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The Essence of English for Specific Purposes

Conference Paper · June 2016

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 Conferința științifică internațională „Perspectivele și Problemele Integrării în Spațiul European
al Cercetării și Educației”, Universitatea de Stat „B.P. Hasdeu” din Cahul, 7 iunie 2016, Volumul II

THE ESSENCE OF ENGLISH FOR SPECIFIC PURPOSES

PLEŞCA (CIUDIN) Galina, doctorand, lector universitar,

Universitatea de Stat din Moldova

Abstract: The present paper is an attempt to understand the essence of English for Specific
Purposes (ESP) by studying various language specialists’ efforts to define it, tracing its evolution and
presenting its distinctive characteristics. Being a branch of English Language Teaching (ELT), its
focus is narrower than that of EGP (English for General Purposes) and in contrast to EGP, ESP is
determined by specific learning needs of the language learner. Although, there have been
contradictions as to what ESP is, Hutchinson and Waters improved absolute and variable
characteristics helped significantly in resolving arguments about what is ESP. Thus, ESP refers to the
teaching and learning of English where the aim of the learners is to use English in a particular
academic, professional or occupational domain, focusing on learners’ special needs.
Key-words: ESP, EGP, special needs, absolute characteristics, variable characteristics

In the modern world, where the amazing growth of science and technology has definitely gained
its territory, the need for English for Specific Purposes (ESP) becomes obvious. However, why ESP
and not EGP (English for General Purposes) drives this necessity? What makes ESP an indispensable
tool in dealing with the modern trends in EFL (English Foreign Language) teaching? These questions
will guide us through our attempt to have a clearer picture of what ESP is.
The Evolution of ESP
Annoyed by the shortcomings of general English courses to meet learners’ and employers’
demands, in the 1960s, language specialists set out to provide new courses to meet the target
population needs and thus, Target Situation Analysis became the guiding objective in ESP course
design after the failure of register analysis.
It should be noted that ESP is in fact a subdivision of a wider field and namely of Language for
Specific (Special) Purposes (LSP), which according to Swales is ‘the area of inquiry and practice in
the development of language programs for people who need a language to meet a predictable range of
communicative needs’1. Robinson states that ‘ESP first arose, and has continued to develop, in
response to a need: the need of non-native speakers of the language to use it for some clearly defined
practical purpose. As purposes change, so must ESP’2. Hutchinson and Waters, pioneers in this field,
identified three main reasons common to the emergence of all ESP: the demands of a Brave New
World, a revolution in linguistics and a new focus on the learner3.
Tracing the evolution of ESP, we can mention that the concept of ESP has not been free of
controversy. At the beginning of the XXth century, the specialized language was seen as an inferior
level of language and separated from the common language. This fact led the language specialists to
conduct research and discover the differences between specialized languages on the one hand and the
common language on the other.
Later, in the 60-70s of the same century, the situation changed and the concept of specialized
language was not any more seen as a system without context, but rather as an instrument for
communication used in various contexts. This reason being taken into account, focused scientists on
the lexical aspect of the specialized languages and they came with the conclusion that the most
important differences between the specialized language and the common language are found in the
lexical aspect and exactly in the specific terminology, as according to them it is terms that present
different levels of specialization depending on the field of study and the level of abstactiveness.
The interest in the specialized languages grew even more during the 70-80s of the XXth century.
In 1968, the British Council organized a Congress Languages for special purposes (LSP) to discuss
the problems of specialized languages and thus the specialized languages were given the green light.
1
Swales, J. (1992). Language for Specific Purposes. In W. Bright (Ed.), International encyclopedia of linguistics (Vol. 2). New York,
Oxford: Oxford University Press, p. 300
2
Robinson, P. (1989). An overview of English for specific purposes. In H. Coleman (Ed.), Working with language: A multidisciplinary
consideration of language use in work contexts, Berlin: Mouton de Gruyter, pp.395-428
3
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge: Cambridge University Press,
pp. 6-8
528
 Conferința științifică internațională „Perspectivele și Problemele Integrării în Spațiul European
al Cercetării și Educației”, Universitatea de Stat „B.P. Hasdeu” din Cahul, 7 iunie 2016, Volumul II

In the 80s, the name was changed into Languages for specific purposes to underline the specificity of
the students’ linguistic needs. At this time Elsevier commenced the publication of its journal English
for Specific Purposes: An Inernational Research Journal, and many books and papers with ESP in the
title began to appear in the publisher catalogues. Consequently, from the end of the 80s different
scholars and research centres have been in search of an appropriate terminology for defining this field
of study due to the plurality of names given to what we today call specialized language. Specialized
languages, special languages, specialized communication, technical English, scientific English,
English for special or specific purposes - ESP, English for Occupational Purposes, Professional
English or the most recent, Academic and Professional Languages are among the various names
referring to LSP.
What is ESP?
English for Specific Purposes or ESP refers to the teaching and learning of English as a second
or foreign language where the aim of the learners is to use English in a particular academic,
professional or occupational domain. It is English focusing on learners’ special needs.
Hutchinson and Waters in their attempt to define ESP, focus not so much on what ESP is, but
rather on what ESP is not, as according to them, ESP is a variety of the many possible kinds of
language teaching. They explain that ESP should not be seen as a matter of teaching ‘specialized
varieties’ of English, nor as a matter of science words and grammar for Scientists, Hotel words and
grammar for Hotel staff and so on. It is neither different in kind from any other form of language
teaching in that it should be based in the first instance on principles of effective and efficient learning.
It is rather an approach to language learning, based on learner’s needs and directed by specific and
apparent reasons for learning1.
Dudley-Evans supports Hutchinson and Waters’s view in this regard and agrees that ‘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’4. He even describes ESP as an ‘attitude of mind’.
In 1988, Strevans made an attempt to define ESP, identifying its absolute and variable
characteristics. He made distinction between four absolute and two variable characteristics:
I. Absolute Characteristics:
ESP consists of English language teaching which is:
1. designed to meet specified needs of the learner;
2. related in content (i.e. themes and topics) to particular disciplines, occupations and
activities;
3. centered on the language appropriate for those activities in syntax, lexis, discourse and
semantics;
4. in contrast with General English.
II. Variable Characteristics:
ESP may be, but not necessarily:
1. restricted as to the language skills to be learned (reading only);
2. not taught according to any pre-ordained methodology2.
As we see, Strevans tried to identify ESP in contrast with EGP. The focus is on specific English
belonging to a particular discipline, occupation or activity, as well as on teaching the language
appropriate for them.
Dudley-Evans and St. John contradicted this restricted view regarding the scope of ESP and
came with a modified version of the Streven’s original definition of ESP changing the absolute
characteristics from four to three and the variable characteristics from two to five.
I. Absolute Characteristics:
1. ESP is defined to meet specific needs of the learner;
2. ESP makes use of the underlying methodology and activities of the discipline it serves;
3. ESP is centred on the language (grammar, lexis, register), skills, discourse and genres
appropriate to these activities.

1
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge: Cambridge University Press,
pp. 18-19
2
Strevens, P. (1998). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the Art (pp. 1-13). SEAMEO Regional
Language Centre, Singapore, pp 1-2
529
 Conferința științifică internațională „Perspectivele și Problemele Integrării în Spațiul European
al Cercetării și Educației”, Universitatea de Stat „B.P. Hasdeu” din Cahul, 7 iunie 2016, Volumul II

II. 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 system, but it can be
used with beginners.1
Dudley-Evans and St. John have removed the absolute characteristic that 'ESP is in contrast
with General English' and added more variable characteristics, thus improving ESP significantly and
making the matter clearer. From the characteristics they gave we see that ESP is not necessarily
related to a specific discipline as well as it is likely to be used with both adult learners and young
adults of a secondary school level.
Hutchinson and Waters have broaden this definition by pointing out that ‘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’2.
Is there any difference between ESP and EGP?
According to Hutchinson and Waters, the answer to this question is rather simple ‘in theory
nothing, in practice a great deal’. They state that, ‘it is not the existence of a need that distinguishes
ESP from EGP, but rather an awareness of the need’3.
Pauline C. Robinson describes ESP as a type of ELT and defines it as ‘goal oriented language
learning’4 which means that the student has a specific goal that he/she has to achieve.
Basturkmen states that ‘ESP courses are narrower in focus than general ELT courses because
they centre on analysis of learner’s needs. ESP courses focus on work-or study-related needs, not
personal needs or general interests’5.
In her book Developing Courses in English for Specific Purposes, Basturkmen states that ‘In
ESP the learner is seen as a language learner engaged either in academic, professional or occupational
pursuits and who uses English as a means to carry out those pursuits. External goals suggest an
instrumental view of language learning and language being learnt for non-linguistic goals. In a general
ELT situation, goals are generally linguistic (such as, development of oral competence or a wide
vocabulary, or ability to use a wide range of grammatical structures). In an ESP situation, it is
understood that the learner would want to achieve ‘real world’ objectives, objectives requiring specific
linguistic competencies’6. This same idea is strongly supported by Mohammad Kaosar Ahmed in his
paper The ESP Teacher: Issues, Tasks and Challenges7.
Thomas Orr states that ‘English for General Purposes (EGP) is essentially the English language
education in junior and senior high schools. Students are introduced to the sounds and symbols of
English, as well as to the lexical/grammatical/rhetorical elements that compose spoken and written
discourse’. He goes on clarifying the line of demarcation between ESP and EAP stating that ‘English
for Specific Purposes (ESP) is research and instruction that builds on EGP and is designed to prepare
students or working adults for the English used in specific disciplines, vocations, or professions to
accomplish specific purposes…. University instruction that introduces students to common features of

1
Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach, Cambridge:
Cambridge University Press, pp. 4-5
2
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge: Cambridge University Press, p. 19
3
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge: Cambridge University Press, p. 53
4
Robinson, P. (1989). An overview of English for specific purposes. In H. Coleman (Ed.),Working with language: A multidisciplinary
consideration of language use in work contexts, Berlin: Mouton de Gruyter, p.398
5
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes, Palgrave Macmillan, p. 3
6
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes, Palgrave Macmillan, p. 172
7
Mohammad Kaosar Ahmed (2014). The ESP Teacher: Issues, Tasks and Challenges, English for Specific Purposes World, Issue 42, vol.
15, Retrieved February 12th 2016, from www.esp-world.info
530
 Conferința științifică internațională „Perspectivele și Problemele Integrării în Spațiul European
al Cercetării și Educației”, Universitatea de Stat „B.P. Hasdeu” din Cahul, 7 iunie 2016, Volumul II

academic discourse in the sciences or humanities, frequently called English for Academic Purposes
(EAP), is equally ESP’1.
Chris Wright defines the concept of English for Specific Purposes in the following way, ‘ESP
is, basically, language learning which has its focus on all aspects of language pertaining to a particular
field of human activity, while taking into account the time constraints imposed by learners’2.
Therefore, we can conclude that EGP is basic language learning to be studied before, but not
during university or college. University or college English should be more advanced and more
specialized and of course match students’ specialism. Compared with EGP, ESP is more effective in
increasing students’ learning motivation as it relates to their specialism and caters for their needs. As
Hutchinson and Waters state ‘learners know specifically why they are learning a language’ 3, so
learners’ motivation enables teachers to meet their needs and expectations easier.
However, Anthony notes that, ‘the line between where 'General English' courses stop and ESP
courses start has become very vague. Many 'General English' teachers can be described as using an
ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of
using English for real communication and many so-called ESP teachers are using an approach furthest
from that described above. Coming from a background unrelated to the discipline in which they are
asked to teach, ESP teachers are usually unable to rely on personal experiences when evaluating
materials and considering course goals. At the university level in particular, they are also unable to
rely on the views of the learners, who tend not to know what English abilities are required by the
profession they hope to enter. The result is that many ESP teachers become slaves to the published
textbooks available, and worse, when there are no textbooks available for a particular discipline,
resolve to teaching from textbooks which may be quite unsuitable’4.
Concluding all things stated in this paper, we can claim that in comparison to English for
General Purposes, ESP develops students’ awareness of their future concerns, be them academic (if
they choose a scientific career) or occupational. Hence, ESP encompasses both English for Academic
Purposes and English for Occupational Purposes.
English for Academic Purposes has one definite aim, according to Kay Westerfield, a well-
known published professional in the ESP field ‘to introduce learners to the specific communication
needs of their future academic and professional discourse communities’5, and we, university lecturers,
strongly support this view. We have to design courses that will achieve this aim, to formulate accurate
learning objectives that will be specific to the disciplines we teach, to spend a lot of time looking for
discipline-specific, authentic materials/texts and then elaborate tasks for comprehension and analysis.
We have to combine different components of Academic English to get a well-designed course. We
should not forget about the specialized terminology on the one hand and academic writing on the other
hand. University students participate in national and international conferences, seminars and
workshops and they do need the necessary skills, both oral and written. Students’ ability to display
their language competences in such situations is our credo.
As far as English for Occupational Purposes, it is more oriented on students’ immediate needs.
It is based mostly on specialized terminology, set expressions and strategies dealing with not
understanding and not being understood. It provides the exact content needed to cope with problems in
the workplace.
In the cited interview, Kay Westerfield says that ‘EAP classes offer discipline-specific support for
upper-division undergraduate students and for graduate students’ and this is what we exactly do when we
design our language courses. Our main purpose is to enable learners to function adequately in the target
situation. Thus, an ESP course should be aim-directed, learner-directed and of course situation directed.
Only meeting these three criteria, we can state we have grasped the essence of the ESP.
1
Orr, T. (1998). ESP for Japanese Universities: A Guide for Intelligent Reform, In The Language Teacher, Issue 22 (11); November 1998,
Retrieved March 4th 2016, from http://www.jalt-publications.org/tlt/articles/2428-esp-japanese-universities-guide-intelligent-reform
2
Wright C. (1992) The Benefits of ESP, Retrieved March 4th 2016, from http://www.camlang.com/art001.htm
3
Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learner-centered approach, Cambridge: Cambridge University Press, p. 6
4
Anthony L. (1997) Defining English for Specific Purposes and the Role of the ESP Practitioner, Retrieved March 4th 2016, from
http://www.laurenceanthony.net/abstracts/Aizukiyo97.pdf
5
Westerfield K. (2012). Making Significant Progress in English Communication with ESP and Intensive English Programs, Retrieved
January 10th 2015, from http://www.geat.org.tw/?p=4969

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