BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

What is problem solving task? In ESP, problem solving task are activities which provides

opportunity for language using and language learning through use, for pairs and groups of

learners.

Problem solving task focuses on oral skills. The worry is on solving problem and not on

language. So the focus shifts from language to task. The learners take the anxiety off the

language. They are more concern on solving problem rather than language. Therefore, they use

and apply whatever language they have to solve the problems. Problem solving task is very

sufficient and effective for the development of listening and speaking skills even though other

skills can also be developed.

Other than that, problem solving task requires information and opinion sharing, this

provides possibilities for disagreement. There is also limitation between interaction and learners

in activities such as information-gap-tasks, for example, fill in the blanks. Learners are expected

to solve the task and came out with a solution, which means problem solving task will have a

product. The product can be in the form of diagrams, object or solution in words. Task with

product is more effective.

Language as a medium to solve the problem is a reflection of what we did in real life.

This social reality fits very well in ESP, as problem solving task has to be geared towards the

subject specialism which makes the subject real to the learners.

How the design of problem solving task is relate to the subject specialism of instructors

and learners? Actually we can categorize problem solving task in ESP into three main categories.
PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)

 BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

The first category is ‘No specialist knowledge required by the teacher or the learner’, which

means the input (teachers) is general and the output (learners) is also general. The subject matter

specialism in this category may be at the surface level. For example, reading a hand-used manual

can be categorized in this group.

The second category is ‘Specialist knowledge required by learner to reach a solution but

no specialist input required from the teacher’. So, the input is general but the ESP teachers can

have surface level knowledge. Although it is sufficient but he or she must prepare the task or

question that can test the learners special subject matter knowledge. When preparing an ESP

problem solving task, the first and second categories can be used as most ESP teachers are at the

first and second categories with general knowledge and general subject matter knowledge.

The last category involves ‘Specialist input required from the teacher and specialist

knowledge required by the learner to reach a solution’. For this category, the input is specialist

and the output is specialist too. Both teachers and learners required to have specialist knowledge.

For English language teaching and learning in ESP, is not easy to reach the specialism as teacher

and learner have to take up courses to obtain the specialist knowledge. Consequently, to maintain

the subject matter, ESP teacher must make a choice of specialism, for instance medicine, law or

engineering in order to match with the subject.

Here are the three examples of problem solving tasks that relate to specialism in English for

Specific Purposes that has been explained above.

PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)

 BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

GENERAL INPUT – GENERAL OUTPUT

English for Academic Purposes students are asked to solve a logic problem in group.

There is a set of 12 footballs in a container. The total mass of all footballs are 500 grams. One

ball has different mass than the other 11 balls. The students need to calculate and find out the

odd weighing ball. They also need to find out the minimum and maximum weight or average

weight of one ball to identify the odd ball. The will be only one possible answer and the

methods of getting towards it vary among every students that will be evaluated by the teacher.

GENERAL INPUT – SPECIALIST OUTPUT

A group of Science Head of Panels are attending English for Specific Purposes course.

Each group is given some materials and a problem. The problem is on how to get pure water

without any expensive methods. They are about to find the usage of those materials and create

their own experiment through small investigation. They also need to present the variables that

involves in their experiment. At last they are required to present to the class their findings for

their classmates will evaluate them and the teacher as a facilitator for all the groups.

SPECIALIST INPUT – SPECIALIST OUTPUT

Occupational and Safety Engineers studying presentation and communication English are

asked to come out with a Safety Simulation Action Plan. It’s a response to any emergency

occurrence. Here they have given a situation as there is an emergency condition in work place

and they need to carry out this Safety Simulation Action Plan. This is not a written task but it is a

more likely to be role play task. Each group must present their action plan in verbal and in

action. To evaluate this problem solving task that this Occupational and Safety Engineers had

PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)

 BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

solved, there must be a specialist that really understand the correct Safety Simulation Action

Plan that is best to be applied in real time situation and to test how relevant it is to their job

specification.

REFERENCES

BOOKS, JOURNALS, ARTICLES

PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)

 BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

Dudley-Evans, T. & St. John, M.J. (1998). Developments in ESP: A multidisciplinary approach.
Cambridge: Cambridge University Press

Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge: Cambridge
University PressMunby, J. (1978). Communicative syllabus design. Cambridge: Cambridge
University Press.

ONLINE INTERNET WEBSITES

English for specific purposes world

http://www.esp-world.info/Articles_14/DESIGNING%20ESP%20COURSES.htm

British Council – IATEFL Cardiff Online 2009

http://iatefl.britishcouncil.org/2009/forum/content-esp-course

Teaching English for Specific Purposes

http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html

British Council – BBC –ESP

http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/english-specific-purposes

English for Specific Purposes – What does It mean?

http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html

PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)

BBI 3211 ENGLISH FOR SPECIFIC PURPOSES

B.A ENGLISH (EXEC) TRI-SEM 7

PREPARED BY:

Sudheep Ramasamy (B10127)

Yean Kek Fong (B10204)