Chapter 1

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If ESP has sometimes moved away from trends in general ELT, it has always retained its emphasis on
practical outcomes. We will see that the main concerns of ESP have always been, and remain, with needs
analysis, text analysis, and preparing learners to communicate eliece tively in the tasks prescribed by their
study or work situation. It is often said that ESP lacks an underlying theory. We believe that theory of
ESP could be outlined based on either the specific nature of the texts that learners require knowledge of,
or on the basis of the needs related nature of the teaching It is, however, interesting and significant that so
much of the writing has concentrated on the procedures of ESP and on relating course design to learners'
specific needs rather than on theoretical matters .

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ESP activity used to be closely associated with projects led, and usually staffed, by expatriate
British, North American or Australasian teachers, often in large numbers. Projects in the Middle
East, in Iran Bates, 1978), Kuwait and Saudi Arabia (Harper, 1986) for instance, are good
examples (Mackay and Mountford, 1978). Local teachers seemed to play relatively small roles in
such projects, and it was even occasion ally argued by non-native speakers that ESP work was
too difficult for them. We have always believed that local teachers' knowledge of their situations
as well as their familiarity with their students' motivation and learning styles give them a
potential advantage over native speaker expatriate teachers

ESP is part of a more general movement of teaching Language for Specific Purposes (ISP). LSP
has focused on the teaching of languages such as French and German for specific purposes, as
well as English. In many situations the approaches used are very similar to those used in ESP,
some, however, place a much greater emphasis on the learning of vocabulary

Hutchinson and Waters (1987) see ESP as an approach rather than a product, by which they
mean that ESP does not involve a particular kind of language, teaching material or methodology.

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Serevens' (1988) definition of ESP makes a distinction between four absolute characteristics and
wo suriable characteristics. The absolute characteristics are that ESP consists of English
Language Teaching which is :

1. designed to meet specified needs of the learner; related in content that is in its themes and
topics to particular disciplines , occupations and activities.

2.centred on language appropriate to those activities in syntax, lexis, discourse, semantics and so
on, and analysis of the discourse;

3.in contrast with General English

The variable characteristics are that ESP :

1. may be restricted as to the learning skills to be learned (for example reading only)

2. may not be taught according to any pre-ordained methodology.

Robinson (1991) also accepts the primacy of needs analysis in defining ESP Her definition is
based on two key defining criteria and a number of characteristics that are generally found to be
true of ESP, Her key criteria are that ESP is normally real directed and that ESP courses develop
from a rends analysis, which aims to specify as closely as possible what exactly it is that students
have to do through the medium of Englis Robinson, 1991: 3). Her characteristics are that ESP
courses are generally constrained by a me period, in which their objectives have to be achieved,
and are taught to adults in bomogeneous classes in terms of the work or specialist studies that the
students are involved .

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Strevens (1988) summarises the advantages of ESP with the following four points

being focused on the learner's need, it wastes no time;

it is relevant to the learner

it is successful in imparting learning

it is more cost-effective than 'General English

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the carrier content used to teach the specific language that the unit in the book wishes to
introduce at this stage. It is an authentic topic which can be used as a vehicle for the real content
of the unit, the language of process. The Statistics constitute the carrier content, but the real
content is the language used to make comparisons.

Carrier content = teach specific language for specific person in specific setting

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ESP practitioner as having have key roles: Teacher= transform knowledge to student / is a person
who known before hand

Course designer and materials provider= the teacher should prepare materials to show sth which
suitable for teaching

Collaborator= they should hold up a collaboration with out of being collaborator ESP teacher
cannot be successful.

Researcher= the teacher should know everything

 Evaluator= person should evaluate what person does in the class. At the class person should
understand whether person has been successful or not.

Chapter 2

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Functional - notional syllabus (theory based) = plan that is focus on understanding of material
and steps of teaching.

Task- based syllabus = plan in which you should divided everything to small categories and
these categories are called task.

Functional = practical the form of theories / bring this theory to practice

Notional =theory/ concept to practice / the hypothesis behind everything we find

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Register analysis= focus on grammar and vocabulary of scientific and technical English refers to
as an approach based on lexicostatistics. The grammar of scientific and technical writing does
not differ forms that of general English certain grammatical and lexical forms are used much
more frequently. The predominant tense is the present tense and the passive voice is used much
more frequently than in general English but not more frequently than the active voice.

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 Trimble defines rhetoric the process a writer uses to produce a desired piece of text’ and an EST
text as concerned only with the presentation of facts, hypotheses and similar types of
information. This work introduced the idea of relating language form to language use, making
use the main criterion for the selection of ESP teaching materials.

Discourse analysis = means to go through the details of the text or talk and understand form of
function.

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They have perhaps been particularly influential in their definition of what they consider ESP
should not be. In their later book they state that

1. ESP is not a matter of teaching specialised varieties of English.

 2 ESP is not just a matter of Science words and grammar for Scientists,

Hotel words and grammar for Hotel staff and so on... 

3. ESP is not different in kind from any other form of language teaching

in that it should be based in the first instance on principles of effective and efficient learning...

target oriented = you should teach in class to make you learn sth which is design by syllabus in
university ( long term) but real life is short term also target oriented is limit and introduction of
real life .

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There is currently no dominating movement in ESP as there was with Register Analysis,
Discourse and Rhetorical Analysis, Skills-Based Approaches and the Learning-Centred
Approach.

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We believe, however, that it would be wrong to think of genre analysis as a new movement in
ESP.

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the developments in ELT, moving from grammatical, functional and notional syllabuses to a
more eclectic and task-based approach.

Chapter 3

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Four types of situation are :

1.An English-speaking country, such as UK or USA.

2. An English-as-a-Second Language (ESL) situation where English is the official language of

education and is widely spoken, as in former British colonies in Africa or South East Asia. (We
are using ESL in the specific British sense referring to this kind of situation, as opposed to the
more general American use of the term, which applies to all EFL/ESL teaching.)

3. A situation in which certain subjects such as medicine, engineering or science, are officially
taught in English, while for other subjects and at other levels of education the national language
is used.

4. A situation where all subject courses are taught in the national language, but English may be
important for ancillary reasons.
Situation 1 e.g. UK, USA, Australia = Students come from another country to study in a foreign
system; for them both general and academic culture may be different; everything around them
operates in English

Situation 2 e.g. Zimbabwe= Education at all levels has been mainly in English; the Civil Service
uses English, but people mostly use their first language (LI) in everyday life

Situation 3 e.g. Jordan =.in tertiary education some subjects are taught in Lt, but others, such as
medicine, engineering and science, are taught in English

Situation 4 e.g Brazil=. All tertiary education is taught in the Li; English is an auxiliary
language.

Kachru = 1. Inner cycle = native speaker 2. Outer cycle= second language speaker for example
India/ Pakistan 3. Expanding = foreign language for example= Iran.

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the formal and informal orders. The formal order is the official view of how the course runs and
how students succeed or fail within the system. The informal order is 'the same institution as
perceived and operated by its members.

Formal based on syllabus but informal based on student need.

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The motivation problem is in a sense similar to that in the third type of situation - it can be very
difficult to decide what students' real needs are. In theory, students need to focus on the reading
skill; in practice, the reading of English textbooks or articles may be little more than an optional
extra and students may be more motivated by materials that focus on other skills, or on delayed
needs rather than supposed immediate needs. By delayed needs we are referring to needs that
arise either in the final year (for example project work) or to communication needs in future
work.

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There are three options for collaborative work:

1. The planning of a series of classes where the language class prepares the students for a
subsequent subject class taught in English.

2. The running of a class on a specific skill or related to a specific task where the subject
department has a specific input to the materials or the language teacher uses material produced
by the department
3. The North American 'adjunct model, in which the adjunct acts as a back-up class to the
subject, helping students with difficulties with that class.

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Four stages of team-teaching:

Stage 1: The language lecturer records the subject lecture. Stage

stage 2: The language lecturer listens to the recording and prepares a handout with
comprehension questions on key points of the lecture and a check on understanding of the
language used in it.

Stage 3: The language lecturer checks the questions with the subject lecturer.

Stage 4: The session itself.

Chapter 4

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Business English = oriented to carrier to job to what you should do in real work setting.

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The focus is presentation, through listening and/or reading, followed by exercises to practise
grammar and vocabulary, These focus on accuracy and have correct answers. Finally, there are
activities which are more open-ended and develop fluency in one or more of the four skills. The
settings include 'meeting people', making arrangements', talking about yourself and your
company', and 'travelling'. Typical business carrier content topics include organisational charts,
marketing, branding, advertisements and product development.

Such courses teach a broad range of English through business settings rather than English for
specific business purposes. The vocabulary range of EGBP books clearly differs substantially
from that of EGP but the language activities are core EFL ones and the answers are often
predictable with more closed, right/wrong responses than unpredictable, open responses.

In contrast, English for Specific Business Purposes (ESBP) courses are run for job experienced
learners who bring business knowledge and skills to the language-learning situation. These
courses are care fully tailored and likely to focus on one or two language skills and specific
business communicative events. The materials often include selections from a range of published
books, framework materials (chapter 9) and specially written activities, probably stemming from
the learner's own business context. Courses are frequently intensive groups are small, a
maximum of 6-8, and senior staff may opt for one-to-one tuition. Company courses may have
groups with widely differing language levels. They may be run in-company by company staff,
in-company by external trainers or off-site on the trainers premises (in-company courses are
known as workplace English in the United States of America).

Accuracy important than fluency.

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Particularly for those involved with company language training, acquiring knowledge and
understanding in five areas seems necessary:

1.a knowledge of the communicative functioning of English in business contexts

2. an understanding of the business people's expectations and learning strategies.

3. an understanding of the psychology of personal and interpersonal interactions in cross-

cultural settings;

4.some knowledge of management theories and practice.

5. first-class training skills.

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Business English Series) identify seven core events. The five events requiring primarily oral
language are referred to as: telephoning, socialising, making presentations, taking part in
meetings and negotiating: those that require the written form are: corresponding and reporting.

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Business English is the current growth area in ESP and covers both courses for pre-experience
learners (EGBP) and courses for job-experienced learners (ESBP). The primary concern is to
communicate effectively, not necessarily totally accurately. As professionals, business people
have very clear purposes and expect high quality, value for money and professionally delivered
courses. More courses now combine language and skills development and more account is taken
of the business context and business relationships. It is being recognised that the language
depends on variables such as status, power and how well established the relationship is.
Although many of the short, intensive courses are for spoken interaction, writing is important.
With more personal computers and e-mail and less secretarial support, more business people
have to compose their own correspondence. With the growth of transnational corporations, NNSs
may have to write in English because documents will be read or copied to a NS Head Office or
to NS staff. The professional demands placed on Business English teachers may well be higher
than on those in other fields.