Absolute and Variable Characteristics of ESP

Absolute and Variable Characteristics of ESP >Strevens' (1988) I. Absolute characteristics: ESP consists of English language teaching which is:  designed to meet specified needs of the learner;  related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities;  centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse;  in contrast with General English. II. Variable characteristics: ESP may be, but is not necessarily:  restricted as to the language skills to be learned (e.g. reading only);  not taught according to any pre-ordained methodology >Anthony (1997) I. Absolute Characteristics  ESP is defined to meet specific needs of the learner;  ESP makes use of the underlying methodology and activities of the discipline it serves;  ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities. II. Variable Characteristics  ESP may be related to or designed for specific disciplines;  ESP may use, in specific teaching situations, a different methodology from that of general English;  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;  ESP is generally designed for intermediate or advanced students;  Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners. Types of ESP David Carter (1983) identifies three types of ESP:  English as a restricted language (e.g. ATC Language)  English for Academic and Occupational Purposes (e.g.English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS). Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). An example of EOP for the EST branch is 'English for Technicians' whereas an example of EAP for the EST branch is 'English for Medical Studies')  English with specific topics. (for example, scientists requiring English for postgraduate reading studies, attending conferences or working in foreign institutions.) Characteristics of ESP Courses Carter (1983) states that there are three features common to ESP courses: a) authentic material, b) purpose-related orientation, and c) self-direction. “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. 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 included more 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'. This is a similar conclusion to that made by 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". http://dairabikamil.blogspot.com/2009/04/absolute-and-variable-characteristics.html

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