IN GOD WE TRUST

ELT

•ELT English language teaching

 The Scope of ELT
 Theory & practice in language teaching
 Teaching English as a second or foreign language
 English language teacher’s training & education
•ELT Following the goals of literature &
grammar
ELT

ESL EFL
ESP
•ESP English for specific purposes

 Language-centered
 Learning-centered
•ESP has paid little
attention to HOW people
learn, but the focus is on
WHAT people learn.
ENGLISH FOR SPECIFIC PURPOSES by Tom
Hutchinson & Alan Waters

Tom Hutchinson Alan Waters

The Origins of ESP
1. The demand of a brave New World
2. A revolution in linguistics
3. Focus on the learner

The demand of a New World

A revolution in
1940s - World War Il linguistics :
- Need of an international language Language varies from
1970s Oil Crisis one situation to another
Focus on the learner
 importance of learner & their attitudes to learning

English course Learner’s needs

o Learner’s motivation
o Make learning faster & better
The Development of ESP
1. Register Analysis
 Took place in 1960s and early 1970s
 With the work of Swales & Stevens
 Aim of this analysis To identify grammatical and lexical features of that
register
Teaching materials took linguistic features as syllabus
The aim produce a syllabus
give
High priority to language forms students meet in their study.
 Rhetorical or Discourse Analysis
 Took place in 1974
 With the work of Widoson
 Considers language patterns, but in relating language form to language use
and meaning
 Studies how sentence are joined to form texts
 Studies/considers why some grammatical forms and vocabulary choices are
favored by scientific and technical English
First Stage Second Stage
Focused on language at the sentence level  Focused on language above the sentence
Grammatical – Lexical features  How sentences are combined in discourse to
produce meaning
 Target Situation Analysis
• Took place in 1978
• Known as Needs analysis
• With the work of John Mumby
• Did not add anything new to the knowledge about ESP
• Identify the situation in which learners will use language
 ESP Course Design 1- Identify the target situation
2- Analyze the linguistic features of that
situation
1st Stage focus on the 3rd Stage did not add
anything new to ESP/only
surface of the language/at the considered the surface linguistic
sentence level/Register features of target situations

2nd Stage focus on the 4th Stage not consider

above forms of language/as in the language itself, but the
discourse thinking process that underlie
language use
Four Skills & Strategies
 Skill-centered approach
 Considers the learner’s needs / Needs Analysis
 Emphasis is on READING & LISTENING
 No focus on the surface forms of language, but the focus should
be on underlying strategies
 Inspired by functional & Notional approach and communication
analysis
What ESP Is Not?
1. ESP is not a matter of teaching “ specialized
varieties of English.
2. ESP is not just a matter of science words and
grammar for Hotel Stuff…
3. ESP is not different in kind from any other form of
language teaching.
 What Is ESP?
1. ESP is an approach not a product.
2. ESP is not a particular kind of language or methodology.
3. ESP is an approach not a product.
4. ESP is an approach to language learning based on learner’s
needs.
 The foundation of all ESP is the simple Q : [Why does a
learner need to learn a foreign language?]
 All decisions as to content and method are based on the
[Learner’s reason for learning.]
Thank You For Your Attention