What are the three types of ESP?


David Carter (1983) identifies three types of ESP: 1) English as a restricted language, 2) English for Academic and Occupational Purposes, and 3) English with specific topics, The language used by air traffic controllers or by waiters are examples of English as a restricted language.

What are the types of needs in ESP?

ESP (English for Specific Purposes) ensures designing courses to meet learners’ needs. Two vital devices of determining the needs are target needs and learning needs. The term target needs refers to what learners need to do in the target situation. It consists of three components- necessities, lacks, and wants.

What are the three features of ESP?

He illustrates that there are three features common to ESP courses: Authentic material, Purpose-related orientation and Self-direction.

What is ESP and its characteristics?

Among absolute characteristics are such features: 1) ESP is defined to meet specific needs of the learner; 2) ESP makes use of the underlying methodology and activities of the disciplines it serves; 3) ESP is centered on the language (grammar, lexis), skills, and discourse appropriate to these activities.

What are the main branches of ESP?

English for Specific Purposes (ESP) is a branch of English Language Teaching (ELT) which in turn is divided into two main branches of English for Academic Purposes (EAP) such as Medicine, Engineering, Theology, etc. and English for Occupational Purposes (EOP) such as English for secretaries, technicians, etc.

What is ESP methodology?

As conceptualized by Dudley-Evans and St John (1998) and Hutchinson and Waters (1987), ESP methodology refers to the way and type of interaction between ESP practitioners and learners.

What are the five basic features of ESP?

There are five basic features of ESP.

These are the following:
  • ESP is goal-oriented. …
  • ESP is based on needs analysis. …
  • ESP is time-bound. …
  • ESP is for adults. …
  • ESP is discipline-specific.

What are the four absolute characteristics of ESP?

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; and c) ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities. 2.

What is the meaning of needs in ESP?

Needs are defined as being the requirements that the students have in order to be able to communicate effectively in the target situation. They are also defined as what the students need to learn to acquire the language.

What is a needs analysis in ESP?

Needs analysis, carried out to establish the “ what ” and the “ how ” of a course, is the first stage in ESP course development, followed by curriculum design, materi- als selection, methodology, assessment, and evaluation. However, these stages should not be seen as separate, proceeding in a linear fashion.

What are the four types of needs analysis?

Project-Specific Target Areas

A thorough project-specific Needs Analysis investigates a minimum of four areas: the audience, pain points, training goals, and technology expectations.

What Is learning needs analysis in ESP?

Needs analysis aims to present learners’ wants, needs and lacks prior to organizing a course. According to Burksaitiene (2008) needs analysis is the key to collect insider’s view of the ESP situation (p. 330) and the views of chosen learners are of utmost importance.

What is the main objective of ESP?

In conclusion, the main aim of the ESP module is to promote learner autonomy while at the same time providing various types of support to meet the learner’s specific, identified needs and objectives.

Why is teaching ESP important?

The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.

What is course design in ESP?

In the context of ESP, course design is a process of data collection in preparing effective tasks, activities, and creating the collecting data to prepare effective tasks, activities, and to create the most suitable setting for ESP learners to achieve their goals (Richards, 2001).

What is the core principle of ESP?

The popular principle of English for Specific Purposes ( ESP ) is “ Tell me what you need English for and I will tell you the English that you need”. This principle suggests that ESP is an approach to language teaching which is oriented to fulfil learners’needs.

What is ESP teaching and learning process?

ESP teaching learning process in the classroom is learner-centered, in the way that the learner’s reasons for learning to use a specific area of the English language in the shortest term possible become the basis of the teaching.

What is the role of ESP in teaching and learning modality?

ESP is a learner-centered approach in which all teaching practices are governed by specific needs of specific learners. This process encompasses needs analysis, material development and its implementation, relevant assessment procedures etc. which actively involve ESP learners as well as practitioners.

What are the stages of ESP development?

However, in ESP will discuss into several chapters such as the origin ESP, The Development of ESP, ESP: Approach not Product, Language Description, Theories of Learning, Needs Analysis, Approaches to Course Design, The Syllabus, Materials Evaluation, Materials Design, Methodology, Evaluation and Orientation.

What are the different approaches in teaching ESP?


Three main approaches to course design can be identified: language-centred, skills-centred, and learning centred.

What is the rational of learning ESP?

Typically, the rationale behind integrating ESP in ELT is to help language learners cope with features of language or develop the competencies needed to function in a discipline, professional practices, or work place.

What is the first phase in the development of ESP?

Stages of ESP development: 1st stage focused on language at the sentence level, 2nd phase shifted attention the level above the sentence (putting into play discourse or rhetorical analyses). Thus, the main focus of register analysis is on how sentences were combined in discourse to produce meaning.