What is ESP? [Madrasati @ Abdessalami On

No one can actually describe ESP fully in few words because the term is more complicated than it seems to be. Many new factors are being involved every now and then; which makes the task of defining ESP quite difficult. It is still blurring. In this paper, I will try to come out with somehow close-to-reality definition.

To begin with, let's find out what the acronym itself stands for! E.S.P is English for Specific Purposes. So what?! What does all this mean?

Because it has become one of the most prominent methods of EFL teaching for more than 40 years now, ESP is no longer confined in scientific and technological fields of study. It gradually includes other specialties that were until recently dealt with through General English (G.E). Nowadays, ESP could be defined as an approach used in teaching English for any purpose that could be specified. still, this definition is not widely agreed upon as being incomplete. This disagreement stems essentially from the power that ESP is acquiring with time in professional as well as academic classrooms; which may keep the door wide open for more various definitions. Up to now, participants in conferences consecrated to this topic could not generally agree on a single and unique definition of ESP. Still, we fortunately can refer to it as the teaching of English used in academic studies or as the teaching of English for vocational or professional purposes. However, the complete uniform definition - everybody looks for- is not yet reached because ESP is growing in all directions. It seems that it will be a miracle if an agreed upon definition for ESP is reached soon.

E.S.P., in its early age, was first known as EST (English for Science and Technology). The pioneers of this teaching approach like Ewer and Latorre, Swales, Slinker and Trimble were to be considered as revolutionary figures in linguistics. They revolt against traditional linguists who were busy describing the features of language; whereas the problem with language was to make it flexible to be used in all settings communicatively. This new perspective of the language could be seen as the only way to help facing the demands of "a Brave New World". The world that suddenly emerged bringing about new challenges on the level of studies especially. Now in its infancy (about 42 years old), ESP is invading many new disciplines such as Business, Law, Art and Design to name but a few. No doubt, ESP becomes a substantial teaching methodology which we cannot ignore its impact on the social and economical levels in the future.

Hutchinson and Waters gave ESP a broad description as "an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning" (1987:19). The issue, now, shifts to be a quest and inquiry about the meaning of special language on one hand; and specialized purpose on the other... Perron(1974) was practically the first to note the confusion arising over these two entirely different notions. Mackay and Mountford (1978:4) define the notion of special language "as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task, or vocation".

Dudley Evans (1997) who prefers to call ESP "an attitude of mind" gives an extended definition in terms of Absolute and Variable characteristics.

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 terms of grammar, lexis, register, study skills, discourse genre.
Variable characteristics.
1. ESP may be related to or designed for specific disciplines.
2. ESP 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. Yet, it could 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

Dudley-Evans, 1997

These characteristics are carefully listed to, eventually; allow a compromising concord in views about the issue. Or to, practically, solve arguments about what ESP is and what is not. They are actually stated to draw a line between ESP and General English approach to teaching. These characteristics do not seem to help much subdue the problem of giving a complete compromising definition. They were themselves subject to various points of view. All in all, ESP definition is based on knowing the goals of learners at all stages, hence the importance of permanently conducting learners' needs analysis. At this very crucial situation, the perception of the clear distinction between ESP and General English approach is not yet resolved. The evolutions of ESP through a continual learner needs analysis will keep us ask the same question repeatedly, "What is the difference between the ESP and General English approach? ". Hutchinson et al. (1987:53). Furthermore, ESP is progressively gaining new areas in EFL teaching, at times under G.E rule. One day, perhaps, there will be no more General English used but only English for Specific Purposes as the widely used approach in all fields of study.

E.S.P. is practically used to teach Science and Technology. It is mainly tailored to fit all disciplines through vigorously prepared and designed programs to improve the students' ability to communicate in English about their specific fields of study. It focuses on using English effectively in specific academic fields such as business, international studies, English linguistics, literature, chemistry, biochemistry, physical education, and so on. It is getting clearer now that nothing is arduous or tough for ESP to tackle and modulate even those specialties, which do not require more than two-week training period. ESP is proven so open to all learning purposes and able to use the suitable pedagogical style, appropriate materials and course design for each discipline and field of study more effectively. ESP is considerably practical because it meets the individual needs and goals of either preparing for an exam, (e.g. TOEFL), or academic studies. In brief this teaching methodology is so powerful that all classrooms can gain profit from it..

Why don't we try ESP in teaching Tourism and Catering in a non-English speaking country like Morocco. Isn't ESP pertaining primarily to TESOL?

To read more about ESP here are some interesting

References:

Hutchinson, T & A.Waters.(1987).English for Specific Purposes: A learning centred approach. Cambridge: Cambridge University Press.

Dudley-Evans, T, & St John,M. (1998).Developments in English for Specific Purposes: A multi-disciplinary approach. CUP.

Johns, Ann M. & Dudley-Evans,Tony (1991).English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25: 2,297-314.

Strevens, P. (1988).ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESp: State of the art (pp1-13).Singapore: SEAMEO Regional Language Centre.

Mackay, R., & Mountford, A. (Eds.).(1978). English for Specific Purposes: A case study approach. London: Longman.

Parren, G (1974). Forward in Teaching Languages to adults for special purposes. CILT Reports and Papers, 11, London: CILT.