LinFE Lab: Developments in English for Specific Purposes: A multi-disciplinary approach

Tony Dudley-Evans and Maggie Jo St. John - 1988

Cap.1 Introduction

We will see that the main concerns of ESP have always been, and remain, with needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation. It is also said that ESP lacks an underlying theory. We believe that a theory of ESP could be outlined based on either their specific nature of the texts that learners require knowledge of, or on the basis of the needs-related nature of the teaching. (p.1)

The study of languages for specific purposes has had a long and interesting history going back t, some would say, as far as the Roman and Greek Empires. Since the 1960’s , ESP has become a vital and innovative activity within the Teaching of English as a Foreign or Second Language movement(TEFL/TESL) (p.1-2)

ESP is part of a more general movement of teaching Language for Specific Purpose (LSP). LSP has focused on teaching of languages such as French and German for specific purposes, as well as English. (p.2)

As maiores preocupações do ESP continuam sendo as análises de necessidades, as análises de textos e preparação de alunos pra se comunicarem de forma eficaz nas tarefas que devam realizar em seus estudos e trabalho.

Quanto à teoria do ESP, é baseada na natureza específica dos textos que os precisam adquirir conhecimento e na natureza das necessidades do ensino e, também, parte de um movimento maior, Língua para Fins Específicos.

Há três definições de ESP encontradas na literatura:

Hutchinson and Waters (1987) an approach rather than a product, by which they mean that ESP does not involve a particular kind of language, teaching material or methodology. They suggest that ‘the foundation of ESP is the simple question: Why does this learner need to learn a foreign language?’ The answer to this question relates to the learners, the language required and the learning context, and thus establishes the primacy of need in ESP. Need is defined by the reasons for which the student is learning English, which will vary from study purposes such as following a postgraduate course in an English-speaking country to work purposes such as participating in business meetings or taking hotel bookings. These purposes are the starting points which determine the language to be taught.

Stevens’ (1988) definition of ESP makes a distinction between four absolute characteristics and two variable characteristics. The absolute characteristics are that ESP consists of English Language Teaching which is:

Designed to meet specified needs of the learner;
Related in content (that is in its themes and topics) to particular disciplines, occupations and activities;
Centred on language appropriate to those activities in syntax, lexis discourse, semantics and so on, and analysis of the discourse;
In contrast with General English

The variable characteristics are that ESP

May be restricted as to the learning skills to be learned (for example reading only);
May not be taught according to any pre-ordained methodology.

Robinson (1991) also accepts the primacy of need analysis in defining ESP. Her definition is based on two key defining criteria and a number of characteristics that are generally found to be true of ESP. Her key criteria are that ESP is ‘normally goal-directed’, and that ESP course develop from a needs analysis, which ‘aims to specify as closely as possible what exactly it is that students have to do through the medium of English’ (Robinson, 1991:3) Her characteristics are that ESP courses are generally constrained by a limited time period, in which their objectives have to be achieve, and are taught to adults in homogeneous classes in terms of the work or specialist studies that the students are involved in. (p.3)

In our definition we stress two aspects of ESP methodology: all ESP teaching should reflect the methodology of the disiciplines and professions it serves; and in more specific ESP teaching the nature of the interaction between the teacher and learner may be differnet from that in a general English class. This is what we mean when we say tht specific ESP teaching has its own methodology.

We also believe that lanaguage should be included as a definig feature of ESP. While the specified needs arrising from needs analysis relate to activities that students need to carry out (rather than language), a key assumption of ESP is that these activities generate and depend on registers, genres and associated language that students need to be able to manipulate in order to carry out the activity.

In our definition, we use absolute and ariable characteristics. Our definition is:

1. Absolute characteristics:

ESP is designed to meet specific needs of the learner.
ESP makes use of the underlying methodology and activities of the disciplines it serves
ESP is centred on the language (grammar, lexis, register),skills, discourse and genres appropriate to these activities.

2. Variable characteristics:

ESP may be related to or designed for specific disciplines;
ESP may use, in specific teaching situations, a different methodology from that of general English;
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 used for learners at secondary school level;
ESP is generally designed for intermediate or advanced students. Most ESP courses assume basic knowledge of the language system, but it can be used with beginners. (p.4-5)

Classification of ESP: tradicionalmente dividido em duas áreas principais: