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ESP: APPROACH NOT PRODUCT

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On the previous meeting the sentences shows that in its relatively brief history there

have been several major shifts in the development of

ESP both in theory and practice.

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However we have tried too show that, in spite of their differences, the successive

stages have all concentrasted on the linguistic aspect of

ESP: they are all essentially language-centred approachs.

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What is ESP ?

To answer this questions fully, we need first of all to establish a context which

will help us to see how ESP at the present time relates

to the rest of ELT

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The branches of ESP

English for Academic purpose English for occupational purpose. English vocational purposes Vocational English as a second

language

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At the next level down it is possible to distinguish ESP

courses by the general nature of the learners’ specialism. Three large categories are usually

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Appearance !

Learning communication English language teaching

- English as mother tongue- English as a second language- English as a Foreign language

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English as a foreign language- general English [primary, secondary, adult]- ESP [EST, EBE, ESS]

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ESP is not a matter of teaching “specialized varietes” english. The fact that language is used for a specific purpose does not imply that is a special form of the language, different in kind

from other forms.

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Certainly, there are some features which can be

identified as ‘typical’ of particularly context of use and which, therefore, the

learner is more likely to meet in the target situation. But

these differences should not be allowed to obscure the far

larger area of common ground that underlies all

english use, and indeed all language use

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ESP is not just a matter of Science words and grammar for scientists, Hotel words and grammar for hotel staff and so on. We need to distiguish, as Chomsky did with regard to grammar, between performance and competence, that is between what people actually do with the language and the range of knowledge and abilities which enables them to do it.

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ESP is not different in kind from any other form of language teaching, in that it should be based in the first instance on principles of effective and efficient learning.

Thought the content of learning may vary there is no reason to suppose that the processes of learning should be any different for the ESP and GE

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So what is ESP ?

ESP must be seen as an approach not as product. ESP is not a particular kind of language or methodology, nor it consist of particular type of teaching materials, which is based on learner need.

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ESP, then, is an approach to language teaching in

which all decisions as the content and method are based on the learner’s reasons for learning

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