The Origin of Esp
The Origin of Esp
The Origin of Esp
register.
As has been noted, in terms of materials this approach generally
puts the emphasis on reading or listening strategies. The
characteristic exercises get the learners to reflect on analyse how
meaning is produced in and retrieved from written or spoken
discourse.
5. A learning-centred approach
All of the stages outlined so far have been fundamentally flawed, in
that they are all based on descriptions of languange use. Whether
this description is of surface forms, as in the case of register
analysis, or of underlying processes, as in the skills and strategies
approach, the concern in each case is with describing what people
do with languange. A trully vaid approach to ESP must be based on
an understanding of the processes of languange learning.
The Conclusion
All of the stages described so far are the stages of the development
of ESP from it is started in the early beginnings on the 1960s until
todays uses. These stages started by identifying and analysing
learners register and focused on sentence level, and on second
stages. ESP became closely involved with the emerging field of
discourse or rhetorical analysis.
On third stages, what to aimed to do was to take the existing
knowledge and set it on a more scientific basis, by establishing
procedures for relating laguange analysis more closely to learners
reasons for learning. On the fourth stages the focus is in underlying
strategies.
3. Please explain the reason, why do ESP is an approach not product !
The answer by Nanang Susanto
Because ESP is not a particular kind of language or methodology,
nor does it consist of a particular type of teaching material.
Understood properly, it is an approach to language learning, which
is based on learner need2.
4. Please give a simple analogy of ESP as an approach ?
2 Tom Hutchinson and Alan Waters, English for Specific Purposes: A learningcentered approach, (London: Cambridge University Press, 1987), p.19.
The topmost branches just below this level at which individual ESP
course occur. The branches just below this level indicate that these may
conveniently be divided into two main types of ESP differentieated
according to whether the learner requieres English for academic study
(EAP: English for Academic Purposes) or for work/training
(EOP/EVP/VESL :English for Occupational Purpose/English for Vocational
Purpose/Vocational English as a Second Language). this is, not a clear-cut
distinction : people can work and study simultaneously : it is also liekely
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.
At the next level down it is possible to distinguish ESP course by the
general nature of the learners specialism. Three large categories are
usually identified here : EST (English for Science and Technology), EBE
(English for business and Economics) and ESS (English for the social
Science). This last is not common, probably because it is not thought to
differ significantly from more traditional humanities-based General
English.
As we go down the tree, we an see that ESP is just one branches
EFL/ESL, which are themselves the main branches of English Language
Teaching in general. ELT, in turn is ine variety of the many possible kinds
of language teaching.
But, there is more to a tree than is visible above ground : a tree cannot
survive without roots. The roots which nourish the tree of ELT are
communication and learning.3
3 Tom Hutchinson and Alan Waters, English for Specific Purposes: A learningcentered approach, (London: Cambridge University Press, 1987), p.16-17