English For Specific Purpose

A. Introduction

As international language, English is needed in everything in this word.

Therefore, it has become a requirement for everyone to know the English
language. So, in this era some state develope English language teaching
methode. One of them, English Specific purpose (ESP). ESP aims at
acquainting learners with the kind of language needed in a particular
domain, vocation, or occupation.

English for Special Purposes (ESP) has evolved into one of the most
prominent areas of EFL teaching today. its development is reflected in the
growing number of colleges offering special degrees for English.

B. Definition of ESP

English for Specific Purposes (ESP) is a subdivision of a wider field,

Language for Specific Purposes (LSP), which is defined as:

“…the area of inquiry and practice in the development of language

programs for people who need a language to meet a predictable range of
communicative needs.”
Swales, 1992: 300

ESP is as a branch of the tree of English Language Teaching (ELT) but

the roots that nourish it are communication and learning. (Hutchinson and
Waters,2002)

ESP is international in scope and specific in purpose (Swalles, 1988). It

focus on the communicative as well as the written needs of professionals
and workers, giving primary importance to many language professional
environment.

ESP is an approach to language teaching in which all decisions as to

content and method are based on the learner’s reason of learning.
Hutchison et al. (1987:19

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 Some people described ESP as simply being the teaching of English for
any purpose that could be specified. Others, however, weremore precise,
describing it as the teaching ofEnglish used in academic studies or
theteaching of English for vocational orprofessional purposes.

Based on the definition about, the writer can conclude that ESP here is
an approach not as a product. ESP is not a particular kind of language or
methodology, or does it consists of a particular type of teaching material.
Understood properly, it is an approach to language learning, which is based
on learner need.

C. The Aim of English Specific Purpose

The main aims of the teaching and learning process is to enable the
learners to acquire information in its general sense. Concerning ESP
Basturkmen (2006: 133) states the existence of five broad objectives, which
are also applied to ELP, on which specific teaching process is based and
should be reached:

a. To reveal subject-specific language use.

Reveal subject-specific language use: this objective aims to
demonstrate to the learners how the language is used in the target
setting.
b. To develop target performance competencies.
Develop target performance competencies: this objective is
concerned with what learners do with language and the needed skills
to be competent. “This orientation can be categorized as a
proficiency objective, according to Stern‟s classification (1992)”
(Basturkmen, 2006: 135).
c. To teach underlying knowledge.
Teach underlying knowledge: the aim is to focus on developing
students‟ knowledge of fields of study or work in addition to their
language skills. “The objective of teaching underlying knowledge can
be classified as a cultural knowledge objective, according to Stern‟s
categorization (1992)” (Basturkmen, 2006: 137).
d. To develop strategic competence
Develop strategic competence. “Strategic competence is the link
between context of situation and language knowledge” (Basturkmen,
2006: 139) and enables successful and efficient communication.

e. To foster critical awareness.

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 Foster critical awareness: “This objective can be linked to the
cultural knowledge and affective objectives in Stern‟s (1992)
classification” (Basturkmen, 2006: 143) and aims at making students
conscious and culturally aware of the target situation.

It is evident that great similarity exists between the objectives established

by Stern (1992) for language education and the ones stated by Basturkmen
for ESP context. The teaching /learning process associated to appropriate
methodology may result in mastery of language by correctly using it in the
context.

D. Characteristic of English Specific Purpose

Dudley-Evans and St John (1998) modified Strevens’ definition of ESP:
1. Absolute characteristics:
a) ESP is designed to meet specific needs of the learner
b) ESP makes use of the underlying methodology and activities of
the disciplines it serves
c) ESP is centered on the language (grammar, lexis, register), skills,
discourse and genres appropriate to these activities.
2. Variable Characteristics:
a) ESP may be related to or designed for specific disciplines
b) ESP may use, in specific teaching situations, a different
methodology from that of General English
c) 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
d) ESP is generally designed for intermediate or advanced students.
e) Most ESP courses assume some basic knowledge of the language
system, but it can be used with beginners.

E. The Classification of ESP

ESP is often divided into two classification, they are: English for
Academic Purposes (EAP) and English for Occupational Purposes (EOP).

a. English for Academic Purposes (EAP)

Examples :
- English for Academic Purposes (Medical students)
- English for Academic Legal Purposes

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b. English for Occupational (professional) Purposes (EOP)
Further sub-divisions of EOP are sometimes made into
Examples : business English, p and
- English for Engineers (of a certain firm)
- English for Professional English (e.g. English for doctors, lawyers)
- English for vocational English (e.g. English for tourism, nursing,
aviation, bricklaying).

F. Differences between ESP and General English (GE) Programs

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 jobrelated
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 subjects varying from accounting
or computer science to tourism and business management. The ESP focal
point is that English is not taught as a subject separated from the students'
real world (or wishes); instead, it is integrated into a subject matter area
important to the learners.
However, ESL and ESP diverge not only in the nature of the learner,
but also in the aim of instruction. In fact, as a general rule, 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.

G. Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for
which they will need to use English. Having already oriented their education
toward a specific field, they see their English training as complementing this
orientation. Knowledge of the subject area enables the students to identify a

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real context for the vocabulary and structures of the ESP classroom. In such
way, the learners can take advantage of what they already know about the
subject matter to learn English.
Generally the Students study English “not because they are interested
in the English Language or English culture as such, but because they need
English for study or work purposes” (Robinson, 1991: 2). In ESP, “language is
learnt not for its own sake or for the sake of gaining a general education, but
to smooth the path to entry or greater linguistic efficiency in academic,
professional or workplace environments” Basturkmen (2006: 18).
So, learn about ESP subject because of needed. Some people study
English based on their job or their future carrer.

H. ESP Teaching and Learning Processes 1

The methodologies of ESP teaching conform to the same model of the
language teaching process as does any other form of language teaching.
That is to say, the basic teaching activities are these; Shaping the input;
Encouraging the learners‟ intention to learn; Managing the learning
strategies and Promoting practice and use.
(Strevens, 1988: 44)
In ESP teaching, some basic elements have to be taken into
consideration, the most important of which are the learner needs, goals and
motivation. Furthermore learners‟ attitudes towards learning and learning
strategies are emphasized and seen as fundamental to the ESP process.
The ESP teacher in the classroom is“…a knowledge provider and a
facilitator of students‟ learning and no more as a resourceful
authority.”(Kashani et al 2007: 85).However, he/she is more concerned with
designing suitable syllabi and courses for different learners with various
needs and fields. “Thus, whereas course design plays a relatively minor part
in the life of General English teacher, courses here usually being determined
either by tradition, choice of textbook or ministerial decree, for the ESP
teacher, course design is often a substantial and important part of the
workload” (Hutchinson & Waters, 1987: 21).
As the students are sited in the core of the learning process they have
to be dynamic contributors in their learning either in the classroom or out of
it. Students use the adequate and favourite learning strategies and put a rapid

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and durable learning rhythm to achieve the stated objectives. They are more
intrinsically than extrinsically oriented. “Learning is more individualized
than standardized and students are more open to new ideas. They take
responsibility for their own actions and accept related consequences”.
(Kashani et al 2007: 87).
ESP teaching/ learning processes necessarily go through different
stages.

I. Conclusion
ESP is an approach to language teaching in which all decisions as to
content and method are based on the learner’s reason of learning.
ESP- has emerged as a significant field in applied linguistics. It is
mostly concerned with the learners’ needs for a specific field of academics or
accupation. Restricted skills of words and expressions, purpose of learning
the language are the areas to be conciderad in ESP.
So, learn about ESP subject because of needed. Some people study
English based on their job or for their future career.

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 Supporting References

Belcher, Diane D. (2004). Trends in teaching English for specific purposes.

Annual Review of Applied Linguistics, 24, 165-186.

Candlin, Christopher N. (Speaker) (2008). Trading places, creating spaces:

Aligning research and practice in LSP and professional
communication. Hong Kong: LSP & Professional Communication
Conference 2008. Retrieved from Web site:
www.engl.polyu.edu.hk/lsp/apaclsp08/plenaryTalk_1.html

Hutchinson, Tom & Alan Waters. (1987). English for specific purposes: A
learning-centered approach. Cambridge: Cambridge University Press.

Hyland, Ken & Liz Hamp-Lyons. (2002). EAP issues and directions. Journal of
English for Academic Purposes, 1, 1-12.

van Naerssen, Margaret (Speaker). (2007). Linking ESP needs assessment

and research. Seattle, WA: 2007 TESOL Convention. Available through
TESOL Resource Center.