The Origin Of Esp 4u4l69

1. What is the origin of ESP ? The answer by Lala Ramadhani and Wiwik Yusiani English for specific purpose. The originin of ESP is... As with most developments in human activity, ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends. There are three main reasons common to the emergence of all ESP:

1. The demands of a Brave New World The general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. Whereas English had previously decided its own destiny, it now become subject to the wishes, needs and demands of people other than language teacher. English had become able to the scrutiny of the wider world and the traditional leisurely and purposes free stroll through the landscape of the English language seemed no longer appropriate in the harsher realities of the market place. 2. A Revolution in Linguistics Traditionally the aims of linguistics had been to describe the rules of English usage, that is the grammar. In English language teaching this gave rise to the view that there are important differences between, say, the English of commerce and that of engineer. Most of the work at this time was in the area of English for Science and technology (EST) and for time ESP and EST were regarded as almost synonymous. The gained ground that English needed by a particular group of learners could be identified by analyzing the linguistic characteristics of their specialist area of work or study. 3. Focus of the Learner New developments in educational psychology also contributed to the rise of ESP, by emphasizing the central importance of the learners and their attitude to learning (e.g. Rodgers, 1969). Learners were seen to have different needs and interest, which would have an important influence or their motivation to learn and therefore on the activeness of their learning. This lent

to the development of courses in the which relevance to the learners need and interests was paramount.1

2. Please explain the development of ESP? The answer by Diana Tria Candra Dewi and Ani Malasari The development of ESP it is now in a fourth phase with a fifth phase of development starting to emerge from it is previous three main phases of development started in the early beginnings of 1960s. 1. The concept of special languange : analysis This stage operates on the basic principle that the English, of, say, Electrical Enginering constituted a spesific different from other s such Biology or of General English. The aim of the analysis was to identify the grammatical and lexical features of the s. The main motive behind analyses such as Ewer and latorre’s was the pedagogic one of making the ESP course more relevant to learners needs. The aim was to produce a syllabus which gave high priority to the languange forms students would meet in their Science studies and in turn would give low priority to forms they would not meet. 2. Beyond the sentence : rhetorical or discourse analysis On the second phase of development, ESP became closely involved with the emerging field of discourse or rhetorical analysis. This phase gives more understanding how sentences were combined in discourse to produce meaning. The basic hypothesis of this stage, expressed by Allen and Widdowson (1974): ‘The difficulties which the students encounter arise not so much from a defective knowledge of the system of English, but from an unfamiliarity with English use, and that consequently their needs cannot be met by a course which simply provides further practice in the composition of sentences, but only by one which develops a knowlede of how sentences are used in the performance of different communicative acts.‘ 1 Tom hutchinson and alan waters.English for specific purposes a learning – centred approach.new york:cambridge univercity press cambridge.1987,p.6

analysis had focussed on sentence grammar, but in rhetorical or discourse analysis, the attention and focus is to understanding how sentences were combined in discourse to produce meaning. The concern of research, therefore was to identify the organisational patterns in texts and to specify the linguistic means by which these patterns are signalled. These patterns would then form the syllabus of the ESP course. The typical teaching materials based on the discourse approach taught students to recognise textual patterns and discourse markers. 3. Target situation analysis On the third phase development of ESP, it aimed was to take the existing knowledge and set it on a more scientific basis, by establishing procedures for relating languange analysis more closely to learner‘s reasons for learning. The ESP course design process should proceed by first identifying the target situation and then carrying out a rigorous analysis of the linguistic features of that situation. The identified features will form the syllabus of the ESP course. This stage process is usually known as ‘needs analysis‘, but according to Chambers‘ (1980) term of ‘target situation analysis‘, it is more accurate description of the process concerned. 4. Skills and strategies The fourth stage of ESP has seen an attempt to look below the surface and to consider not the languange itself but the thinking processes that underlie languange use. The principal idea behind the skill-centred approach is that underlying all languange use there are common reasoning and interpreting processes, which, regardless of the surface forms, enable the students to extract meaning from discourse. The focus should be on underlying interpretive strategies, which enable the learner to cope with the surface forms, for example guessing the meaning of words from context, using visual layout to determine the type of text, exploiting cognates (words which are similar in the mother tongue and the target languange). A focus on spesific subject s is unnecessary in this approach, because the underlying processes ae not specific to any subject

. As has been noted, in of materials this approach generally puts the emphasis on reading or listening strategies. The characteristic exercises get the learners to reflect on analyse how meaning is produced in and retrieved from written or spoken discourse. 5. A learning-centred approach All of the stages outlined so far have been fundamentally flawed, in that they are all based on descriptions of languange use. Whether this description is of surface forms, as in the case of analysis, or of underlying processes, as in the skills and strategies approach, the concern in each case is with describing what people do with languange. A trully vaid approach to ESP must be based on an understanding of the processes of languange learning. The Conclusion All of the stages described so far are the stages of the development of ESP from it is started in the early beginnings on the 1960s until todays uses. These stages started by identifying and analysing learners‘ and focused on sentence level, and on second stages. ESP became closely involved with the emerging field of discourse or rhetorical analysis. On third stages, what to aimed to do was to take the existing knowledge and set it on a more scientific basis, by establishing procedures for relating laguange analysis more closely to learners‘ reasons for learning. On the fourth stages the focus is in underlying strategies. 3. Please explain the reason, why do ESP is an approach not product ! The answer by Nanang Susanto Because ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language learning, which is based on learner need2. 4. Please give a simple analogy of ESP as an approach ? 2 Tom Hutchinson and Alan Waters, English for Specific Purposes: A learningcentered approach, (London: Cambridge University Press, 1987), p.19.

The answer by Ummu Habibah Rahmah

The topmost branches just below this level at which individual ESP course occur. The branches just below this level indicate that these may conveniently be divided into two main types of ESP differentieated according to whether the learner requieres English for academic study (EAP: English for Academic Purposes) or for work/training (EOP/EVP/VESL :English for Occupational Purpose/English for Vocational Purpose/Vocational English as a Second Language). this is, not a clear-cut distinction : people can work and study simultaneously : it is also liekely that in many cases the language learnt for immediate use in a study environment will be used later when the student takes up, or returns to, a job. At the next level down it is possible to distinguish ESP course by the general nature of the learners’ specialism. Three large categories are usually identified here : EST (English for Science and Technology), EBE (English for business and Economics) and ESS (English for the social Science). This last is not common, probably because it is not thought to differ significantly from more traditional humanities-based General English. As we go down the tree, we an see that ESP is just one branches EFL/ESL, which are themselves the main branches of English Language Teaching in general. ELT, in turn is ine variety of the many possible kinds of language teaching.

But, there is more to a tree than is visible above ground : a tree cannot survive without roots. The roots which nourish the tree of ELT are communication and learning.3

3 Tom Hutchinson and Alan Waters, English for Specific Purposes: A learningcentered approach, (London: Cambridge University Press, 1987), p.16-17