ESP: What does it mean? Why is it different?

Journal of the IATEFL ESP SIG, 2012

This review article attempts to tackle the fundamental questions in ESP practice and will also provide a methodological framework for designing and implementing ESP courses. In recent times, the ESP approach has cogently exerted its influence on language teaching practice around the world, especially in the EFL setting. This article captures the development of the ESP approach and specifically examines how ESP is differentiated from general English teaching. The ESP approach is centered on the premise that learners’ needs and wants are fully addressed. A typical ESP course incorporates authentic materials, specialized linguistic resources and communicative training. ESP course development and implementation is a spiraling, cyclical progression, which is based on a set of essential curricular procedures. This article offers a concise overview of the principles and practices of the ESP approach while focusing particularly on the pedagogy.

1986

CONTRACT 205-2723 NOTE 123p. PUB TYPE Guides -Classroom Use -Guides (For Teachers) (052) EDRS PRICE MF01/PC05 Plus Postage.

English Language Teaching, 2010

English for Specific Purposes is an obligatory subject for the first two levels at the Sudanese Universities. It is taught as a university requirement. Accordingly, the students obsess is how to pass the examination not achieve any development in the language field. Even the teachers concentrate on the content rather than the skills, which the students ought to gain.

Journal of Tikrit University for Humanities, 2022

Vol. 29 (2022): Miasto Przyszłości, 2022

This article discussed about prospects of English for Specific Purpose course and recommendation of utilizing methodological approaches and selection of suitable materials. Furthermore, there is focused on the solution of practical problems aimed at active participation in intercultural communication associated with academic and professional fields of activities are utilized in learning and teaching process.

2019

2020

, is a practical manual for graduate and undergraduate students, experienced teachers and researchers, whose interests lie in teaching English for Specific Purposes (ESP), English for Academic Purposes (EAP), and English for Occupational Purposes (EOP). The book opens with an introduction, which outlines the main issues and assumptions of the book, gives an overview of its content, and explains how it should be used. The main part of the book is divided into three sections: (i) Contextualising ESP, which describes the background to ESP as a field of enquiry; (ii) Understanding the four pillars of ESP, which explains the theories and practices that form the basis of the four key pillars of ESP; and (iii) Applying ESP in realworld settings, which first defines ways to implement ESP, then discusses the main challenges that instructors have to deal with while teaching ESP and, finally, outlines the future direction of the field. The sections are further divided into ten chapters in total. They all have the same structure and exhibit the same features: each chapter is initiated with a brief statement describing the relevance of the topic to be addressed, then it contains a short review of what will be covered, and, lastly, it offers an explanation of what

Education journal, 2018

This study presents and examine the specific needs of English language ESP for students of different faculties at Red Sea University. The study was carried out in five faculties using descriptive analytical method to find out How, ESP plays a vital role in the learning process nowadays The statement of the problem is that: most of Sudanese university do not have any kind of readymade EAP materials designed by experts in the field of syllabus design. The EAP teachers compile the EAP materials by themselves. most of the students conceive that the compiled material by the English language instructors is inadequate in some ways and should be developed to become effective in classes. Students, also, see that the English language instruction does not help them to acquire vocational English efficiently and it should be improved to increase their learning capacity in that type of ESP The Questionnaire as a research tool was distributed to 100 respondents (male and female students) of five faculties and the data was collected and analyzed by using tables of percentages for each scale in this study. In addition to the teachers Interview. The findings of the study reveal that A/Limited use of ESP books as reference caused Insufficient ESP Competencies. B/ Drawbacks in ESP materials are due to the absence of needs analysis in the process of syllabus design C/ Many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The results of the investigation have revealed the following: 1/. the respondents need the four skills in learning ESP as academic purpose with the following ranking: listening, reading, writing, speaking conversely for the career purpose with these four skills. 2/. many of ESP learners in Sudanese higher institutions are not aware of both their learning and target situation needs. The study concluded with some recommendations. 1/. the importance of determining the English language for specific purposes based on the students need and thus designing the courses based on this analysis gathered. 2/. ESP courses which are taught in Sudanese universities should be tailored to the students' specific needs.

This paper takes a panoramic view of language, situates English and ESP in the broad spectrum and argues that Polytechnic students are ESP learners whose needs must be identified before deciding on what to teach them. The paper explains the Communicative Language Teaching (CLT) approach, the precursor of ESP, and makes some recommendations which it hopes will enhance the relevance of ESP in Nigerian Polytechnics.

Journal of Teaching English for Specific and Academic Purposes, 2019

Hereby the claim is presented that among adult population of learners of English language in academia and life-long learning formats, the predominant approach in English Language Teaching (ELT) needs to be English for Specific Purposes (ESP), since General English has mostly been mastered by then, and because those learners then need linguistic training that would enable them to upgrade their professional efficacy and so remain competitive as demanded by contemporary professional/scientific global community. Nonetheless, such relevance of ESP for adult learners has not yet been recognized by main stakeholders in the field of ELT, namely academia and most famous ELT textbooks and reference books publishing houses, leaving ESP practitioners still on their own regarding professional development. This general overview is an attempt to rationalize the reasons for this paradoxical situation.

2017

This paper aims to explore the necessity of designing “ESP” courses based on the essential approaches as the learner’s needs analysis in order to improve the teaching atmosphere by providing a new learning context depending on students real needs. When the exceptional rapid expansion of science, business and technology called for an international language for specialists, “ESP” has witnessed a speedy and firm development, becoming nowadays one of the most important branches of English Language Teaching (ELT). In this paper the researcher attempts to provide a brief definition of English for Specific Purpose (ESP), and its ultimate relation with learner’s needs analysis(LNA), learner’s center approach and communicative approach which are essential in ESP syllabus design and mostly considered to be in appropriateness with the general objective of ESP courses “to enable learners to function adequately in a target situation”. Thus, that vital relation constructs the basis for ESP course...

2019