ESP English for Specific Purposes

1
ESP English for Specific Purposes
Johns and Dudley-Evans
Johns and Dudley-Evans distinguish four
absoluteand two variable characteristics of ESP
(from Strevens 88)
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Absolute Characteristics of ESP teaching

• Designed to meet learner needs

• Content related to specific disciplines/occupat
  ions

• Language focus (syntax, lexis, discourse)
  depends on the content area

• It contrasts with general English

3
Variable Characteristics
ESP may be (though not necessarily)

• Restricted to specific language skills (e.g.,
  reading)

• Not taught according to any pre-ordained
  methodology

The following claims are made for ESP

• It doesnt waste the learners time (needs
  focus).

• It is relevant to the learner

• It is successful in imparting learning
  (content)

• It is more cost effective than general English

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A closer look at needs assessment and discourse
analysis
Needs assessment has always been a feature of ESP
but it ought to be something EFL/ESL teachers
focus on too.
Discourse analysis in ESP has focused on oral or
written languagefor possible introduction into
the curriculum. J D-E mention
Lexico-statistics, signalling devices,
concordancing programs
Expansion of English, growth of EST,
international communicationhave all had a
positive effect on prevalence of ESP
Growth and expansion of ESP related journals also
reflectcurrent trends
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Issues and controversies

• Smackdown ESP vs. GPE

• General agreement on ESPs raison d'être

• But studies empirically verifying
  effectiveness of ESP courses few and far
  between

Nonetheless questions remain

• How specific should ESP be wide angle or not?

• Single skill focus or integrated skills?

• Can appropriate ESP methodology be developed
  (given its needs related materials-led
  origins)?

• There is a requirement for specialized unique
  methodologies (JD-E)