ENGLISH FOR DRESS MAKING DEPARTMENT (ENGLISH FOR SPECIFIC PURPOSE)
ENGLISH
FOR SPECIFIC PURPOSE
The following is the explanation of
ESP at glance taken from Laurence Anthony’s Journal “Defining English for Specific Purposes and the Role of the ESP
Practitioner”
A. Definition of ESP (Dudley-Evans, 1997)
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 and genre
Variable Characteristics:
1.
ESP may be related
to or designed for specific disciplines
2.
ESP may 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. It could, however, 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
The definition Dudley-Evans offers is clearly influenced
by that of Strevens (1988), although he has improved it substantially by removing the absolute
characteristic that ESP is "in contrast with 'General English'" (Johns et al., 1991: 298), and
has revised and increased the number of variable characteristics. The division of ESP into absolute and
variable characteristics, in particular, is very helpful in resolving arguments about what is and is not
ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific
discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen
simple as an 'approach' to teaching, or what Dudley-Evans describes as an 'attitude of mind'. Such a
view echoes that of Hutchinson et al. (1987:19) who state, "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".
B.
The
ESP Practitioner
Dudley Evans describes the true
ESP teacher or ESP Practitioner (Swales, 1988) as needing to
perform five different roles. These are 1) Teacher, 2)
Collaborator, 3) Course designer and materials provider, 4) Researcher and 5) Evaluator. The first role
as 'teacher' is synonymous with that of the 'General English' teacher. It is in the performing of the
other four roles that differences between the two emerge. In order to meet the specific needs of the
learners and adopt the methodology and activities of the target discipline, the ESP Practitioner
must first work closely with field specialists.
One example of the important
results that can emerge from such a collaboration is reported by Orr
(1995). This collaboration, however, does not have to end
at the development stage and can extend as far as teach teaching, a possibility discussed by
Johns et al. (1988). When team teaching is not a possibility, the ESP Practitioner must collaborate more
closely with the learners, who will generally be more familiar with the specialized content of
materials than the teacher him or herself.
Both 'General English' teachers
and ESP practitioners are often required to design courses and
provide materials. One of the main controversies in the
field of ESP is how specific those materials should be. Hutchinson et al. (1987:165) support materials
that cover a wide range of fields, arguing that the grammatical structures, functions, discourse
structures, skills, and strategies of different disciplines are identical. More recent research, however,
has shown this not to be the case. Hansen (1988), for example, describes clear differences between
anthropology and sociology texts, and Anthony (1998) shows unique features of writing in the
field of engineering. Unfortunately, with the exception of textbooks designed for major fields such
as computer science and business studies, most tend to use topics from multiple disciplines, making
much of the material redundant and perhaps even confusing the learner as to what is
appropriate in the target field. Many ESP practitioners are therefore left with no alternative than
to develop original materials. It is here that
the ESP practitioner's role as 'researcher' is especially
important, with results leading directly to appropriate materials for the classroom.
The final role as 'evaluator'
is perhaps the role that ESP practitioners have neglected most to date.
As Johns et al. (1991) describe, there have been few
empirical studies that test the effectiveness of ESP courses. For example, the only evaluation of the non
compulsory course reported by Hall et al. (1986:158) is that despite carrying no credits,
"students continue to attend despite rival pressures of
a heavy programme of credit courses". On the other
hand, recent work such as that of Jenkins et al. (1993) suggests an increasing interest in this area of
research.
Here is my book to fulfil ESP Final Examination
I hope those materials are useful for English for Specific Purpose Teachers, especially Dress Making Department teachers ^^
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