TYPES OF ESP

By :
1. I LuhTikaSulesaWitri (0201319)
2. KomangWijaya Putra (0201419)
3. M RomziSuja’I (0201519)
4. Ni PutuMirna Kristina Devi (0200319)
5. YuniAstuti (0203719)

ENGLISH EDUCATION DEPARMENT

STKIP AGAMA HINDU SINGARAJA

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 FOREWORD

Basically, this report is one of the activity reports carried out by students to
fulfill the duties of the teacher. On this occasion the authors would like to thank all
those who have helped. So that we can complete the preparation of this paper in a very
simple form and content. Hopefully this paper can be used as a reference, guide and
guide for readers in educational administration.

It is our hope that this paper helps increase the knowledge and experience of
readers, so that we can improve the form and content of this paper so that it can be
better in the future.

The author is fully aware that this report is far from perfect. For this reason, the
authors really expect suggestions and constructive criticism for the perfection of this
report. Finally, the author apologizes if there are words that are less pleasing.

Singaraja, June2021

TABLE OF CONTENTS

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 FOREWORD………………………………………………………………….. 02
TABLE OF CONTENTS……………………………………………………... 03

CHAPTER I INTRODUCTION
1.1 Background of the study………………………………………………….. 04
1.2 Statement of the Problems………………………………………………. 05
1.3 Purpose of the study……………………………………………………… 05

CHAPTER II UNDERLYING THEORIES

2.1 English for Specific Purposes in General……………………………..... 06
2.2 Basic Types of ESP………………………………………………………. 08

CHAPTER III DISCUSSION

3.1 English as a Restricted Language……………………………………... 09
3.2.English for Academic and Occupational Purposes…………………….. 09
3.3English with Specific Topics................................................................... 11

CHAPTER IV CONCLUSION AND SUGGESTION

4.1 Conclusion…………………………………………………………….. 13
4.2 Suggestion……………………………………………………………...... 13

REFERENCES……………………………………………………………… 14

CHAPTER I
INTRODUCTION

1.1 Background of the study

From the early 1960s ESP has grown to become one of the most prominent
areas of ELT. Thisdevelopment has been “reflected in an increasing number of
publications, conferences and journalsdedicated to ESP discussions”(Tratnik, 2008, p.
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5). Cristine (1993, p. 17) has proved the validity ofESP in the modern world from an
unusual angle of competitive business world norms and hasconcluded that “in ESP
design and implementation are basic concepts and practices that fit in with ISO9000
QA requirements”because central requirements of an ESP program are “tailor-made
courses”,specific objectives, “needs analysis of target learning situation”, continuous
feedback and “formativeand summative – evaluations”(ibid.: 17). Talking about the
reasons of its growing acceptability,Dudley-Evans and St. John (1998, p. 19) have
mentioned that ESP has developed a balance betweenresearch and practice and called it
"essentially a materials and teaching-led movement"

ESP seems quite flexible discipline and different people have defined it
differently. We can count asmany definitions as the number of linguists who have
defined it. All these definitions appear to covervarious characteristics of this approach
(Sifakis, 2003 cf. Rogers, 1989; Rogers, 1996). Anthony (1997,p. 1) mentioned the
“clear differences in how people interpreted the meaning of ESP”at "The
JapanConference on ESP”held on November 8th, 1997 at Aizu University in
Aizuwakamatsu. He pointed outthat the participants were divided into two groups. One
group held the view that ESP was teaching ofEnglish for any purpose that could be
specified whereas the other group of participants ascribed to it as“the teaching of
English used in academic studies or the teaching of English for vocational
orprofessional purposes”(ibid., p. 1). This particular example of differing views
regarding its definitionoffers clear insights about the general truth in relation to this
controversy. Hutchinson and Waters (1987)have defined ESP as an “approach”rather
than a “product”– meaning that ESP does not necessarilyinvolve any particular kind of
language, teaching material or methodology. The fundamental function ofESP is: “Why
does this learner need to learn a foreign language”(Milavic, 2006 cf. Hutchinson
andWaters, 1987)? The rationale of learning English, thus, became the crux of
ESP.Robinson (1980) has defined it as the teaching of English to the learners who have
specificgoals and purposes. According to him, these goals might be professional,
academic, scientific etc.Mackay and Mountford (1978, p. 2) have referred to it as the
teaching of English for “clearly utilitarianpurposes”. These specific purposes are the
above-mentioned academic, professional or scientific onesthat clearly depend on the
learners’ needs. Both these definitions do not confine ESP to any specificfield,
discipline or profession and recognize its broader area of action. A rather
comprehensiveapproach to define ESP has been tried.

In other words, ESP can be defined as an approach to language teaching based

on the learner’s need or reason for learning. It is because the materials are developed
based on the needs of the learner, for example, the need to be able to communicate with
overseas buyers in international trade fairs where the learners act as an exhibitor.

1.2 Statement of the problems

1. What is the ESP in General?

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2. What are the types of ESP?

1.3 Purpose of the study

1. To know the definition of the ESP in General

2. To know the types of ESP

CHAPTER II
UNDERLYING THEORIES

2.1 English for Specific Purposes in General

ESP is generally defined as a language teaching area requiring careful research

and design of pedagogical materials and activities for an identifiable group of learners
within a specific learning context (Johns and Dudley-Evans, 1998:298). ESP teaching
should be linked to a specific discipline, make use of methodology that differs from that

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used in English for General Purposes teaching. Johns and Dudley-Evans point out that it
is essential that an ESP course take into consideration register, genres and associated
language that students need to understand and to manipulate in order to carry out
activities related to their disciplines. As such, this would mean that within the context of
EST, the EST practitioners have to ensure that the materials used in the teaching of EST
highlight aspects of register, genres and associated language of the discipline specific
materials. This involves exposing EST instructors and students to awareness of
discourse (text structure) and genre of the different text types used in EST teaching.
Based on the above definitions it is clear that a number of aspects need to be considered
when working within the context of ESP/EST.

According toHutchinson & Waters (1987, p.19) define ESP as an approach to

language teaching in which all decisions as to content and method are based on the
learners’ reason in learning, Next Robinson (1991, p.1) ESP as an enterprise involving
education, training, and practice and drawing upon three major realisms of knowledge
namely language, pedagogy, and students’/participants’ specialist area of interest.. In
other hand Richards & Rodger (2001, p.107)saw ESP as a movement that seeks to serve
the language needs of learners who need English in order to carry out specific roles
(e.g. student, engineer, nurse) and who need to acquire content and real-world skills
through the medium of it rather than master the language for its own shake. Strevens
(1998) who defined ESP as a particular case of general category of special purpose
language teaching. He further revealed that the definition of ESP is needed to
distinguish between four absolute and two variable characteristics.The four absolute
characteristics of ESP consist of English language teaching, they are:

1. Design to meet specific needs of the learners,

2. Related to content (i.e. in its themes and topics) to particular disciplines,
occupations, and activities,
3. Centered on the language appropriate to those activities in syntax, lexis,
discourse, semantics, etc and analysis of this discourse, and
4. Differentiated to General English.

While the two variable characteristics are ESP may be, but is not necessarily:
1. Restricted as to the language skills to be learned (e.g. reading only).
2. Not taught according to any pre-ordained methodology.

Dudley-Evans (1998) improved the definition of ESP offered by Strevens substantially

by removing the absolute characteristics that ESP is “in contrast with ‘General English’,
and has revised and increased the number of variable characteristics. The definition of
ESP, therefore, in terms of absolute and variable characteristics given by Dudley-
Evans:
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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 term 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.

Based on the definitions given, ESP is understood to be about preparing

learners to use English within academic, professional, or workplace environments,
where the language is going to be used. In ESP, English is learnt not for its own sake or
forthe sake of gaining a general education but to smooth the path to entry orgreater
linguistic efficiency in particular environments. It is agreed that the most primary
account of ESP is that any decision made in designing language teaching programs
should hinge on thelearners’ needs for learning English.

2.2 Basic Types of ESP.

Dudley-Evans and St. John, (1998) have divided EAP into two divisions:
English for GeneralAcademic Purposes (EGAP) and ESAP. EGAP is related to the
teaching of language skills that arecommon in different disciplines but ESAP refers to
the teaching of language features that are specificfor various disciplines. Research has
offered insights into the mutual relationship of EGAP and ESAP.Skills and language
functions learnt in EGAP programs may be transferred to specific disciplines inESAP
programs (ibid.). Many researchers have discussed about the types of ESP and most of
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themhave grouped ESP into two main categories: English for Occupational Purposes
(EOP) and EAP(Hutchinson and Waters, 1987; Robinson, 1991) whereas Carter (1983)
has identified the following three types of ESP:

1. English as a restricted language :

This type is only used for specific context, it may not helpin communication
outside that particular context, for example: of a pilot, waiter and hoteliers
2. English for Academic and Occupational Purposes (EAOP) :
This is for situation in which learners are studying English for work related
reasons or carry out their intended profession or occupation or perform job related
tasks.
3. English with specific topics :
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

CHAPTER III
DISCUSSION

3.1 English as a Restricted Language

The language used by air traffic controllers or by waiters are examples of

English as a restricted language. The language of international air-traffic control could

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be regarded as 'special', in the sense that the repertoire required by the controller is
strictly limited and can be accurately determined situationally, 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 (Mackay and Mountford: 1978, 4-5).

Mackay and Mountford (1978) clearly illustrates 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 situationally, 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 situations, or in contexts outside the vocational
environment. The language used by air traffic controllers or by waiters are examples of
English as a restricted language.

3.2.English for Academic and Occupational Purposes

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).

They claimed that “'a tree cannot survive without roots. The roots which nourish the
tree of ELT are communication and learning,” Each type is concerned with specific
field, of scientific knowledge as technology, business and economy or the social fields
in general: with its various and large amount of human sciences studies.

Besides, Hutchinson and Waters consider that ESP is further divided into two
branches:

1- English for Academic Purposes (EAP).Involving pre-experience, simultaneous in-

service, and post-experience courses. Pre-experience or pre-study course will omit any
specific work, related to the actual discipline Or work as students will not yet have the
needed familiarity with the content, the opportunity for specific or integrated work will
be provided during in-service or in-study courses.
2- English for Occupational Purposes (E O P) for study in a specific discipline (pre-
study, in-study, and post-study).or as a school subject. (independent or integrated).
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 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"
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.

3.3 English with Specific Topics.

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.

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 Figure 3.1 ESP Classification
(Adopted from Robinson, 1991)

Hutchinson and Waters (1987) seem to agree with Carter (1983) in his
belief that EOP and EAPare not entirely separate phenomena. They have argued
that “people can work and studysimultaneously; it is also likely that in many
cases the language learnt for immediate use in a studyenvironment will be used
later when the student takes up, or returns to, a job”(ibid., p. 16). Whattranspires
from the above discussion is that EOP and EAP have approximately common
goals but theirdynamics and means to achieve the ultimate goals are indeed
different. Dudley-Evans and St. John(1998, p. 5) have also included only EAP
and EOP in their division of ESP.

Figure 3.2 ESP Classification

(Adopted Dudley-Evans and St. John(1998, p. 5)

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 “English with specific topics”is the third type of ESP according to Carter
(1983). He hasmentioned activities like post-graduate reading studies, working in
foreign institutions and attendingconferences as future needs for scientists. This third
category of ESP requires that the linguistic needsof the learners should be properly
determined before any ESP material is designed. It confines itself tothe target future
(linguistic) needs (TFN) of the learners to prepare them for their future needs. It
seemsthat this category of ESP is not very distinguishable because all ESP courses have
a proper NAprocedure as an integral component of developing ESP teaching material
which targets situationallanguage, including topics mentioned by Carter (1983) and
others, in present and target workplacesettings (Gatehouse, 2001).

Figure 3.3 ESP Classification

(Adopted from Robinson, 1991:3-4)

The diagram shows a useful division of course. Those distinctions are very important
and they will affect the degree of specificity that is appropriate to the course.

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 CHAPTER IV
CONCLUSION AND SUGGESTION

3.1 Conclusion
The classification of ESP courses creates numerous problems, by failing to
capture fluid nature of the various types of ESP teaching, and the degree of overlap
between,“common-core” EAP and EBP and General English - e.g. Business English
can be seen as mediating language, between the technicalities of particular business,
and thelanguage of the general public (Picket, 1989), which puts it in a position
betweenEnglish for General Purposes (EGP) and specialist English.

Therefore, some authors suggest (Dudley-Evans and St John, 1998) the

presentation of the whole of ELT should be on a continuum that runs , from General
English courses to very specific ESP courses.

Despite the array of labels for ESP, there is a traditional agreement division into
two broad subfields: English for Academic Purposes (EAP), involving academicstudy
needs, and English for Occupational Purposes (EOP), involving work-relatedneeds.

3.2 Suggestion

The author hopes that this paper can add insight to the reader and can listen and apply it
in everyday life.

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