From the ESP class Unit one origins. Tom Hutchinson

1. E.S.P.
(English for Specific
Purposes)
By: Lic. Gilberto Armando
Oceguera Rodriguez.

2. ABBREVIATION STUDENTS MUST
KNOW……
EBE:
English for Business and Economics.

EFB:
English for Business (LCCIEB).

EFC:
English for Commerce (LCCIEB).

EFL:
English as a Foreign Language.


3. ELT:
English Language Teaching.

EOP:
English for Occupational Purposes.

ESOL:
English for Speakers of Other Languages

ESS:
English for Social Sciences.

EST:
English for Science and Technology.


4.  EAP:
English for Educational or Academic
Purposes.
 GE:
General English.
 EMP:
English for Medical purposes.
 EVP:
English for Vocational purposes.
 ESP:
English for Specific Purposes.

5. E.S.P.
(English for Specific Purposes)
ORIGINS


At the end of the Second World War in 1945.
Enormous and extraordinary expansion in:
Scientific
Technical
Economic activity


The growth was world wide.
The expansion created a more united world
dominated by two forces:
Technology and commerce

6. What was demanded by this
new brave world?
 After
the war ended. It started to happen
 The demand for an international
language:
ENGLISH

7. Why was English chosen?
 The
notable power the USA had after the
war.
 That’s why this role fell to English.
 English became the International
Language of technology and commerce.

8. What was the effect when
English was chosen?




A new mass of people wanting to learn English.
It was not just for the pleasure.
Nor for the prestige of knowing the language.
Because English was the key for :
International Currencies of
Technology
and commerce.
 Previously the reasons for learning
English had not been well defined.

9. Who were the people eager
to learn English, now?
 Businessmen
or women.
 Engineers
 Scientists
 Mechanics
 Doctors
 And
of course Commerce.
 It created a new generation of learners,
students wanted to learn more but books
were written in English.

10. The reasons. why was this
development accelerated?
 The
oil crisis in the 1970s.
“This resulted a massive flow of founds and
westerns expertise into the oil-rich
countries.”

11. What did these new demand
create?
 Specific
needs.
 Influential new ideas.
 The pursue of fulfillment in the study of
English with new necessities.

12. What was the traditional and
formal way of teaching
linguistics?
 Describing
 Focus
the usage of English.
on the Grammar usage.

13. What was one of the findings
of the new study research?
 That
the language we speak and write
varies considerably in many different
ways from one context to another.

14. So, in the knowledge of the
analysis, What did they notice
about teaching English?
 That
there are important differences
between , say, of commerce that of
engineering.

15. What was the main idea of
creating ESP?
 If
language varies from one situation of to
another, it should be possible to
determine the features of specific
situations and then make these features
the basis of the learners course

16. When did we really see the
expansion of ESP, into the nature
of particular varieties of English?
 In
the late 1960s and the early 1970s.

17. Between the times WE JUST
mention, In what area was the
ESP most base on?
 Most
of the work at this time was in the
area of English for science and
technology(EST).
 And for a time ESP and EST were
considered as almost Synonymous.

18. What was then notice about
the learners of different
specialties?
 Learners
were seen to have different
needs and interest which influence in
learning proses.
 The motivation to learn was different.

19. What were the three
important factors that were
brought about in the growth
of ESP?
 1.
The expansion of demand for English to
suit particular needs.
 2. The developments in the fields of
linguistics.
 3. Educational Psychology.

20. In what phase is ESP
considered to be going
through at this time?
 In
the 1960s was submitted to three main
phases.
 In the fourth and starting the fifth phase.

21. According to the register analysis
in the 1960s and early 1970s, who
was the work mainly made by?
 Peter
Strevens (Halliday, McIntosh and
Strevens,1964).
 Jack Ewer (Ewer and Latorre,1969).
 John Swales(1971).

22. What did Ewer and Hudges-Davies
find out with some of the text
books students used(1971)?
 The
found out that the school text books
neglected some of the language forms
commonly found In Science texts.
 In conclusion was that the ESP course
should therefore, give priority to these
forms (Compound nouns, passives,
conditionals, modal verbs)

23. Beyond analysis, What had
ESP focused on?
 On
sentence grammar.

24. Soon, the idea of teaching ESP
shifted. In what direction?
 How
sentences were combined in
discourse analysis.

25. What did the typical teaching
materials based on discourse
approach taught students?
 To
recognize textual patterns.
 Discourse markers (Mainly by means of
text-diagramming exercises.

26. What is needs analysis?
 It
is a process in which is first used:
 A) Target situation.
 B) A rigorous analysis of linguistic features
of the situation.

27. What did John Munby brought
us in Communicative Syllabus
Design(1978)?
 The
Munby model produces a detailed
profile of learners’ needs in terms of:
 A) Communication Purposes.
 B) Communicative settings.
 C) The means of communication.
 D) Language skills.
 E) Functions.
 F) Structures, etc…

28. What is the main idea behind
the skill-centered approach?
 Underlying
all language use.
 Common reasoning.
 Interpreting processes.
“Regardless of the surface forms, enable us
to extract meaning from discourse”.

29. According to learning –
centered approach, What is
the concern of ESP?
 It
is not with language use.
 The concern is on language learning.