English for Social Studies (ESS)

Distinction between EAP and EOP

  • EAP (English for Academic Purposes):

    • Focuses on study skills and academic writing needed in academic environments.

  • EOP (English for Occupational Purposes):

    • Focused on language used in specific job contexts.

Course Design Process

  • Needs Analysis:

    • Essential for identifying specific learner needs and setting up relevant syllabi. It includes data collection from various stakeholders to inform course objectives and content.

  • Stages in ESP Teaching Process:

    • Include needs analysis, course design, material selection, and evaluation.

Important Considerations

  • Methodologies:

    • Emphasis on learner-centered approaches and considerations of diverse contexts within course design to enhance engagement and retention.

  • Practical Applications:

    • Develop courses that meet specific criteria like learnability, frequency, coverage, and usefulness for the intended audience.

Ethical Considerations

  • Academic Integrity:

    • High standards of academic honesty, no cheating or plagiarism, and responsible use of technology are essential.

  • Learner Responsibility:

    • Students are responsible for their attendance and participation, ensuring respect for the learning environment.

Key Objectives for ESP Teaching (Basturkmen, 2006)

  • Reveal subject-specific language use.

  • Develop target performance competencies.

  • Teach underlying knowledge for effective application.

  • Develop strategic competence for successful communication.

  • Foster critical awareness among students regarding the language and its usage in context.

Course Conclusion

  • Practical Application of Learning:

    • The course is designed to transition students from theoretical knowledge to practical course design relevant to specific professional contexts.

  • Evaluation and Feedback:

    • Continuous feedback will be integrated into the learning process, emphasizing communication and collaboration to foster improvement and adaptiveness in teaching methodologies.

Resources

  • A broad list of references and online material for understanding and engaging in ESP, including academic papers and educational websites, to support learner