teaching esp

TEACHING ESP TO

EFL LEARNERS

LICDA. EVELIN PEÑA

What is English as a Foreign Language?

It refers to learning and using English as an additional language in a non-English speaking country. It can be compared

with ESL and ESOL, which refers mainly to learning English as a new resident in an

English-speaking country.

TEACHING ESP TO EFL LEARNERS

(British Council, 2010 )


Hutchinson and Waters (1987)



EFL

GENERAL ENGLISH

ENGLISH FOR SPECIFIC

PURPOSES

It is essentially the English language education in junior senior high school

It is an approach to language learning in which every decision of content as well as method are based in the students’ reasons

to learn



Is ESP different to GE?

ESP

• Specialized vocabulary

• Motivation related to job

• Students very goal –oriented

• Bussines correspondence

GE

• Free-time activity

• More time for games

• More relaxed atmosphere

• General writing skills

• Social events



What ESP and GE have in common?

ESP

GE

Grammar and functionGeneral

vocabularyAnxiety about

capabilities

What is English for Specific Purpose?

It is an approach to language learning in which every decision of content as well as method are

based in the students’ reasons to learnHutchinson and Waters (1987)


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

Dudley-Evans (Japan Conference on ESP 1997)

Type of English for Specific Purpose?



• It refers to people who want to be trained for their jobs or profession

English for Occupational

Purposes (EPO)

• It is the formal teaching of English for students who need it in their studies

English for Academic

Purposes (EAP)

The goal of teaching ESP


It is to develop both linguistic and professional skills and/or abilities as well as knowledge and competence.

ESP concentrates not only on the recognition of particular structures of sentences or word combinations, but also on the

choice of terms and meanings of words in different kinds of texts.

(Johns 1991)

READING SKILLSWRITING SKILLSSPEAKING SKILLS LISTENING SKILLS

Why ESP for EFL learners?


EFL learners who are studying a career in which ESP is taught would be highly motivated to apply what they are

learning in their English classes to their main field of study,

READING ARTICLESINSTRUCTION BOOKLETS

TECHNICAL MATERIALS

ESP Teacher’s Role


Needs analysisSyllabus DesignMaterials writing or Adaptation Evaluation

ESP Practicioner

-Lack of Orthodoxy

-New areas of Knowledge

-Change in the status of English Teaching

ESP Student’s Role


Specific interest

for learning

Subject

matter

knowledge

Learning

Strategies

NEEDS ANALYSIS


It’s the study of students’ requirements to learn English

Learnin

g needs

Target needs

(Hutchinson and Waters, 1987)

“What the learner needs to know and

do in the target situation”

“What the learner needs to know and do for

learning”

NEEDS ANALYSIS



NEEDS WANTS LACKS

What the learner has to know in

order to function effectively in the target situation.

What the students feel they need

English for in the target situation.

From what the learners know

and which “need” they lack to

function effectively in the target situation.

CONFLICT

Target Needs

NEEDS ANALYSIS



Learning Needs

Needs

Lacks“Starting

Point”

Wants

ROUTE

“How students learn”

Motivation Learning Strategies Attitude

ESP COURSE DESIGN


Why does the student need to learn English?

Who is going to be involved in the process?

Where is the learning going to take place?

How much time is available?

What does the student need to learn?

What level of proficiency must be achieved?

Why What When How Where

Who

COURSE DESIGN

Need these:what, why,

when, where and who

sill a b u s

What?(Language

description)

How?(Learning theories)

Who, why, where, when (Needs

analysis)

Language description

s

meth

odolog

y

Language Variation and Register Analysis

Functional Notional

T.G Grammar

Structural Linguistics

Classical Grammar Martha is running:

subj + v + c

Close the door!:

Imperative Sentence

Deep Level

Surface Level

By parragraph

Intention

Discourse Analysis

Rhetorical Analysis

Syllabus

Content, methodology, evaluation, strategies,

instructional resources

Easy

Complex

Types ofsyllabus

Learner

Teacher

Classroom

Material

Evaluation

Organization


EVALUATION IN ESP COURSE


MATERIAL DEVELOPMENT DEFINE

CRITERIA On what bases will

you judge materials?

Which criteria will be more important?

OBJECTIVE ANALYSIS

How does the material being

evaluated realize the criteria?

SUBJECTIVE ANALYSIS What

realizations of the criteria do

you want in your course?

MATCHING How far does the material match your

needs?Existing material

Modifying existing material

Write own material


EFL STRATEGIES

GENERAL ENGLISH

• SONGS• GAMES• ICT TOOLS• DRAMA• DEBATES

ESP

• ACCORDING TO THE LEARNER´S NEEDS.


LET’S PRACTICE!!


“ From each according to his abilities, to each according to his needs”

(Karl Marx)

teaching esp

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