Definition

The only practical way in which we can understand the notion of special
language is 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 (p. 4).
On the other hand, a specialized aim refers to the purpose for which
learners learn a language, not the nature of the language they learn
(Mackay & Mountford, 1978). Consequently, the focus of the word 'special'
in ESP ought to be on the purpose for which learners learn and not on the
specific jargon or registers they learn.

Robinson (1980) has defined it as the teaching of English to the learners

who have specific goals and purposes.
According to Strevens (1988) definition of ESP makes adistinction between
four absolute characteristic and two variable characteristic of english
language teaching.

Absolute characteristic of ESP :

1.
2.
3.

4.

Designed to meet specified needs of the learners ;

Related in content (that is in its themes and topics) to
particular disciplines, occupation and
activities;
Centered on language appropriate to those activities in syntax,
lexis, discourse, semantics and so on, and analysis of the
discoruse;
In contrast with General English.

o
o
o

May be resticted as to the learning skills to

be learned ( for example reading only);
May not be taught according to any preordained methodology.
ESP is likely to be designed for adult learnes,
either at a tertiary level institution or in a
professional work situationhowever, it could
be used at scondary school level.
ESP is a geerally designed for intermediate
or advance students.

ESP is traditionally been divided into to main areas according to

when they take place:
1) English for Academic Purposes (EAP) involving pre experience,
simultaneous/in-service and post-experience courses, and
2) 2) English for Occupational Purposes (EOP) for study in a
specific discipline (pre-study, in-study, and post-study) or as a
school subject (independent or integrated)

Clasification of ESP
English For Specific Purpose

English for Academic Purpose

English for Academic Purpose

For student in a

As school

Pre-experience

specific disciplines

subject

Simultaneous/In-service
Post-experience

Pre-study

Independent

in-sudy
Post-study

Intergrated

authentic material,
purpose-related orientation, and
self-direction.

ESP should be offered at an intermediate or advanced level, use of

authentic learning materials is entirely feasible. Closer examination
of ESP materials will follow; suffice it to say at this juncture that use
of authentic content materials, modified or unmodified in form, are
indeed a feature of ESP, particularly in self-directed study and
research tasks. Whileas Purpose-related orientation refers to the
simulation of communicative tasks required of the target setting.
Carter (1983) cites student simulation of a conference, involving the
preparation of papers, reading, note taking, and writing. Finally, selfdirection is characteristic of ESP courses in that the " point of
including self-direction is that ESP is concerned with turning learners
into users" (Carter, 1983, p. 134). In order for self-direction to occur,
the learners must have a certain degree of freedom to decide when,
what, and how they will study.

Specificity And Motivation

Strevens (1988) summarises the advantage of ESP :
1. Being focus on the learners need, it wastes no time;
2. It is relevant to the learners;
3. It is succesful in imparting learning;
4. It is more cost-effective than general english.
The implication of these claims is that ESP
teaching is more motivating for learners than general
english. Generally speaking, this is true its focus
nature of the teaching, its relevance and costeffectiveness ensure that its aims are widely
accepted by learners.

The notion of carrier content and real

content are essential to the
understanding of ESP work and to an
understanding of motivation in ESP. In
ESP, any teaching activity, whether its
aim is to teach language or skills, is
presented in a context. It makes use of
the context of the ife cycle of plant in
order to present this language. The life
cycle of a plant is the carrier content
used to teach the specific language.

Roles of the ESP practitioner

The ESP practitioner as teacher

ESP is practical disciplines with the main focus on helping
students to learn. ESP teaching the teacher provides the opportunity
to draw on students knowledge of the content in order to generate
genuine ommunication in the classroom.
The ESP practitioner as course designer and materials provider
The role of ESP teacher as providers of material thus involves
choosing suitable published material, adapting material. ESP teacher
also need to assess the effectiveness of the teaching material used
on the course, what that material is published or self-produced. The
role of course designer and materials provider described here may
seem a difficult and demanding role to some one new to ESP.
.

ESP teacher need to be aware of and in touch

with this reserach. Those carrying out a needs
analysis, designing a course, or writing teaching
materials need to be able to incorporate the finding
of the research, and those working in specific ESP
situaion need to be confident that they know what
is involve in skills such as written communication.
The ESP practitioner as collaborator
The fullest collaboration is where a subject
expert and language teacher team-teach classes; in
EAP such lessons mignt help with the understanding
of subject lectures or the writing of examination
answer, eassays or theses

The ESP practitioner as evaluator

The ESP teacher should be evaluating
course design and teaching materials
including both the testing of students and
the evauation of courses and teaching
materials. The ESP teacher also needs to be
able to devise achievemet test to assess
how much learners have gained from a
course. Evaluation through dscussion and on
going needs analysis can thus be used to
adapt the syllabus.

ESP as a multi-disciplinary activity

There are two aspects of multidisciplarity :
1. The need and willingness to engage
with other disciplines through
teaching, and
2. The need and willingness to draw on
the insights of researchers in other
disciplines.