File Name: english for specific purposes book. English for specific purposes ESP is a subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need.
It seems that you're in Germany. We have a dedicated site for Germany. This edited book focuses on current practices, challenges and innovations in the emerging field of English for Specific Purposes ESP. By combining diverse, empirically-proven and innovative ESP practices from all over the world with inspiring theoretical input and reflections from experienced practitioners, the authors in this volume examine both best-practice examples and ESP programmes which by various metrics are deemed to have failed.
This book will be of interest to practitioners, teacher educators and researchers working in the field of ESP, as well as readers interested in language education and curriculum development more broadly. His academic interests lie in material development for language and translation instruction and assessment, ESP teacher development and Qualitative Research. The chapters serve to illustrate the diversity of perspectives and practices within the vibrant and ever developing field of ESP.
The work will be useful reading to teachers and researchers in ESP alike. This volume is a much-needed resource for ESP scholars and practitioners alike.
Entering this domain is English for Specific Purposes Instruction and Research: Current Practices, Challenges and Innovations , an edited collection of research studies and scholarship on a multitude of topics in ESP from many perspectives and countries capturing the dynamism of the field uniquely suitable for all those with an interest in ESP.
JavaScript is currently disabled, this site works much better if you enable JavaScript in your browser. Publishing With Us. Book Authors Journal Authors. Free Preview. Baker, Colin. Foundations of Bilingual Education and Bilingualism. ESP English for Specific Lecture comprehension in English -medium higher education. Cambridge: Cambridge University Press.
Crawford Camiciottoli, Belinda. Adjusting a business lecture for an international audience: a case study. Robinson has defined it as the teaching of English to the learners who have specific goals and purposes. According to him, these goals might be professional, academic, scientific etc. Mackay and Mountford , p. Both these definitions do not confine ESP to any specific field, discipline or profession and recognize its broader area of action.
A rather comprehensive approach to define ESP has been tried By identifying its absolute and variable characteristics. Strevens' definition makes a distinction between four absolute and two variable characteristics: I.
Strevens, , pp. This definition makes it mandatory that ESP courses should concentrate on the language, i. Dudley-Evans and St. This modified definition has extended the horizon of ESP by allowing it to encompass the specific needs of the students who do not necessarily belong to any specific occupation or discipline.
John have also enhanced the list of variable characteristics as well. Likewise they have pointed out that ESP courses may be planned for the beginners along with intermediate or advanced students.
Perren, Barron , p. Fiorito , p. John, , p. This specialized language and practice mean business, academic, occupational etc. Hutchinson and Waters also favored the broader notion of ESP and did not restrict it to any specific discipline. Gatehouse , p. The learning of ESP is in consequence an essentially dependent activity, a parasitic process, and it follows that the pedagogy of ESP must be dependent too.
Widdowson, , pp. EGAP is related to the teaching of language skills that are common in different disciplines but ESAP refers to the teaching of language features that are specific for various disciplines. English as a restricted language 2. English with specific topics. However, such restricted repertoires are not languages, just as a tourist phrase book is not grammar. Mackey and Mountford, , pp. The scope and canvas of this first type of ESP is extremely limited which allows the learners learn English language for very restricted purposes and it trains the learners to handle specific situations in extremely limited linguistic settings.
This kind of ESP teaching restricts itself to "limited number of phrases and expressions and these learners remain unable to use English in any setting other than the one they have been trained for. Robinson has also included these two types in his classification of ESP.
What transpires from the above discussion is that EOP and EAP have approximately common goals but their dynamics and means to achieve the ultimate goals are indeed different. He has mentioned activities like post-graduate reading studies, working in foreign institutions and attending conferences as future needs for scientists.
This third category of ESP requires that the linguistic needs of the learners should be properly determined before any ESP material is designed. It confines itself to the target future linguistic needs TFN of the learners to prepare them for their future needs. It seems that this category of ESP is not very distinguishable because all ESP courses have a proper NA procedure as an integral component of developing ESP teaching material which targets situational language, including topics mentioned by Carter and others, in present and target workplace settings Gatehouse, Historical Growth of ESP There does not seem complete agreement about the historical growth of ESP, though several research studies have been undertaken by different researchers in this regard.
Hutchinson and Waters traced back an ESP book in the sixteenth century. This book was written for tourists and it was published in Romo, This early phase of ESP lasted roughly till the start of and whatever ESP material was produced during this period, it mainly consisted of authentic material related to different fields of specialization Hutchinson and Waters, Most of the linguists declared that the real beginning of ESP set in about in the sixties of twentieth century Dudley-Evans and St.
John 19 mentioned that "it was undoubtedly in the mid- to late 's, however, that various influences came together to generate the need and enthusiasm for developing ESP as a discipline". John, cf. Howett, Hutchinson and Waters enumerated three main reasons for this rapid growth. Hymes identified the rapid expansion in scientific, technical and economic activities in English speaking countries and the linguistic trends as the main contributing factors in this regard.
Hutchinson and Waters specified two important historical factors that were largely instrumental in the rapid expansion of the scope and range of ESP. According to Hutchinson and Waters , p.
In the post SWW era, the USA became the hub of scientific, technical and economic activities and, consequently, English was assigned the role of an international language to facilitate all these activities. Oil-rich countries opened their doors to the Western knowledge and wealth and naturally a new era of ELT commenced in the gulf region. As it was mainly scientific and technical knowledge that was needed to be transferred, ESP emerged as the most appropriate discipline to accept the challenge.
John pointed out that late 's and early 's was the period that consolidated ESP. This period witnessed a transformation of traditional linguistics of merely describing the features of language into the study of Register Analysis RA which focused on the ways language was used in real communication.
Hutchinson and Waters highlighted the difference between written and spoken language as an example of RA. Mainly scientific and technical English was focused more in this second phase of ESP. RA was carried out on the assumption that certain grammatical and lexical forms were more frequently used in scientific and technical language as compared to General English Hutchinson and Waters, ; Dudley-Evans and St.
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