17 English for Specific Purposes/English for Academic Purposes

Dr. Neeru Tandon

epgp books

 

 

 

Learning outcome:

This module deals with English Language for specific purposes or academic purposes. It  is  an  attempt  to  understand  English  for  Specific  Purposes  (ESP):  an extremely significant branch of ELT by encompassing various linguists’ efforts to define it, tracing its historical growth, discussing its characteristics, and trying to find out its scope and purpose to address the specific needs of EFL/ESL learners.

Multiple-choice exercises will help students in assessing their knowledge and understanding of the work. Bibliography, list of websites and You Tube videos will help them in their in-depth study and further reading. Critical quotes and quotes from the book will also help them in understanding various aspects of the module.

Introduction: After the end of the Second World War in 1945, English became the accepted international language of technology and commerce. It created a new generation of learners who needed English to keep up with developments in their field: they are businessmen, technocrats, doctors, mechanics, waiters, tour guides, translators etc. These factors led to the emergence of the teaching of English for Specific Purposes, in the late 1960s.

For the past few years English for Specific Purposes (ESP) has been a major developmental focus in the area of communicative syllabus design and materials production. Though lots of contradicting views have been reported in defining ESP but there seems an agreement finally that it is confined to the teaching of English to the learners who have specific goals and purposes: these goals might be professional, academic or scientific. Thus it is not the specific discipline that is primary in ESP but the specific goal of specific learners. The same has been reinforced by the discussion related to its absolute and variable characteristics. Historical growth of ESP has also been traced and it has been reported that though it is considered a modern approach ESP textbooks existed even in the sixteenth century. It is found out that the purpose of an ESP course is to enable learners to function adequately in the target situation. Some major related terms are EAP(English for Academic Purposes),EOP(English for Occupational Purposes),EST(English for Science and Technology),EBE(English for Business and Economics),EVP( English For Vocational Purposes),ESS(English for Social Sciences),EMP(English for Medical purposes),ERP(English for Recreational Purposes)etc.

Thus an ESP program should be aim-directed, learner directed and situation-directed. An ESP course should have the following three features:

a) authentic material,
b) purpose-related orientation and
c)self-direction.

DEFINING ESP:

English for specific purposes (ESP), not to be confused with specialized English, is a sphere of teaching English language including Business English, Technical English, Scientific English, English for medical professionals, English for waiters, English   for tourism, English for Art Purposes, etc. Aviation English as ESP is taught  to pilots, air traffic controllers and civil aviation cadets who are going to use it in radio communications. ESP can be also considered as an avatar of language for specific purposes. (WIKIPEDIA)

According to the definition in English for Specific Purposes (Tom Hutchinson and Alan Walters, 1990 – CUP), ESP is an approach to language teaching in which all decisions as to content and method are based on the learners’ reasons for learning.

Learning English for specific purpose is actually designed to meet specific needs of the specific profile. This includes orientation to specific spoken and specific written English, required to carry out specific academic and official work. Tailor-made on Basic and pre-Intermediate Business English (secretaries and administrative staff), Reading Skills (specifically designed for each segment, such as the Purchasing and Computing areas, usually involving secondary level of learning), Intermediate Level Conversation (for lecturers as well as masters and doctors working in laboratories), Preparation for the TOEFL and, as demanded by lecturers, Conversation (including “brushing up” and presentation skills for seminars and congresses) and Writing (papers and letters) besides “Survival Files”, have been designed.

As for a broader definition of ESP, Hutchinson and Waters (1987) theorize, “ESP is an approach to language teaching in which all decisions as to content and method are

based on the learner’s reason for learning” (p. 19). Anthony (1997) notes that, it is not clear where ESP courses end and general English courses begin; numerous non- specialist ESL instructors use an ESP approach in that their syllabi are based on analysis of learner needs and their own personal specialist knowledge of using English for real communication.

What is Special in ESP?

One simple clarification will be made here: special language and specialized aim are two entirely different notions. It was Perren (1974) who noted that confusion arises over these two notions. If we revisit Mackay and Mountford’s restricted repertoire, we can better understand the idea of a special language. Mackay and Mountford (1978) state:

The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation.

On the other hand, a specialized aim refers to the purpose for which learners learn a language, not the nature of the language they learn (Mackay & Mountford, 1978). Consequently, the focus of the word ‘special’ in ESP ought to be on the purpose for which learners learn and not on the specific jargon or registers they learn.

The term special or “specific” in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.

ORIGIN OF ESP:

Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).

Hutchinson and Waters (1987) note that two key historical periods breathed life into ESP. First, the end of the Second World War brought with it an ” … age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale • for various reasons, most notably the economic power of the United States in the post-war world, the role [of international language] fell to English” (p. 6). Second, the Oil Crisis of the early 1970s resulted in Western money and knowledge flowing into the oil-rich countries. The language of this knowledge became English.

The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (Hutchinson & Waters, 1987, p.7).

A revolution in linguistics is the second key reason of the emergence of ESP. On the one hand traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. Hutchinson and Waters (1987) point out that one noteworthy breakthrough was in ‘the ways that spoken and written English vary. In other words, given the particular context in which English is used, the variant of English will change.’ They clearly conveyed if language in different situations varies, then tailoring language instruction to meet the needs of learners in specific contexts is also possible. Hence, in the late 1960s and the early 1970s there were many attempts to describe English for Science and Technology (EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales, Selinker and Trimble as a few of the prominent descriptive EST pioneers.

The final reason Hutchinson and Waters (1987) mention as having influenced the emergence of ESP is more concerned with psychology than linguistics. Attention was given to the techniques in which learners acquire language and the differences in the method of language acquisition. Different learning strategies, different skills, different learning schemata, different needs and interests are also associated with the learners. Therefore, focus on the learners’ needs became equally paramount as the methods employed to disseminate linguistic knowledge. Designing specific courses to better meet these individual needs was a natural extension of this thinking. To this day, the catchword in ESL circles is learner-centered or learning-centered.

Designing an ESP Course

The learners have different learning backgrounds, from secondary to doctorate or post-doctorate levels and the needs vary from section to section, so different approaches and techniques have to be used. All of the learners need to use a specific area of the English language in the shortest term possible (the other aspects of language should not be ignored!). Therefore, after identifying a target situation – the need for a specific segment at the College – the learners have to be identified; their situation and the target situation are then analyzed. The learners’ potentials are identified, as well as the skills and knowledge needed to attain the target situation – taking constraints, such as aptitude, time and technical resources, into consideration. With these data in mind, a course is designed and the materials are then chosen or specially designed. Evaluation is a very important tool so that strategies can be redefined and results improved.

Key issues in ESP curriculum design

  • Abilities required for successful communication in occupational settings;
  • Content language acquisition vs. general language acquisition;
  • Heterogeneous vs. homogenous learner group; and
  • Materials development.

Growth of ESP

 

English for Specific Purposes (ESP) is both popular and productive in India. More and more people are adopting it for various personal and professional reasons.It has grown to become one of the most prominent areas of EFL teaching.

Absolute Characteristics 

 

ESP consists of English language teaching, which is:

  • designed to meet specified needs of the learner;
  • related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities;
  • ESP makes use of underlying methodology and activities of the discipline it serves
  • centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse;
  • in contrast with General

Variable Characteristics

 

ESP may be, but is not necessarily restricted as to the language skills to be learned (reading only) not taught according to any pre-ordained methodology.

  • ESP may berelatedtoor designed for specific 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.
  • Most ESP courses assume some basic knowledge of the language systems

Anthony (1997) notes that there has been considerable recent debate about what ESP means despite the fact that it is an approach, which has been widely used over the last three decades. Dudley-Evans offered a modified definition.

 

The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is “in contrast with ‘General English'” (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an ‘approach’ to teaching, or what Dudley-Evans describes as an ‘attitude of mind’. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning”.

TYPES OF ESP

 

Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners (1998, pp. 4-5). David Carter (1983) identifies three types of ESP:

  1. English as a restricted language
  2. English for Academic and Occupational Purposes
  3. English with specific topics.

Dudley-Evans and St. John have removed the absolute characteristic that ‘ESP is in contrast with General English’ and added more variable characteristics. They assert that ESP is not necessarily related to a specific discipline. Furthermore, ESP is likely to be used with adult learners although it could be used with young adults in a secondary school setting.

 

English as a restricted language : The language specifically used by air traffic controllers or by waiters are examples of English as a restricted language. Mackay and Mountford (1978) clearly illustrate the difference between restricted language and language with this statement:

 

… the language of international air-traffic control could be regarded as ‘special’, in the sense that the repertoire required by the controller is strictly limited and can be accurately determined situationally, as might be the linguistic needs of a dining-room waiter or air-hostess. However, such restricted repertoires are not languages, just as a tourist phrase book is not grammar. Knowing a restricted ‘language’ would not allow the speaker to communicate effectively in novel situation, or in contexts outside the vocational environment.

 

English for Academic and Occupational Purposes

 

The second type of ESP identified by Carter (1983) is English for Academic and Occupational Purposes. In the ‘Tree of ELT’ (Hutchinson & Waters, 1987), ESP is broken down into three branches: a) English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS). Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). An example of EOP for the EST branch is ‘English for Technicians’ whereas an example of EAP for the EST branch is ‘English for Medical Studies’.

 

Hutchinson and Waters (1987) do note that there is not a clear-cut distinction between EAP and EOP: “· people can work and study simultaneously; it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the student takes up, or returns to, a job” (p. 16). Perhaps this explains Carter’s rationale for categorizing EAP and EOP under the same type of ESP. It appears that Carter is implying that the end purpose of both EAP and EOP are one in the same: employment. However, despite the end purpose being identical, the means taken to achieve the end is very different indeed. I contend that EAP and EOP are different in terms of focus on Cummins’ (1979) notions of cognitive academic proficiency versus basic interpersonal skills.

English with specific topics.

 

The third and final type of ESP identified by Carter (1983) is English with specific topics. Carter notes that it is only here where emphasis shifts from purpose to topic.

This type of ESP is uniquely concerned with anticipated future English needs of, for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions. However, it is an integral component of ESP courses or programs, which focus on situational language. This situational language is based on the interpretation of results from needs analysis of authentic language used in target workplace settings.

CHARACTERISTICS OF ESP 

 

In Pakistan in the late fifties first hearing the term functional English coined to combat the traditional emphasis on literature and rote learning. It was in India English as a ‘library language ‘ is used- the need was to read English as a means of access to higher studies.

 

The characteristics of ESP courses identified by Carter (1983) are discussed here. He states that there are three features common to ESP courses: a) authentic material, b) purpose-related orientation, and c) self-direction.

 

If we revisit Dudley-Evans’ (1997) claim that ESP should be offered at an intermediate or advanced level, use of authentic learning materials is entirely reasonable. Use of accurate content materials is indeed a feature of ESP. For Language Preparation for Employment in the Health Sciences, a large component of the student evaluation was based on an independent study assignment in which the learners were required to investigate and present an area of interest. The students were encouraged to conduct research using a variety of different resources, including the Internet.

 

Purpose-related orientation refers to the simulation of communicative tasks required of the target setting. Self-direction is characteristic of ESP courses as ESP is concerned with ‘’ turning learners into users” (Carter, 1983, p. 134). In order for self- direction to occur, the learners must have a certain degree of freedom to decide when, what, and how they will study. Carter (1983) also adds that there must be a systematic attempt by teachers to teach the learners how to learn by teaching them about learning strategies.

Is ESP different to General English?

 

The borderline between where General English stops and ESP starts has become very vague indeed. To any common learner the question arises ‘What is the difference between the ESP and General English approach?’ Hutchinson et al. (1987:53) answer this quite simply, “in theory nothing, in practice a great deal”. Teachers while acknowledging that students had a specific purpose for studying English would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general.

 

Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students’ needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.

 

The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.

 

ESP concentrates more on language in context than on teaching grammar and language structures. It covers various subjects. The ESP focal point is that English is not taught as a subject separated from the students’ real world. However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction.

 

While in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly.

 

An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.

 

The students’ abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students’ knowledge of the subject matter, thus helping them learn English faster.

SOME OTHER AREAS FOR ESP

  1. Banking and Finance
  2. Hospitality and tourism
  3. Human resources
  4. Law
  5. Marketing/sales
  6. Nursing/medical
  7. Engineering
  8. Airforce

ROLE OF TEACHER IN TEACHING ESP: An ESP teacher’s work involves much more than teaching. An ESP teacher is also known as practitioner. His role can be classified as:

Teacher

Evaluator

ESP Practitioner

Researcher

Collaborator

Course Designer and material provider

The teaching methodology changes with the teacher and the specific teaching. The teacher’s main role is to generate real, authentic, communication in the classroom. It has got a different aspect as well. Due to lack of definite and defined material for ESP, TEACHER’S ROLE AS COURSE DESIGNER AND MATERIAL PROVIDER become all the more important. His judgment according to the student’s standard of understanding, capability and need is required. Teacher’s task also includes adapting material when published materials are unsuitable. He becomes a researcher.

Tips, practical ideas and resources for teaching many areas of ESP

  • An ESP course for engineers, e.g. need not be limited to the language of engineering texts, but will include all the identified linguistic and skill components relevant to the participants’ needs.
  • The British Council Annual Report in 1960 drew attention to specific needs. It said: “The airways pilot, the NATO soldier or sailor, the African politician, the scientist at an international conference, the merchant, the businessman and technician all require English for their special use. The kind of English they need, and they level of proficiency they must have, depend on the uses to which they wish to put it”
  • As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
you can view video on English for Specific Purposes/English for Academic Purposes

Reference

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