English for Spesific Purpose

By group 10 Class: 6C
Akifah Nasution (186311063)
Mardiah (186310016)
Utari (186310015)
Lecturer:
Estika Satriani, S. Pd., M. Pd.

EDUCATION FACULTY
ENGLISH EDUCATION DEPARTMENT
ISLAMIC UNIVERSITY OF RIAU
2020/2021
 PREFACE

Assalamu’alaikum wr.wb

First of all we want thanks to Allah SWT, who has been gracious and merciful in allowing us to
complete this paper.

This paper is discusses about English for Spesific Purpose subject that is Sylabus” Then, thanks are
given to our Lecturer, Estika Satriani S. Pd., M. Pd., who has provide us with information before
we are able to have a discussion with the parties about the material that mam Estika has given.

Hopefully, the reader can gain information from this paper.

Wassalamu’alaikum wr.wb

Pekanbaru, April 23, 2021

Writers

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 TABLE OF CONTENS

PREFACE ………………............................................................................. ii

TABLE OF CONTENS……........................................................................ iii

CHAPTER 1 INTRODUCTION

1.1 Background................................................................................... 1
1.2 Problem Formulations .................................................................. 1
1.3 Purpose…………........................................................................... 1
CHAPTER 2 DISCUSSION

2.1 Definition and characteristic of ESP….......................................... 2

2.2 History and Phases in the Development of ESP…………….……. 3

2.3 Need Analysis in ESP ……….…. ................................................. 4
2.4. Differences between ESP and General English (GE) Programs……..… 6

CHAPTER 3 CLOSED

3.1 Conclusions ................................................................................ 8

REFERENCES………………………………………………………………… iv

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 CHAPTER 1

INTRODUCTION

1.1 Background

ESP was as most developments in human activity; ESP was not a planned and coherent
movement, but rather a phenomenon that grew out of a number of converging trends because
English had become international language, which all aspects used it. ESP aims at acquainting
learners with the kind of language needed in a particular domain, vocation, or occupation. ESP has
become increasingly important as : There has been an increase in vocational training and learning
throughout the world With the spread of globalization has come the increasing use of English as the
language of international communication. More and more people are using English in a growing
number of occupational contexts. Students are starting to learn and therefore master general English
at a younger age and so move on to ESP at an earlier age.

This paper will be presented definition and characteristic of ESP and also presented history
and phases in development of ESP. Here will be explained why in ESP needs analysis and the
differences between ESP (English for Specific Purposes) and GE (General English). The hopes from
this paper that anyone can gain some benefit information from this paper.

1.2 Problem Formulation

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1. What the definition of ESP?
2. How the characteristic of ESP?
3. How History and Phases in the Development of ESP?
4. How Need Analysis in ESP ?
5. Differences between ESP and General English (GE) Programs?

1.3 Purpose

1. To know the definition of ESP

2. To know the characteristic of ESP
3. To know How History and Phases in the Development of ESP?
4. To know How Need Analysis in ESP ?
5. To know Differences between ESP and General English (GE) Programs?
 CHAPTER 2

DISCUSSION

2.1 Definition and Characteristic of English for Specific Purposes(ESP)

ESP is centered on the language appropriate to the activities of a given discipline. ESP
according to Hutchinson and Waters (1987:19), “ESP is an approach to language teaching in
which all decisions as to content and method are based on the learner’s reason for learning.”
In this connection, Dudley-Evans (1998) explains that ESP may not always focus on the
language for one specific discipline or occupation, such as English for Law or English for
engineering. Dudley-Evans and St John (1998) modified Strevens’ definition of ESP:

1. 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.

c) ESP is centered on the language (grammar, lexis, register), skills, discourse and genres
appropriate to these activites.

2. Variable Characteristics:

a) ESP may be related to or designed for specific disciplines.

b) ESP may use, in specific teaching situations, a different methodology from that of
General English.

c) 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.

d) ESP is generally designed for intermediate or advanced students.

e) Most ESP courses assume some basic knowledge of the language system, but it can be
used with beginners.

Traditionally ESP courses were typically designed for intermediate or advanced adult
learners. Nowadays many students can start to learn academic or vocational English at an
earlier age and at a lower level of proficiency.

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 ESP must be seen as an approach not as a product. ESP is not a particular kind of
language or methodology, or does it consists of a particular type of teaching material.
Understood properly, it is an approach to language learning, which is based on learner need.

2.2 History and Phases in the Development of ESP

Certainly, a great deal about the origins of ESP could be written. Notably, there are
three reasons common to the emergence of all ESP: the demands of a Brave New World, a
revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987).

Hutchinson and Waters (1987) note those two key historical periods breathed life into
ESP. Development of ESP based on three main reasons to the important of ESP. First, the
existence of ESP was as the demands of a brave new world, which the general effect of all
this development was to exert pressure on the language teaching profession to deliver the
required goods. English had become a countable to the scrutiny of the wider world and the
traditional leisurely and purpose-free stroll through the landscape of the English language
seemed no longer appropriate in the harsher realities of the market place. Second, ESP was as
a revolution in linguistics, which in the beginning it is for grammatically only now the
English needed by a particular group of learners could be identified by analyzing the

linguistic characteristics of their specialist area of work or study. Last, ESP was focused on
the learner, which learners were seen to have different needs and interests, which would
have an important influence on theory motivation to learn and therefore on the effectiveness
on their learning. This lent support to the development of courses in which ‘relevance’ to the
learners’ needs and interests was paramount.

There are Five Great Divisions of Development of ESP or English for Specific
Purposes. From the early beginnings in the 1960s, ESP has undergone three main phase of
Development, but years by years, the development of ESP become Five. To make it short,
here are the five of Developments of ESP, as follow:

 The Concept of Special Language: Register Analysis

Register Analysis revealed that there was very little distinctive in the sentence grammar of
scientific English beyond a tendency to favor particular forms such as the present simple,
passive voice and nominal compound. In this first step, ESP just focused on the grammar
of the sentence without pay attention to the meaning of the sentence and the situation
where the sentence may be used.
  Beyond The Sentence: Discourse or Rhetorical Analysis
Discourse or Rhetorical Analysis is attention shifted to understand how sentences were
combined in discourse to produce meaning. The concern of the research therefore was
to identify the organizational pattern are signaled. In this level, not only focused on the
grammar but more specific to understand the meaning depend on the situation.
 Target situation Analysis
Target Situational Analysis marked a certain coming of age for ESP. In this stage, ESP focused
on the target and the situation that we were going to learn about, for examples economic and
tourism.
 Skill and Strategies Centered Approach
In this stage, the principal media behind the skill-centered approach is that underlying
all languages use, there are common reasoning and interpreting process, which
regardless of the surface form, enable us to extract meaning from discourse. The focus
should rather be on the underlying imperative strategies which enable the learners to
cope with the surface form. In short, this fourth level just focus on the specific skill,
special on the specific one, therefore the materials are just developed for it only. For
example, a manager who his reading skill is not good enough, so the material just focus
on how to increase the manager reading ability, not more than it.
 A Learning-Centered Approach
At this fifth level, Learning-Centered Approach, The students’ need is more to be
concerned. The materials are developed based on the students needs. But before we know
the students’ need, we have to do an approach first. This also use Humanism Theory which
lead the students’ based on their need. Make a human, truly human

2.3 Need Analysis in ESP

The question why in ESP need analysis answered by the ESP course is characterized
by its content (Science, Medicine, Commerce, Tourism, Engineering, etc.), this is, in fact,
only a secondary consequence of the primary matter of being able to readily specify why the
learners need English. Put briefly, it is not so much the nature of the need which distinguishes
the ESP from the general course but rather the awareness of a need.

This being said, e would still maintain that any course should be based on an
analysis of learner need. This is one way in which ESP procedures can have a useful effect
on GE and indicates once more the need for a common approach. The answers to the
analysis will probably be different, but the questions that need to be asked are the same.

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 Nevertheless, for being, the tradition persists in GE that learner needs can’t be specified and
as a result no attempt is usually made to discover learners’ true needs. Thus if we had to state in
practical terms the irreducible minimum of an ESP approach to course design, it would be needs
analysis, since it is the awareness of a target situation is a definable need to communicate in English
– that distinguishes the ESP learner from the learner of GE.

According to Iwai et al. (1999), formal needs analysis is relatively new to the field
of language teaching. However, informal needs analyses have been conducted by teachers
in order to assess what language points their students needed to master. In fact, the reason
why different approaches were born and then replaced by others is that teachers have
intended to meet the needs of their students during their learning. From the field of
language teaching the focus of this paper will be on ESP. Clearly, the role of needs analysis
in any ESP course is indisputable. For Johns (1991), needs analysis is the first step in course
design and it provides validity and relevancy for all subsequent course design activities.

Though needs analysis, as we know it today, has gone through many stages, with
the publication of Munby’s Communicative Syllabus Design in 1978, situations and
functions were set within the frame of needs analysis. In his book, Munby introduced
‘communication needs processor’ which is the basis of Munby’s approach to needs analysis.
Based on Munby’s work, Chambers (1980) introduced the term Target Situation Analysis.
Form that time several other terms have also been introduced: Present Situation Analysis,
Pedagogic Needs Analysis, Deficiency Analysis, Strategy Analysis or Learning Needs
Analysis, Means Analysis, Register analysis, Discourse analysis, and Genre Analysis. This
article attempts to present an overview of the aforementioned approaches to needs analysis.

Probably, the most through and widely known work on needs analysis is John
Munby’s Communicative Syllabus Design (1978). Munby presents a highly detailed set of
procedures for discovering target situation needs. He calls this set of procedures the
Communication Needs Processor (CNP). The CNP consist of a range of questions about
key communication variables (topic, participants, medium etc.) which can be used to
identify the target language needs of any group of learners. In Munby’s CNP, the target
needs and target level performance are established by investigating the target situation, and
his overall model clearly establishes the place of needs analysis as central to ESP, indeed
the necessary starting point in materials or course design (West, 1998). In the CNP, account
is taken of “the variables that affect communication needs by organizing them as
parameters in a dynamic relationship to each other” (Munby, 1978: 32).
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We can make a basic distinction between target needs (what the learner needs to do
in the target situation) and learning needs (what the learner needs to do in order to learn).
We can identify further divisions under the general heading of seed.

The target needs

OBJECTIVE SUBJECTIVE

(i.e. as perceived by (i.e. as perceived

course designers) by
learners)

NECESSITIES To reluctantly cope with a

The English needed for ‘second-best’ situation
success in particular
studies
LACKS (Presumably) areas of Means of doing particular
English needed for studies
particular studies

To succeed in particular To undertake particular

WANTS
studies studies

2.4 Differences between ESP and General English (GE) Programs

What distinguishes ESP from GE is not the existenceof a need as such but rather an
awareness of the need. The question of the difference between ESP and GE has been addressed in
the literature in terms of theory and practice. Hutchinson and Waters (1987) state that there is no
difference between the two in theory; however, there is a great deal of difference in practice. ESP
differs from GE in the sense that the words and sentences learned and the subject matter discussed
are all relevant to a particular field or discipline. The design of syllabuses for ESP is directed
towards serving the needs of learners seeking for or developing themselves in a particular occupation
or specializing in a specific academic field. ESP courses make use of vocabulary tasks related to the
field such as negotiation skills and effective techniques for oral presentations. A balance is created
between educational theory and practical considerations. ESP also increases learners’ skills in using
English.

A deeper investigation, however, of the difference between the two is required. English for
General Purposes (GE) is essentially the English language education in junior and senior high
schools. Learners are introduced to the sounds and symbols of English, as well as to the
lexical/grammatical/rhetorical elements that compose spoken and written discourse. There is no
particular situation targeted in this kind of language learning.
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Rather, it focuses on applications in general situations: appropriate dialogue with restaurant
staff, bank tellers, postal clerks, telephone operators, English teachers, and party guests as well as
lessons on how to read and write the English typically found in textbooks, newspapers, magazines,
etc. GE curriculums also include cultural aspects of the second language. GE conducted in English-
speaking countries is typically called ESL, and GE conducted in non- English-speaking countries is
normally called EFL. GE is typically viewed as a level that precedes higher-level instruction in ESP
if ESP programs are to yield satisfactory results.

English for Specific Purposes, however, is that kind of English teaching that builds upon what
has been acquired earlier in GE with a more restricted focus. It aims at acquainting learners with the
kind of language needed in a particular domain, vocation, or occupation. In other words, its main
objective is to meet specific needs of the learners. Of course, this indicates that there is no fixed
methodology of ESP that can be applicable in all situations, but rather each situation and particular
needs of learners belonging to a particular domain impose a certain methodology of teaching.

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 CHAPTER 3
CLOSED

3.1 Conclusion
Language education today is a daunting enterprise in the face of the increasing
complexity and dynamism of globally connected professional communities. The first section
of this paper pointed to major challenges to ESP practitioners and argued for a shift in
teaching models and practices to bridge the gap between the classroom and the professions.
To raise professional expertise, more attention needs to be directed toward the integration
of discursive competence, disciplinary knowledge and professional practice. The
second section described the issues faced in designing a large-scale program for a
university setting. Positioning ESP at the very center of the curriculum is recommended to
guide fundamental program decisions along an ESP Specificity Continuum. The final
section discussed the concepts of systemic literacy and ESP bilingualism. Systemic
literacy can guide the development of educational materials and methods to raise genre
awareness in the learner. Aiming for ESP bilingualism is suggested after questioning the
role of the native-speaker model and proposing the cultivation of ELF speakers, or
multicompetent professionals who can base their language learning on genre texts. As
active ESP practitioners, we are well aware of the challenges involved in melding theory
and application, but hope that the concepts discussed in this paper will offer insights to guide
the development of ESP in the 21st century.

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 REFERENCE

Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-

disciplinary approach. Cambridge: Cambridge University Press.

English for Specific Purposes | the Difference between ESP and

EGPhttp://www.kursikayu.com/2011/07/english-for-specific-
purposes.html,Retrieved May 24, 2021 at 15:05 pm

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A

learning- centered approach. Cambridge: Cambridge University Press.

Gatehouse, K. (2001) Key issues in English for Specific Purposes: (ESP)

Curriculum development. TESL Journal Vol. VII, No.10, October 2001,
http://www.iteslj.org/Articles/Gatehouse-ESP.html, Retrieved May 24,
2021 at 13:48 pm

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