English for Specific Purposes

Journal of Tikrit University for Humanities, 2022

ASp

The study of specialized discourse has burgeoned over the last twenty years or so, and, with English becoming ever more the lingua franca of this globalized world, English for Specific Purposes has rapidly assumed a key position in language studies in general. This has coincided with an increasingly "functionalist" approach to education in general, with the emphasis ever more on the acquisition of skills that can be utilized in a professional context, at the expense of a more theoretical, idealistic perspective which views education as an intellectual endeavour concerned with an individual's personal and cultural development as a whole. Let us begin with a simple question: what does the "S" in ESP stand for, "specific" or "special"? Google can provide us with a rough answer, with "English for Specific Purposes" outnumbering "English for Special Purposes" by a ratio of roughly 14 to 1 (respectively 955,000 hits vs 66,200 hits). 1 The marked preference for "Specific" denotes an awareness that the type of language that ESP scholars are concerned with is not so much "special" in itself as pertaining to "specific" spheres of professional and institutional communication in English. ESP comes within the realm of "specialized" (as opposed to "special") discourse. Secondly, how do we define ESP? Definitions abound in the literature. Here are just a few: English for specific purposes (ESP) refers to the teaching and learning of English as a second or foreign language where the goal of the learners is to use English in a particular domain. (Paltridge & Starfield 2013: 2) English for Specific Purposes (ESP) is a learner-centered approach to teaching English as an additional language, which focuses on developing communicative The future of ESP studies: building on success, exploring new paths, avoiding...

English for Specific Purposes, 1994

1997

From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, "English for Specific Purposes: An international journal", and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.

2015

This paper provides a brief overview of the dijferent phases of development undergone by the ESP/EST move- ment since its beginnings in the 1960s. The aim of the survey is twofold: on the one hand the main approaches to ESP/EST will be identified and analyzed with respect to the five relevant features provided by West (1995). On the other, we want to consider how the dijferent language descriptions in each of the phases influenced the type of teaching materials used. The knowledge of the evolution of the movement will make us more aware of the dijferent issues at stake when we have to make decisions as ESP teachers and materials designers.

JET ADI BUANA

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are relat...

Regarding English and more precisely within higher education districts, a new branch is integrated namely ESP or English for specific purposes. This new discipline is fundamentally based on needs specification and thus, process adaptation, i.e., the English taught in the ESP situation should mainly be based on learners' needs in terms of skills notably: reading; speaking; listening; and writing. The aim of this paper is to synthesise the rationale behind the contribution of the different function of ESP to make it an approach not a product.

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.

Journal of Educational and Social Research, 2021

ESP as a branch of Applied Linguistics is concerned with teaching, testing methods, analysis of students’ demands and inquiry into the linguistic and discourse structures of specific texts. ESP is a very important subject in Universities nowadays for many reasons. Technology is mostly developed in English speaking countries and specialized language is so widely used in all walks of life. ESP courses aim to prepare students with skills and vocabulary required in their studies and professions. They have to attend conferences, workshops and seminars worldwide and specific terminology is intertwined with their research area. In the case of teaching and learning English for IT, being familiar with the technical terms, translation of equivalent terms, using specific language in communication, are among the challenges. Grammar is an important skill for language mastery though not included in ESP course books and syllabi. Compiling adequate syllabuses based on the five skills including Gram...

This paper aims to reflect onthe role of an ideal ESP practitioner. There are a lot of challenges and problems which affect an ESP practitioner to teach ESP courses such as lack of modern use of technology and lack of learners' motivation. The paper starts with key concepts about ESP. Then; it discusses the role of an ESP practitioner. Next, problems and challenges affect teaching ESP. Finally, the status of an ESP today is presented. The researcher followed a descriptive method to shed some lights on the variety of the topics to make clear distinction especially between a general English (GE) teacher and the English for Specific Purposes (ESP) teacher and to what extent they are different. The findings of this paper showed that lack of training and lack of specialist knowledge were considered as the main obstacles. It is recommended for any educational institutions to train ESP practitioners in advance before starting to teach ESP courses/programs. It also recommended for educational institutions to establish ESP Units in order to overcome the challenges and problem.

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.

Frontiers in Psychology

Globalization and international development in language education have inspired a shift from the learning of traditional College English to English for Specific Purposes (ESP). This article begins with a section on the methodology used to develop the literature review. From various literatures, a historical perspective was first presented for the period, 1962 to the present day, and accompanied by a review on the teaching approaches. The purpose was to reveal emerging trends in ESP development and forefront the strength of association between ESP development and the changes in teaching approaches. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of...

English language is widely disseminated across the world and considered the language of international development and globalization. Hence, learning English in the globalized world is among the main linguistic goals to be achieved, but the perceptions of the corresponding way with which English learning coincides with global change proved of great importance. This study is conducted to find out "what is needed in a globalized world: GE or ESP? Through the GE students' perceptions of English learning and to see whether or not it is in accordance with globalization and its demands. The work aims at determining the perceived norms underlying the process of learning English within globalization; and identifying its impact on altering students' understanding of learning English. The hypothesis undertaken in this study assumes that the globalized world might bring new changes in perceiving the learning of English as GE or ESP. The research method adopted in this investigation is the descriptive method. This latter is used to describe the current perception of students towards the process of English learning in an interconnected world via the questionnaire, which is the basic tool in the data collection process. It is administered to fortythree (43) students chosen randomly (1/5th) from Master one LAL at the Department of English-Batna 2 University. The outcomes attained reveal that most of the students have negative perceptions towards the implemented policy of English language learning, they ascertained that the way of learning English has to change in order to meet their communication needs and allow them a flexible use in an international context. Based on the obtained results, teaching and learning English have to be revolutionized, so that students' expectations can be realized throughout this linguistic process.

2014

English for Specific Purpose appeared due to the awareness that general English course was not suitable for the learners’ need, especially in higher education. In the teaching of ESP, the materials are focused on the learners’ needs or their specific fields of study and it is assumed that they have basic language skills of general English. The purpose of this study was to analyze the problems that arise in teaching English for Specific Purpose (ESP) in higher education. The writer investigated the problems and the causes by reading many literature reviews related to the topic. The findings showed that there are five main problems in ESP. They are related to (1) teaching pedagogy, (2) the teachers ,(3) the design of the course, (4) students’ ability and (5) students’ needs. Some suggestions are also given to solve the problems in teaching English for Specific Purpose in higher education.