i83 Didáctica Especializada en Lengua Inglesa

CHAPTER I: SITUATION ESP

IN ENGLISH LANGUAGE
TEACHING AND LEARNING
Team 1
Barrientos Espinosa Sylma Jacqueline
Garza Taobada Brenda Carolina
Manjarrez Noriega Jathziri Alejandra
Montoya López Alondra Stephania
 A DEFINITION OF ESP
Occupational Needs:
Occupational needs pertain to
ESP is an approach to learners' needs in workplaces
language teaching. (factories, hospitals, etc.).
It focuses on learners' current
and future academic or Complexity of Needs:
occupational needs. ESP divisions (academic vs.
It targets the necessary occupational) can be ambiguous,
language, genres especially in certain roles.
(spoken/written forms), and Context determines whether certain
skills to address these needs. needs are academic or
It uses general and occupational.
discipline-specific teaching
materials and methods.
A DEFINITION OF ESP
ESP needs can span academic and workplace contexts.
Alignment with learners' disciplines enhances relevance and
effectiveness.

Alignment with Learners' Disciplines:

ESP materials/methods may match learners' specific fields
more closely.
In business English, learners might conduct case studies as
in their specialized courses.
In STEM English, learners might use computers to analyze
language data similar to scientific data analysis.

ESP Materials and Methods:

ESP uses both general and specialized materials and methods.
In some cases, traditional methods (like translation and pronunciation drills) can be
employed based on learners' needs.
Methods should align with learners' goals, e.g., translation skills for future translators,
pronunciation for presentations or safety.
 BRANCHES OF ESP

ESP (English for Specific Purposes) addresses learners' specific needs in academic and
occupational contexts.
The field covers a range of contexts and specialities, prompting discussions within more
defined branches of ESP.

Journals and Focus Areas:

Journals like "English for Specific Purposes" and newer ones concentrate on ESP topics.
Focus varies between English for Academic Purposes (EAP) and English for Occupational
Purposes (EOP).
BRANCHES OF ESP
 CHARACTERISTIC FEATURES
OF ESP

1 A learner-centered approach

The course or program administrator, the instructor in the

classroom, and even the learners themselves should always be
considering how language items, activities, and explanations will
ultimately help the learners meet their current and/or future
‘non-linguistic’ target needs.
 2 A MULTIDISCIPLINARY APPROACH

The ESP ‘practitioner’ can draw on insights of researchers in other

disciplines an may also engage with researchers in other
disciplines through teaching.

In the role of a specialist informant, they can directly contribute to

the creation and running of a course.
3 AN ATTENTION TO THEORY AND PRACTICE

They need to have a strong set of theorical language and learning

principles with which to work.

ESP instructors need to develop strong pedagogic practices

 COMPLEMENTING AND
COMPETING APPROACHES
TO ESP
This is a learning approach that was popularized in the 1980s
by researchers such as Prabhu (1987) and later by
researchers such as Willis (1996) and Ellis (2003)

Ellis (2003) describes as an extension of communicative

language teaching, TBLT attempts to connect the language
practiced in the classroom with real-life situations in which
the learners may find themselves
The language-content
continuum .
CONTENTIOUS ISSUES IN ESP: ABSOLUTE AND VARIABLE
CHARACTERISTICS

Examines two prominent ESP definitions.

Strevens (1988)

Dudley-Evans and St. John (1998)

 Strevens (1988) :
Absolute Characteristics:
1. Designed to meet specific learner needs.
2. Related to content of particular disciplines.
3. Focuses on discipline-appropriate language in syntax, lexicon, and
discourse.
4. Contrasts with general English.

Variable Characteristics:
1. May restrict language skills learned.
2. Not bound by specific teaching methodology.
 Dudley-Evans and St. John (1998)
Absolute Characteristics:
1. Meets specific learner needs.
2. Utilizes methodology of the serving discipline.
3. Centers on discipline-appropriate language in grammar, lexicon,
discourse, etc.
Variable Characteristics:
1. May relate to specific disciplines.
2. May use different methodology than general English.
3. Likely designed for adult learners, potentially secondary students.
4. Generally for intermediate/advanced students.
5. Assumes basic language system knowledge.
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 QUESTIONS

What are the three characteristic features of

ESP?