ESP Course 2 AC types and characteristics of esp.pptx

types and characteristics of esp

1. Lecturer: Seyyed Hossein Kashef [email protected] Islamic Azad University, Urmia Branch In the Name of the God Course: ESP Book: ESP by Dudley-Evans & St John, 1998 Topic of Session 2: Characteristics and Types of ESP 1

2. Outline of the Lesson: Definition of ESP Absolute & variable characteristics of ESP Types of ESP Specificity & motivation Roles of the ESP practitioner 2

3. Definition of ESP Three definitions of ESP: Hutchinson and Waters (1987) highlighted that ESP is an approach rather than a product to language teaching not involving a particular kind of language, teaching material or methodology. Strevens (1988) defines ESP by making a distinction between absolute and variable characteristics of ESP Robinson (1991) pointed out that ESP is based on two key criteria and some characteristics : goal-oriented, needs analysis ; limited time period, involving adults, and homogeneous classes. Weaknesses of the definitions Strevens ’ 2nd mentioned absolute characteristic may cause the confusion that ESP is necessarily related to subject content . Robinson’s homogeneous classes may also may lead to the same conclusion. However, ESP does not necessarily have to be related to content . It should reflect the underlying concepts of the broad discipline. 3

4. Characteristics of ESP Dudley-Evans & St John’s (1998) views of ESP: Two aspects of ESP methodology : reflecting the methodology of the disciplines it serves, different nature of interaction between the teacher and learner. language as a defining nature of ESP It is based on learners’ needs and activities they need to carry out Absolute Characteristics ESP is defined to meet specific needs of learners. It makes use of the underlying methodology and activities of the discipline it serves. ESP is centered on the language (grammar, lexis, register), skills (e.g. reading), and discourse and genres appropriate to these activities. 4

5. Characteristics of ESP Variable Characteristics ESP may be designed for particular disciplines ESP may use, in specific teaching situations, a different methodology from that of general English ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level ESP is generally designed for intermediate or advanced students. Finally, most ESP courses assume some basic knowledge of the language system, but it can be also used with beginners. 5

6. Types of ESP ESP 6 English for Occupational or Vocational Purposes English for Academic Purposes English for Science and Technology English for Management, Finance and Economics English for Legal Purposes English for Medical Purposes English for Professional Purposes English fro Vocational Purposes English for Medical Purposes English for Business Purposes Vocational English Pre-Vocational English

7. Specificity and Motivation Four advantages of an ESP course: focus on the learner’s need, no waste of time relevant to the learner successful in imparting learning more cost-effective than General English In conclusion, ESP is more motivating than General English Motivation in ESP has a profound effect on the specificity of the course. High motivation more subject specific work 7

8. Roles of ESP Practitioner Since ESP instruction has a great variety in form, the word practitioner is generally preferred to the term teacher implying the dynamics involved in ESP and the range of roles assumed for an ESP instructor (Dudley-Evans & St. John, 1998; Robinson, 1991). Five roles of an ESP practitioner: The ESP practitioner as teacher The ESP practitioner as course designer and material provider , The ESP practitioner as researcher , The ESP practitioner as collaborator The ESP practitioner as evaluator . 8