Lecture Five S1

Definitions of English for Specific Purposes (ESP)

Defining ESP has proven to be a challenging task for researchers, as producing a simple definition is not straightforward (Strevens, 1987). Over time, various scholars have attempted to define ESP in relation to its instructional purposes.

Key Definitions

  • Mackay and Mountford (1978): Defined ESP as teaching English for specific utilitarian purposes, emphasizing the importance of using real situations that allow learners to apply their skills in future professional contexts.

  • Robinson (1991): Suggested that students study English not for interest in the language or culture, but for study or work-related needs.

  • Anthony (1997): Noted a spectrum of definitions, from teaching English for any specified purpose to more precise definitions that focus on academic and vocational contexts.

  • Richards (2001): Identified several aims of ESP, including preparing non-native speakers for English-medium academic contexts and those needing English for specific occupations.

  • Basturkmen (2006): Argued that language in ESP is learned not for its own sake, but to facilitate entry and improve efficiency in academic and professional environments.

Common Core of ESP Definitions

The definitions and perspectives provided from 1978 to 2006 can be considered a common core, as they collectively depict ESP as focused on teaching specific content and skills to targeted learner groups. The goal is effective communication in academic or vocational situations.

Specific Characteristics of ESP

Dudley-Evans and St. Johns (1998) described characteristics of ESP, distinguishing between absolute and variable characteristics:

Absolute Characteristics:

  1. ESP is tailored to meet specific learner needs.

  2. Utilizes methodologies and activities relevant to the discipline it serves.

  3. Focuses on language aspects like grammar, lexis, and discourse appropriate to specific communicative contexts.

Variable Characteristics:

  1. ESP may relate to specific disciplines or industries.

  2. Utilizes different methodologies from General English based on teaching contexts.

  3. Primarily designed for adult learners, although it is accessible to secondary school students.

  4. Typically aimed at intermediate or advanced learners, but can also be adapted for beginners.

The distinction between absolute and variable characteristics highlights that learner needs are the central focus in designing ESP course content and structure.

ESP as an Approach to Teaching

ESP transcends conventional subject classifications and should be seen as an approach or 'attitude of mind' in language teaching. Hutchinson and Waters (1987) also posited that ESP should not be confined to specific language outputs but should inform all instructional decisions based on the learner's motivations and purposes for learning the language.

References

  • Anthony, L. (1997). "Preaching to Cannibals: A look at Academic Writing in Engineering." In The Japan Conference on English for Specific Purposes Proceedings, January 31, 1998.

  • Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. London and New Jersey: ESL and Applied Linguistic Professional Series: Eli Hinkel, Edition.

  • Carter, D. (1983). "Some Propositions about ESP," The ESP Journal, 2:131-137.

  • Dudley-Evans, T. and St. Johns, M.J (1998). Developments in ESP: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.

  • Hutchinson, T. and Waters, A. (1987). English for Specific Purposes. Cambridge: CUP.

  • Mackay, R. and Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. London: Longman.

  • Richards, J.C (2001). Approaches and Methods in Language Teaching. 2nd Edition. Cambridge: Cambridge University Press.

  • Robinson, P. (1991). ESP Today. UK: Prentice Hall International Ltd.

  • Strevens, P. (1977). New Orientations in the Teaching of English. Oxford: Oxford University Press.