The Summary of ESP

ENGLISH ENGLISH FOR SPECIFIC SPECIFIC PURPOSE PURPOSE (X7Q)

No.

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NAME

NPM

Syavira A. Alatas

- 20 2 01212579049

ENGLISH EDUCATION PROGRAM FACULTY OF LANGUAGE AND ART UNIVERSITY OF INDRAPRASTA PGRI 2016

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A. The The Ori Origi gins ns of of ESP ESP

ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends. 1. The The dema demand ndss of a Brav Brave e New New Worl World d Since the end of the Second World War in 1945 English was the key to the international currencies of technology and commerce. It created a new generation of learners who knew specifically why they were learning a language. Whereas English had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language-teacher. 2. A revol revolut utio ion n in lin lingu guis isti tics cs Traditionally the aim of linguistics had been to describe the rules of English usage, that is, the grammar. The language we speak and write varies considerably, and in a number of different ways, from one context to another and it should be possible to determine the features of specific situation and then make these features features the basis of the learners’ course. In short, The English needed by a particular group of learners could be identified by analyzing the linguistic characteristics of their specialist are of work and study. 3. Focu Focuss on on the the lear learne nerr Learners were seen to have different needs and interest. The clear relevance of the English course to their needs would improve the learners’ motivation and thereby make learning better and faster. The growth of WSP then was brought about by a combination of three important fact ors: 1) The expansio expansion n of deman demand d for Englis English h to suit particular particular needs. 2) Develop Development mentss in the the fields fields of ling linguis uistics tics.. 3) Educ Educat atio iona nall psych psychol ology ogy..

B. ESP: ESP: Appr Approa oach ch not not prod product uct

In the time-honored manner of linguistics, we shall represent the relationship between ESP and ELT in the form of a tree (see Figure 1). The tree represents some of the common divisions that are made in ELT. As we can see that that ESP is just one branch branch of EFL which is the the main branch branch of ELT. But, But, of course there is more to a tree than is visible above ground: a tree cannot survive without roots. The Analogy of a tree can help us to get a bit closer to a definition of ESP not so much by showing what ESP is, but rather by showing what ESP isn’t, a) ESP is not a matter matter of teaching teaching specialized specialized varieties varieties of of English. English.

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C. Course urse Desig esign n

From previous section we can say that ESP is an approach to language teaching which aims to meet the needs of particular learners. ESP teacher will concerned with designing appropriate courses for various group of learners, and course design is often a substantial and important part of the workload. We shall investigate more thoroughly by considering them under three main questions: 1. WHAT?  Language description, 1) Classi Classical cal or trad traditi itiona onall gramm grammar ar 2) Struc Structu tural ral ling lingui uist stic icss 3) Transf Transform ormati ationa onall Generat Generative ive (TG) (TG) gramma grammarr 4) Langua Language ge variati variation on and and register register anal analysi ysiss 5) Functi Functiona onal/N l/Noti otiona onall Grammar Grammar 6) Discou Discourse rse (Rheto (Rhetorica ricall analys analysis) is) All communication has a structural level, a functional level and a discoursal level. They are not mutually exclusive, but complementary, and each may have its place in the ESP course. 2. HOW?  Theories of learning, 1) Behavio Behavioris rism: m: learni learning ng as habit habit format formation ion 2) Mentalism: Mentalism: thinking thinking as rule rule governed governed activi activity ty 3) Cogniti Cognitive ve code: code: learn learners ers as thin thinkin king g beings beings 4) The affecti affective ve factor: factor: learners learners as emotional emotional beings 5) Learn Learnin ing g and and acqu acquis isit itio ion n 6) A mode modell for for lear learn ning ing It is wise to take an eclectic approach, taking what is useful from each theory. It is probable that there are cognitive, affective and behaviorist aspects to learning and each can be a resource to the ESP practitioner. For example; we can use cognitive approach to teaching of grammar. 3. WHO? WHO? WHY? WHY? WHERE WHERE? ? WHEN WHEN? ? Need analysis. 1) What What are are tar target get needs needs? ? 2) A target target situa situatio tion n analys analysis is fram framewo ework rk 3) Lear Learni nin ng Nee Need ds 4) Anal Analyz yzin ing g learn learnin ing g need needss Most of all, we have tried to stress that both target situation needs and learning needs must be language use. But we also need to know about language learning. Analysis of the target situation can tell us what people do with language. And what we also need to know is how people learn to do what they do with language. The data of a needs analysis can be used to design an effective ESP course and as a

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D. Syllabus

The teaching/learning process is a complex and dynamic process, with all the various factors influencing each other. A syllabus is a document document which says what will (or at least what should) be learnt. There are several different ways in which a syllabus can be defined. 1. The evaluation evaluation syllab syllabus; us; it states states what what the successful successful learner learner will will know by by the end of the the course. 2. The organizatio organizational nal syllabus syllabus;; is an implicit implicit statement statement about the nature nature of languag language e and of learning. learning. 3. The materials materials syllabus; syllabus; a straight straight forward forward statement statement of what what is to to be learnt learnt with some indicati indication on of the order in which the items should be learnt. 4. The teacher teacher syllabus syllabus;; an interpreta interpretation tion that comes comes through through the the teacher. teacher. 5. The classroom classroom syllabus syllabus:: it is a dynamic, dynamic, interactive, interactive, environ environment, ment, which which affects affects the nature nature both of what is thought and what is learnt. The classroom can generate its own syllabus. 6. The learner learner syllabu syllabus; s; it is a retrospective retrospective record record of what has been learnt rather than than a prospecti prospective ve plan of that will be learnt. Syllabus is an important document document but we also need to know that a syllabus can never be more than a statement of a an ideal teaching, it cannot express the intangible factors that are so crucial like emotions, personalities, motivation, etc., and the syllabus cannot take account of individual differences. Material evaluation is one way of exploiting a course design. Even if you decide to write your own materials, the evaluation of existing existing materials can provide a good source of ideas and techniques. There is no absolute good or bad in evaluation, evaluation, only degrees of fitness for the require purpose and the materials writers can learn a lot from this. ESP teacher’s may well be taken up in writing materials for many reasons such as a teacher or institution may wish to provide teaching materials that that will fit the specific subject area of particular learners.

E. Metho thodology

Method is described as an overall plan for systematic presentation of language based upon a selected approach. Meanwhile Approach itself is a set of correlative assumption dealing with nature of language teaching and learning. And technique is implementation, which must be consistent along with a method. There is a view technique which can help to make the ESP classroom a livelier, more enjoyable and thus more effective environment for both learner and teacher. There are a number of simple techniques which can be applied to almost any lesson

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F.

Evaluatio tion

Evaluation can fulfill fulfill two functions – assessment and feedback. Assessment is a matter of measuring what the learners already know. But any assessment should also provide positive feedback to inform teachers and learners about what is still not known, thus providing important input to the content content and methods methods of future work. Evaluation Evaluation will also help us to assess assess how well the needs that have created the demand for a course are being served. A demand was generated as a result for courses which would equip particular learners with the necessary skills to carry out particular tasks in English (or any other specified language). Two levels of evaluation have thus been brought into prominence: 1. Learner assessment; assessment; it helps helps to asses asses student student performance performance at strategic strategic points points in the course, course, for for example at the beginning and at the end. 1) Plac Placem emen entt tests tests / meas measur urem emen entt 2) Achiev Achieveme ement nt tests tests / meas measur uremen ementt 3) Profic Proficien iency cy tests tests / meas measure uremen mentt 2. Course evaluati evaluation; on; it helps helps to assess assess whether whether the course objecti objectives ves are being being met-whether met-whether the course, in other words, is doing what was designed to do. Four main aspects of ESP course evaluation to be considered are; 1) What should should be evaluated evaluated? ? The syllabus syllabus,, the materials materials,, the techniques, techniques, etc. etc. 2) How can ESP courses courses be evaluated? evaluated? Test Test results, results, questionna questionnaires, ires, discussi discussions, ons, interview interviews, s, etc. 3) Who should should be involve involved d in the evaluation evaluation? ? Teacher, Teacher, learners, learners, the course course sponsors sponsors.. 4) When (and (and how often) often) should should evaluatio evaluation n take place? place? In the first first week, at regular regular intervals intervals,, at the end of the course, etc. Evaluation of the learners is unlikely to indicate exactly where a fault lies, but it will at least indicate the existence of a fault somewhere. Course and learner evaluation have a similar function in providing feedback on the ESP course. However, each type type of evaluation also has has other purpose and procedures.

G. The The Role Role of of The The ESP ESP Teache Teacherr

There are important practical ways in which the work of the GE teacher and the ESP teacher differ. First, the ESP teacher will have to deal with need analysis, syllabus design, material writing or adaptation and evaluation. Second, the great majority of ESP teachers have not been trained as such. They need, therefore to orientate themselves to a new environment for which they have generally been ill-

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Quiz of ESP

1. Draw Draw the the ESP ESP tre tree e diag diagra ram m

2. What What do you you kno know w abo about ut ESP ESP is an approach to language teaching in which all decisions as to c ontent and method are based on the learner’s reason for learning. 3. What What is is lang languag uage e desc descrip riptio tion n Language description is a brief outline of the various ideas about language that have influenenced ESP in some way. 4. There are are some theories theories of learnin learning, g, mention mention and and explain explain briefly briefly Theories of learning: 1) Behavioris Behaviorism: m: learning learning as habit formatio formation n means is a mechanical mechanical process process of habit which is informed informed on the stimulus stimulus – response response sequence 2) Mentalism: Mentalism: thinkin thinking g as rule governed governed activity activity means the the mind doesn’t just just respond to a stimulus stimulus but to find the underlying pattern or system. 3) Cognitive Cognitive code: code: learners learners as thinking thinking beings beings means in in learning learning ESP the the learners learners thinking thinking about about and tryin trying g to

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ESP 2016/2017 Executive Class 1. The purpose purpose of learning learning ESP is because because English become become the accepted accepted internat internationa ionall language language of technology technology and commerce, it created a new generation of learners why they were learning language; businessman who want to sell their products, mechanics who had to read instruction manuals, doctors who needed to keep up with the development in their field, they knew why they needed it. 2. GE vs vs. ESP There are important practical ways in which the work of the GE teacher and the ESP teacher differ. The differ significantly from more traditional humanities-based humanities-based General English. First, the ESP teacher will have to deal with need analysis, syllabus design, material writing or adaptation and evaluation. Second, the great majority of ESP teachers have not been trained as such. They need, therefore to orientate themselves to a new environment for which they have generally been ill-prepared. 3. The six six Kipl Kipling ing’s ’s Hon Honest est Men Men Theor Theory y 1) Behaviorism: learning as habit formation means is a mechanical process of habit which is informed on the stimulus stimulus – response response sequence 2) Mentalism: thinking as rule governed activity activity means the mind doesn’t just respond respond to a stimulus but to find the underlying pattern or system. 3) Cognitive code: code: learners as thinking beings means in learning ESP the learners thinking thinking about and trying to make sense of what they see, feel, and hear. 4) The affective factor: learners learners as emotional beings beings means in affective affective factor factor it has thinking and feeling. The learning of a language is an emotional experience. 5) Learning Learning and acquisit acquisition ion means means learning learning is a conscio conscious us process. process. 6) A model for learning learning means means besides to acquir acquire e knowledge knowledge we need to enjoy the the process process of acquisitio acquisition. n. 4. Syntagmati Syntagmaticc struc structures tures in structu structural ral lingui linguistic sticss In structural description, the grammar of the language is description description in terms of syntagmatic structure which carry the fundamental proposition (statement, interrogative, negative, imperative) and notions (time, number, gender). 5. Perfor Performan mance ce vs. compe competen tence ce

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8. Kinds of motiva motivation tion according according to Gardner Gardner & Lambert Lambert Gardner & Lambert identified two forms of motivation: 

Instrumental motivation motivation is the reflection reflection of an external need. The learners are are not learning learning a language language because they want to but rather because they need to.



Integrative motivation is derives from the desire on the part of the learners to be members of the speech community that uses a particular language.

9. Skill Centered Centered Appro Approach ach & Learning-c Learning-centere entered d approach approach A skill-centered approach aims to get away from the surface performance data and look at the competence that underlies the performance. It approaches the learner as user of language rather than as a learner of language. Learning centered approach is based on the principle that learning is totally determined by the learner. Teacher can influence but what learners learn is de termined by the learners alone. 10. Kinds of Syllabus Syllabus Evaluation Evaluation and Teacher syllabus 1. The evaluation evaluation syllabu syllabus; s; it states states what the successful successful learner learner will will know by the end of of the course. It would would be impossible to produce an evaluation syllabus without having a view of what language is and thus how it can be broken down. 2. The teacher teacher syllabu syllabus; s; an interpretat interpretation ion that that comes comes through through the teacher teacher.. The teacher teacher can influence influence the the clarity, intensity, and frequency of any item, and thereby affect the image that the learners receive.