Esp

Project
Submitted from
Muhammad.Asif
Regd no.
Met 01103008
Submitted to
Sir Hammad sb

Department of English language and linguistics

MUHAMMAD ASIF Page 1

Task:
Visit various corpus websites, select an area
and download a list of 50 words related on
specific area of ESP. design lesson plan based
on the vocabulary. Teach and get feed back
from the students.

Outline:
Abstract
Growth of ESP
What is ESP
The origin of ESP
Key notions about ESP
Characteristics of ESP
Types of ESP
How general English is different from ESP
Need analysis
Principles of need analysis
Vocabulary word
Lesson plans
Conclusion & reference


Abstract:
As English became the accepted international language of technology
and commerce, new learners who knew specifically why they need English
were created. The language teaching professions had to develop courses
to fulfill those learners’ needs. Also focus on the learners’ needs became
equally paramount as the methods employed to disseminate linguistic
knowledge. Designing specific courses to better meet these individual
needs was a natural extension of this thinking and one of the specific
courses is ESP. Here my aim is to teach the vocabulary words in a specific
area and for these purposes to make the lesson plans and then teach
those words. At the end tries tries focus on the importance of ESP.

Growth of ESP:
From the early 1960's, English for Specific Purposes (ESP) has
grown to become one of the most prominent areas of EFL teaching today.
Its development is reflected in the increasing number of universities offering
an MA in ESP (e.g. The University of Birmingham, and Aston University in
the UK) and in the number of ESP courses offered to overseas students in
English speaking countries. There is now a well-established international
journal dedicated to ESP discussion, "English for Specific Purposes: An
international journal", and the ESP SIG groups of the IATEFL and TESOL
are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite
growth over the past few years. In particular, increased interest has been
spurred as a result of the Mombusho's decision in 1994 to largely hand
over control of university curriculums to the universities themselves. This
has led to a rapid growth in English courses aimed at specific disciplines,
e.g. English for Chemists, in place of the more traditional 'General English'
courses. The ESP community in Japan has also become more defined,
with the JACET ESP SIG set up in 1996 (currently with 28 members) and
the JALT N-SIG to be formed shortly. Finally, on November 8th this year
the ESP community came together as a whole at the first Japan


Conference on English for Specific Purposes, held on the campus of Aizu
University, Fukushima Prefecture.

What is ESP?
As described above, ESP has had a relatively long time to mature and so
we would expect the ESP community to have a clear idea about what ESP
means. Strangely, however, this does not seem to be the case. At the
Japan Conference on ESP also, clear differences in how people interpreted
the meaning of ESP could be seen. Some people described ESP as simply
being the teaching of English for any purpose that could be specified.
Others, however, were more precise, describing it as the teaching of
English used in academic studies or the teaching of English for vocational
or professional purposes.
At the conference, guests were honored to have as the main speaker,
Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very
aware of the current confusion amongst the ESP community in Japan,
Dudley-Evans set out in his one hour speech to clarify the meaning of ESP,
giving an extended definition of ESP in terms of 'absolute' and 'variable'
characteristics (see below).

Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the
discipline it serves
3. ESP is centered on the language appropriate to these activities in terms
of grammar, lexis, register, study skills, discourse and genre.

Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology
from that of General English
3. 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
4. ESP is generally designed for intermediate or advanced students.


5. Most ESP courses assume some basic knowledge of the language
systems

The definition Dudley-Evans offers is clearly influenced by that of
Strevens (1988), although he has improved it substantially by removing the
absolute characteristic that ESP is "in contrast with 'General English'"
(Johns et al., 1991: 298), and has included more variable characteristics.
The division of ESP into absolute and variable characteristics, in particular,
is very helpful in resolving arguments about what is and is not ESP. From
the definition, we can see that ESP can but is not necessarily concerned
with a specific discipline, nor does it have to be aimed at a certain age
group or ability range. ESP should be seen simple as an 'approach' to
teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a
similar conclusion to that made by Hutchinson et al. (1987:19) who state,
"ESP is an approach to language teaching in which all decisions as to
content and method are based on the learner's reason for learning.

The origin of ESP:
Certainly, a great deal about the origins of ESP could be written. Notably,
there are three reasons common to the emergence of all ESP: the
demands of a Brave New World, a revolution in linguistics, and focus on
the learner (Hutchinson & Waters, 1987).

Hutchinson and Waters (1987) note those two key historical periods
breathed life into ESP. First, the end of the Second World War brought with
it an " ... age of enormous and unprecedented expansion in scientific,
technical and economic activity on an international scale · for various
reasons, most notably the economic power of the United States in the post-
war world, the role [of international language] fell to English" (p. 6). Second,
the Oil Crisis of the early 1970s resulted in Western money and knowledge
flowing into the oil-rich countries. The language of this knowledge became
English.

The general effect of all this development was to exert pressure on the
language teaching profession to deliver the required goods. Whereas
English had previously decided its own destiny, it now became subject to
the wishes, needs and demands of people other than language teachers
(Hutchinson & Waters, 1987, p.7).


The second key reason cited as having a tremendous impact on the
emergence of ESP was a revolution in linguistics. Whereas traditional
linguists set out to describe the features of language, revolutionary
pioneers in linguistics began to focus on the ways in which language is
used in real communication. Hutchinson and Waters (1987) point out that
one significant discovery was in the ways that spoken and written English
vary. In other words, given the particular context in which English is used,
the variant of English will change. This idea was taken one step farther. If
language in different situations varies, then tailoring language instruction to
meet the needs of learners in specific contexts is also possible. Hence, in
the late 1960s and the early 1970s there were many attempts to describe
English for Science and Technology (EST). Hutchinson and Waters (1987)
identify Ewer and Laborer, Swales, Selinker and Trimble as a few of the
prominent descriptive EST pioneers.

The final reason Hutchinson and Waters (1987) cite as having influenced
the emergence of ESP has less to do with linguistics and everything to do
psychology. Rather than simply focus on the method of language delivery,
more attention was given to the ways in which learners acquire language
and the differences in the ways language is acquired. Learners were seen
to employ different learning strategies, use different skills, enter with
different learning schemata, and be motivated by different needs and
interests. Therefore, focus on the learners' needs became equally
paramount as the methods employed to disseminate linguistic knowledge.
Designing specific courses to better meet these individual needs was a
natural extension of this thinking. To this day, the catchword in ESL circles
is learner-centered or learning-centered.

Key Notions About ESP

In this discussion, four key notions will be discussed. They are as follows:
a) the distinctions between the absolute and variable characteristics of
ESP, b) types of ESP, c) characteristics of ESP courses, and d) the
meaning of the word 'special' in ESP.

Absolute and Variable Characteristics of ESP

Ten years later, theorists Dudley-Evans and St John (1998) modified
Strevens' original definition of ESP to form their own. Let us begin with
Strevens. He defined ESP by identifying its absolute and variable


characteristics. Strevens' (1988) definition makes a distinction between four
absolute and two variable characteristics:

I. Absolute characteristics:

ESP consists of English language teaching which is:

 designed to meet specified needs of the learner;
 related in content (i.e. in its themes and topics) to particular
disciplines, occupations and activities;
 centered on the language appropriate to those activities in syntax,
lexis, discourse, semantics, etc., and analysis of this discourse;
 In contrast with General English.

II. Variable characteristics:

ESP may be, but is not necessarily:

 restricted as to the language skills to be learned (e.g. reading only);
 Not taught according to any pre-ordained methodology (pp.1-2).

Anthony (1997) notes that there has been considerable recent debate
about what ESP means despite the fact that it is an approach which has
been widely used over the last three decades. At a 1997 Japan Conference
on ESP, Dudley-Evans offered a modified definition. The revised definition
he and St. John postulate is as follows:
I. Absolute Characteristics

 ESP is defined to meet specific needs of the learner;
 ESP makes use of the underlying methodology and activities of the
discipline it serves;
 ESP is centered on the language (grammar, lexis, and register),
skills, discourse and genres appropriate to these activities.

II. Variable Characteristics

 ESP may be related to or designed for specific disciplines;
 ESP may use, in specific teaching situations, a different methodology
from that of general English;


 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;
 ESP is generally designed for intermediate or advanced students;
 Most ESP courses assume some basic knowledge of the language
system, but it can be used with beginners (1998, pp. 4-5).

Dudley-Evans and St. John have removed the absolute characteristic that
'ESP is in contrast with General English' and added more variable
characteristics. They assert that ESP is not necessarily related to a specific
discipline. Furthermore, ESP is likely to be used with adult learners
although it could be used with young adults in a secondary school setting.

As for a broader definition of ESP, Hutchinson and Waters (1987) theorize,
"ESP is an approach to language teaching in which all decisions as to
content and method are based on the learner's reason for learning" (p. 19).
Anthony (1997) notes that, it is not clear where ESP courses end and
general English courses begin; numerous non-specialist ESL instructors
use an ESP approach in that their syllabi are based on analysis of learner
needs and their own personal specialist knowledge of using English for real
communication.

Types of ESP

David Carter (1983) identifies three types of ESP:

English as a restricted language
English for Academic and Occupational Purposes
English with specific topics.

The language used by air traffic controllers or by waiters are examples of
English as a restricted language. Mackay and Mountford (1978) clearly
illustrate the difference between restricted language and language with this
statement:
... the language of international air-traffic control could be regarded as
'special', in the sense that the repertoire required by the controller is strictly
limited and can be accurately determined situation ally, as might be the
linguistic needs of a dining-room waiter or air-hostess. However, such
restricted repertoires are not languages, just as a tourist phrase book is not
grammar. Knowing a restricted 'language' would not allow the speaker to


communicate effectively in novel situation, or in contexts outside the
vocational environment.
The second type of ESP identified by Carter (1983) is English for Academic
and Occupational Purposes. In the 'Tree of ELT' (Hutchinson & Waters,
1987), ESP is broken down into three branches: a) English for Science and
Technology (EST), b) English for Business and Economics (EBE), and c)
English for Social Studies (ESS). Each of these subject areas is further
divided into two branches: English for Academic Purposes (EAP) and
English for Occupational Purposes (EOP). An example of EOP for the EST
branch is 'English for Technicians' whereas an example of EAP for the EST
branch is 'English for Medical Studies'.

Hutchinson and Waters (1987) do note that there is not a clear-cut
distinction between EAP and EOP: "· people can work and study
simultaneously; it is also likely that in many cases the language learnt for
immediate use in a study environment will be used later when the student
takes up, or returns to, a job" (p. 16). Perhaps this explains Carter's
rationale for categorizing EAP and EOP under the same type of ESP. It
appears that Carter is implying that the end purpose of both EAP and EOP
are one in the same: employment. However, despite the end purpose being
identical, the means taken to achieve the end is very different indeed. I
contend that EAP and EOP are different in terms of focus on Cummins'
(1979) notions of cognitive academic proficiency versus basic interpersonal
skills. This is examined in further detail below.

The third and final type of ESP identified by Carter (1983) is English with
specific topics. Carter notes that it is only here where emphasis shifts from
purpose to topic. This type of ESP is uniquely concerned with anticipated
future English needs of, for example, scientists requiring English for
postgraduate reading studies, attending conferences or working in foreign
institutions. However, I argue that this is not a separate type of ESP.
Rather it is an integral component of ESP courses or programs which focus
on situational language. This situational language has been determined
based on the interpretation of results from needs analysis of authentic
language used in target workplace settings.

Characteristics of ESP Courses

The characteristics of ESP courses identified by Carter (1983) are
discussed here. He states that there are three features common to ESP


courses: a) authentic material, b) purpose-related orientation, and c) self-
direction.

If we revisit Dudley-Evans' (1997) claim that ESP should be offered at an
intermediate or advanced level, use of authentic learning materials is
entirely feasible. Closer examination of ESP materials will follow; suffice it
to say at this juncture that use of authentic content materials, modified or
unmodified in form, are indeed a feature of ESP, particularly in self-directed
study and research tasks. For Language Preparation for Employment in the
Health Sciences, a large component of the student evaluation was based
on an independent study assignment in which the learners were required to
investigate and present an area of interest. The students were encouraged
to conduct research using a variety of different resources, including the
Internet.

Purpose-related orientation refers to the simulation of communicative tasks
required of the target setting. Carter (1983) cites student simulation of a
conference, involving the preparation of papers, reading, note taking, and
writing. At Algonquin College, English for business courses have involved
students in the design and presentation of a unique business venture,
including market research, pamphlets and logo creation. The students have
presented all final products to invited ESL classes during a poster
presentation session. For our health science program, students attended a
seminar on improving your listening skills. They practiced listening skills,
such as listening with empathy, and then employed their newly acquired
skills during a fieldtrip to a local community centre where they were
partnered up with English-speaking residents.

Finally, self-direction is characteristic of ESP courses in that the “... point of
including self-direction ... is that ESP is concerned with turning learners into
users" (Carter, 1983, p. 134). In order for self-direction to occur, the
learners must have a certain degree of freedom to decide when, what, and
how they will study. Carter (1983) also adds that there must be a
systematic attempt by teachers to teach the learners how to learn by
teaching them about learning strategies. Is it necessary, though, to teach
high-ability learners such as those enrolled in the health science program
about learning strategies? I argue that it is not. Rather, what is essential for
these learners is learning how to access information in a new culture.

The Meaning of the Word 'Special' in ESP


One simple clarification will be made here: special language and
specialized aim are two entirely different notions. It was Perren (1974) who
noted that confusion arises over these two notions. If we revisit Mackay
and Mountford's restricted repertoire, we can better understand the idea of
a special language. Mackay and Mountford (1978) state:
The only practical way in which we can understand the notion of special
language is as a restricted repertoire of words and expressions selected
from the whole language because that restricted repertoire covers every
requirement within a well-defined context, task or vocation (p. 4).
On the other hand, a specialized aim refers to the purpose for which
learners learn a language, not the nature of the language they learn
(Mackay & Mountford, 1978). Consequently, the focus of the word 'special'
in ESP ought to be on the purpose for which learners learn and not on the
specific jargon or registers they learn.

The present context of globalization has multiple effects on the lives of
people across the globe. And for all those countries where English is not
the first language the significance of learning, teaching and using English
cannot be understated. Linguists, researchers and teachers, textbook
writers, publishers in the context of English Language Teaching (ELT), are
all agreed that

(i) English is an international language (EIL) and has to be
taught as such,
(ii) English has many varieties
(iii) English is the language for research, trade and commerce,
and higher education, and
(iv) Within the next decade there will be more non-native
speakers of English than the native speakers (that is, those
whose mother tongue is English).

Consequently, the role/importance of English at the undergraduate level of
education in Pakistan cannot be minimized. In addition to that, students,
teachers and others need to have greater clarity about the nomenclatures
used in regard to the teaching and learning of English. This article attempts
to present the distinctions in the nomenclatures, and to highlight the role
and importance of English for the undergraduate students in Pakistani
institutions.

Why is English an international language?


It is an international language because it was considered to be the
language of political, economic and military power, until the early 2000 A.D.
The Iraq war (2003) was looked upon by many people as an economic
opportunity in more ways than one. As mentioned in an article by Hadley in
2004, (and by Edge also in 2004), English teachers would be required in
Iraq to help with the reconstruction work by facilitating the policies that the
tanks were sent to impose. Hence, the war itself created a lucrative
opportunity for all those involved in the game of teaching and learning
English. In addition, USA being looked upon as a superpower was worth
immolating in terms of its culture and language. A noted Pakistani
researcher, Dr Tariq Rahman mentioned in one his books (2000) that
English is in demand by students, their parents and aspiring members of
the salariat because it is the language of the elitist domains of power not
only in Pakistan but also internationally. He presented data from David
Crystals 1997 book that One-third of the worlds newspapers are published
in English dominant countries... 80% of the electronically stored information
is in English ... The CNN and BBC are in English ... between 80 85%
motion pictures are in English... 180 nations have adopted the
recommendations of the Civil Aviation Organization about English
terminology ... increasing numbers of students take the IELTS and TOEFL
exams each year in more than 110 countries ... nearly 90 per cent of
research articles (in most subjects) are in English.

In many contexts it has been felt that students require adequate English
language skills in order for them to cope with the academic demands of
their study programmed. Hence a course of English for Academic Purposes
(EAP) is designed and taught to them. Such a course includes the teaching
of such skills as critical thinking, critical reading, listening for global and
specific comprehension (e.g. lectures, talks, announcements, etc), writing
essays, terms papers, critical analysis, reports, participation in group
discussions, making oral presentations, etc.

How ESP is different from general English?

The most important difference lies in the learners and their purposes
for learning English. One can add to it by saying that 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. In some cases, people with
inadequate proficiency in English need to be taught to handle specific jobs.


In such cases English is taught for specific purposes so that the concerned
employees can perform their job requirements efficiently. However, English
for Specific Purposes (ESP) has a wide scope and superimposes other
nomenclatures such as EOP and EAP. An article on ESP available on the
Internet says: ESP (English for Specific Purposes) course aims are
determined by the needs of a specific group of learners. ESP is often
divided into EAP (English for Academic Purposes) and EOP (English for
Occupational Purposes). Further sub-divisions of EOP are sometimes
made into business English, professional English (e.g. English for doctors,
lawyers) and vocational English (e.g. English for tourism, nursing, aviation,
and brick-laying).

Do you think the requirements for English of a medical, or social
science or science and technology student would be exactly alike? Or
would someone in the tourism industry have a similar manner of using
English as an air traffic control, or a share market analyst or a technical
writer? While there will be some similarities in the use of common
vocabulary there will be great dissimilarities in the way they use words,
phrases, expressions in writing or speaking to get on with their jobs. Such
differences are mainly due to the types of communication they have to
achieve which make different demands on their knowledge and skills in
English. Thus professionals such as air traffic controllers, or those who
work in laboratories or in the mining / drilling /space stations often require
knowledge of English that is very specific to the kind of work they are doing
(English for Occupational Purposes).

Learners in the ESP classes are usually adults who are generally
aware of the purposes for which they will need to use English.

Needs Analysis:
This is the requirements definition part of the problem. We use
whatever it takes to ferret out the needs of you and your users. Interviews,
questionnaires, and prototyping are some of the most successful methods.
These methods will include object methodology as it applies. During this
phase we'll also determine the best platform and operating system for
satisfying your needs.

A Valuable Tool for Designing and Maintaining Effective ESP
Curriculum Surveys are usually in the form of a questionnaire. A


comprehensive survey of the information needs of your institution would
seek information on the types of information users (physician, nurse,
administrator, etc.), the types of information sought (factual, reviews, in-
depth, clinical, research, administrative), the frequency of the need (daily,
monthly, annually), and where the information is currently found (hospital
library, other library, personal library, consultation with colleague, not
found, et c.). Other surveys may be on a more narrow aspect of service.

2. Interviews: Interviews may be formal or informal.

Formally, you may visit department chairs, administrators, and/or
managers annually to ask if the library, for example, is currently meeting
their needs and how things could be better. Informal interviews are often
done as you greet people entering the library or check materials out, and
ask them if they have found what was needed. If you take it a step further,
making a note of the conversation and any action taken in response. This
way, you've already initiated done a needs assessment.

3. Analysis of statistics, records Libraries have always been faithful record
keepers, gathering statistics on every aspect of their operations -
circulation, reference, acquisitions, interlibrary loan, etc. Analyze these
records regularly to see what they tell you about the needs of your
institution. You probably already analyze interlibrary loan requests to
determine titles to which you should subscribe.

Underlying Principles of Needs Analysis
The following list gives the principles of Needs Analysis as originally
defined.

User’s need based requirements are complex and can conflict
User’s need based requirements build a bridge from the business
case to the design
User’s need based requirements help to identify trade-offs that need
to happen in the design process (i.e. where a design cannot resolve
the user’s need based requirement conflicts)
User’s need based requirements are there to unify the multi-
disciplinary design team; enabling them to meet their business case.


Formulate and ask questions to do with the business plan that
provide an indication of the human aspects of the system, including
the relative merit of functionality.
Always express these findings from the user’s perspective.
Cross-relate these requirements to each other and to the imp actors
on the activity.
Allocate sufficient time during the development process to check and
validate your user’s need based requirements.
Ensure that all users’ need based requirements are derived as low
level user requirements before being transposed into system
requirements.
Word your requirements precisely and ensure that you cover all
categories of human-related requirements.
Create test statements to validate the user’s need based
requirements, the concept and the implementation
Prior to freezing your design, validate your user’s need based
requirements with users
Accept that there still may be contradictory requirements
Understand the nuances of the requirements and ensure that these
are reflected in the precise wording of the requirements
Keep asking your users until you have a true understanding of their
requirements
Elegant design can only be created from understanding the nuances
of the requirements

Vocabulary words:
I have selected following vocabulary words related to the field of we
ecology which is branch of biology which deals with the study of
environment,

1. abyssal

Relating to ocean depths from 2000 to 5000 meters

2. aerial

Existing or living or growing or operating in the air


3. alliance

The state of being allied or confederated

4. alternative energy

Energy derived from sources that do not use up natural resources
or harm the environment

5. anthropogenic

Of or relating to the study of the origins and development of
human beings

6. arboreal

Of or relating to or formed by trees

7. association

A formal organization of people or groups of people

8. bioclimatic

Of or concerned with the relations of climate and living organisms

9. biodegradable

Capable of being decomposed by e.g. bacteria

10. biodiversity

The diversity of plant and animal life in a particular habitat (or in
the world as a whole)

11. biome

A major biotic community characterized by the dominant forms of
plant life and the prevailing climate

12. bionomics


1. the branch of biology concerned with the relations between
organisms and their environment
13. climax

The highest point of anything conceived of as growing or
developing or unfolding

14. colonize

Settle as a colony; of countries in the developing world

15. community

A group of people living in a particular local area

16. competition

A business relation in which two parties compete to gain
customers

17. desertification

The gradual transformation of habitable land into desert; is usually
caused by climate change or by destructive use of the land

18. disforest

Remove the trees from

19. dispersion

Spreading widely or driving off

20. doe

Mature female of mammals of which the male is called `buck'

21. dominance

Superior development of one side of the body

22. ecology


The environment as it relates to living organisms

23. ecosystem

A system formed by the interaction of a community of organisms
with their physical environment

24. ecoterrorism

violence carried out to further the political or social objectives of
the environmentalists

25. ecotourism

tourism to exotic or threatened ecosystems to observe wildlife or to
help preserve nature

26. intertidal

of or relating to the littoral area above the low-tide mark

27. intolerant

unwilling to tolerate difference of opinion

28. lacustrine

of or relating to or living near lakes

29. lentic

of or relating to or living in still waters (as lakes or ponds)

30. limnology

The scientific study of bodies of fresh water for their biological and
physical and geological properties

31. litter

the offspring at one birth of a multiparous mammal


32. littoral

of or relating to a coastal or shore region

33. lotic

of or relating to or living in actively moving water

34. Nuclear winter

A long period of darkness and extreme cold that scientists predict
would follow a full-scale nuclear war; a layer of dust and smoke in the
atmosphere would cover the earth and block the rays of the sun;
most living organisms would perish

35. Opportunistic

Taking immediate advantage, often unethically, of any circumstance
of possible benefit

36. Ordination

The status of being ordained to a sacred office

37. Overturn

Turn from an upright or normal position

38. Ozone

A colorless gas (O3) soluble in alkalis and cold water; a strong
oxidizing agent; can be produced by electric discharge in oxygen or
by the action of ultraviolet radiation on oxygen in the stratosphere
(where it acts as a screen for ultraviolet radiation)

39. Ozone hole

An area of the ozone layer (near the poles) that is seasonally
depleted of ozone

40. Ozone layer


A layer in the stratosphere (at approximately 20 miles) that contains a
concentration of ozone sufficient to block most ultraviolet radiation
from the sun

41. Ozonosphere

A layer in the stratosphere

42. Preservationist

Someone who advocates the preservation of historical sites or
endangered species or natural areas

43. Productivity

The quality of being productive or having the power to produce

44. Provincialism

A lack of sophistication

45. Pyrogenic

Produced by or producing fever

46. Timberline

Line marking the upper limit of tree growth in mountains or northern
latitudes

47. Tolerance

The power or capacity of an organism to tolerate unfavorable
environmental conditions

48. Tolerant

Showing respect for the rights or opinions or practices of others

49. Trophic

Of or relating to nutrition


50. Sublittoral

Of or relating to the region of the continental shelf (between the
seashore and the edge of the continental shelf) or the marine
organisms situated there

Lesson Plans:
To teach these vocabulary words, I have made two lesson plans.
These are,

Lesson plan 1:

Name The Institution:
Vista college of science & commerence Mailsi (Vehari)

Number of the students:
There were 12 students in the class.

Class:
Bsc (zoology/ botony/ chemistry)

Presentation:
25 vocabulary words related to ecology, their meanings and details

Time Frame:
Total time = 45 minutes

i) Time for introduction and explanation of words = 35 minutes
ii) Time for class discussion = 10 minutes


Lesson plan 2:

Name The Institution:
Vista college of science & commerence Mailsi (Vehari)

Number of the students:
There were 12 students in the class.

Class:
Bsc (zoology/ botony/ chemistry)

Presentation:
Next 25 vocabulary words related to ecology, their meanings and details

Time Frame:
Total time = 60 minutes

i) Time for introduction and explanation of words = 35 minutes
ii) Time for class discussion = 10 minutes
iii) Time for activity = 15 minutes

Production:
An activity based on short questions

Feed back of the students:
To check the feedback of the students I have asked following
questions from them.

1. Did you enjoy from these activities?
2. Did you like to learn these words?
3. Is there should ESP in Pakistan’s institutions?
4. Did you like my method of teaching?


5. Is there should ESP as a subject at graduation level in science
classes?
6. Can ESP help you to improve your vocabulary related to your
subjects?

The students have answered the above questions and I have represent
their feedback in following chart,

Feed back of the students
120

100

80
percentage

60
yes
40 no

20

0
Q1 Q2 Q3 Q4 Q5 Q6
Questions

Conclusion:
According to my conclusion if one is going to teach courses of English
(or any other language for that matter) for specific purposes, one
Should be clear just how the notions English (or language) and purpose
Are to be defined, and what exactly it means to be specific. I do not think,
on the whole, that these matters have been given the consideration they
deserve. There has been a good deal of attention given to the description
of areas of language use and the needs of learners, but much less
attention given to the crucial prior question of what exactly it is that is being
described. There are those who talk of the lack of research in ESP as if this
were simply a matter of amassing quantities of data about the superficial


features of varieties of language use without enquiring into what the nature
of language use might be. There are others who insist on the importance
Of needs analysis without investigating the educational implications
Of such insistence.

References
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes:
A multi-disciplinary approach. Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A
learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific
Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2,
297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M.
Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language
Centre.

Technical Purposes: Studies in honor of Louis Trimble. London: Newbury
House.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.),
ESP: State of the Art (pp. 1-13). Singapore: SEAMEO Regional Centre.
Stryker, S., & Leaver, B. (Eds.). (1997). Content-based instruction in foreign
language education: Models and methods. Washington, D.C.: Georgetown
University Press.
Taylor, C. (1986). Cultivating simultaneous student growth in both multiple
creative talents and knowledge. In J.S. Renzulli (Ed.), Systems and models for
developing programs for the gifted and talented (pp. 307-351). Mansfield
Center, CT: Creative Learning Press.
VanPatten, B., & Lee, J. (1990). Second language acquisition - Foreign
language learning. Avon: Multilingual Matters.
Yogman, J., & Kaylani, C. (1996). ESP program design for mixed level students.


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