It is widely accepted that English has become the language of choice for many International

community's. the growing demand For English to communicate in academic and professional contexts
has led to the development of English for specific purposes. In the modern world, English has become
the language of, not only science but also Aviation, Computing, diplomacy and tourism

The trend is on a rise with the principle of a common market with the free movement of goods, Services,
labor and capital,

the teaching of English for specific purposes. ESP has been considere as a separate activity within English
language Teaching ELT. It is believed that ESP has developed its own methodology and its research
draws on Research from various disciplines with the aim of preparing Learners to communicate,
effectively in the tasks prescribed by their field of study or work situation,

the expansion of demand for English and the maturity of ESP Through Time new multiple views
concerning its subdivision. Different types are proposed by the linguists in the field of the ELT. English
language teaching to suit specific needs of a given profession.

types of ESP. David Carter 1983 identifies, three types of ESP

English as a restricted language. The difference between restricted language and language with this
statement.

The language of International Air Traffic Control could be regarded as special In the sense that the
repertoire acquired by the controller is strictly limited and can be accurately. Determined situationally.
as might be the linguistic needs of the dining room waiter or a Hostess. However, such restricted
repertoires are not languages. Just as a tourist phrasebook is not Grammar knowing a restricted
language, would not allow the speaker to Communicate effectively in novel situation or in contexts
outside the vocational environment the language used by air traffic controllers or by waiters are
examples of English as a restricted language.

Restricted language is a reduced form of a language. Some registers are extremely restricted in purpose.
They thus employ only a limited number of formal items and patterns and are known as restricted.

The second type of ESP is English for academic and occupational purposes

ESP is broken down into three branches,

 English for Science and Technology EST.

 English for business and economics Ebe
 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.
An example of the EOP for the EST. Branches “English for technicians” whereas an example of
EAP for the EST, branches “English for medical studies”,

Hutchinson and Waters. 1987 do note that there is not a clear cut distinction between EAP and
EOP “people can work and study simultaneously. It is also likely that in many cases, the language
 learned for immediate use in a study environment will be used. Later, when the student takes
up or returns to a job” page 16. Perhaps this explains Carter's rationale for categorizing EAP and
EOP under the same type of ESP. It appears that Carter is implying that the end purpose of both
the AP and GOP are one in the same employment. However, despite the end purpose being
identical, the means taken to achieve the end is very

Indeed. I contend that EAP and the opr different in terms of focus on Cummins 1979, Notions of
cognitive academic proficiency versus basic interpersonal skills. This is examined in further detail below

English with specific topics.

The third and final type of ESP. Identified by Carter 1983 is English with specific topics. Carter notes that
it is. Is only here where emphasis shifts from purpose to topic this type of the SP is uniquely concerned
with anticipated future, English needs of, for example, scientists requiring English for postgraduate
reading studies attending conferences or working in foreign institutions.

However, I argue that this is not a separate type of ESP, rather. It is an integral component of ESP
courses or programs, which focus on situational language

this situational language has been determined based on the interpretation of results from needs analysis
of authentic language used in Target, workplace settings.

Hutchinson and Waters. Subdivision 1987. They proposed one of the most well-known and useful
theories. Regarding English language teaching branches with the tree of elt.

They divided ESP into three types:

A. English for Science and Technology EST.

B. English for business and economics ebe.
C. English for social studies ESS.
Each type is concerned with specific field of scientific knowledge as technology business and
economy or the social fields in general, with its various and large amount of human Sciences
studies.

Additionally, each of these is divided into further, sub branches. English for academic purposes
EAP and English for occupational Purposes EOP.

An example of EOP for the ESS branches “English for psychology”. Where, as an example of the EAP, for
the ESS branches “English for teaching”, they claim that a tree cannot survive without Roots the Roots,
which nourished the tree of elt, our communication, and learning.

Besides Hutchinson and Waters. Consider the esp is traditionally divided into two main areas according
to when they take place

1. English for academic purposes. EAP, involving pre-experience simultaneous in service and post
experience courses, pre-experience or pre-study course. Will emit any specific work related to
 the actual discipline or workers? Students will not yet have the needed familiarity With the
content, the opportunity for specific or integrated work will be provided during in-service or in
study courses
2. English for occupational. Purposes EOP for study in a specific discipline. Pre-study in study, in
study, post study)
or as a school subject (independent or integrated)

yet. Hutchinson and Waters classification of the AP. And EOP is rather unclear. That is why
further clarification is needed. In order to distinguish between them.

conclusion.

The classification of ESP courses creates numerous Problems by failing to capture fluid nature of the
various types of ESP teaching and the degree of overlap between Common Core EAP and EBP and
general English. For example, business English can be seen as mediating language between the
technicalities of particular.

And the language of the general? Pickett 1989, which puts it in a position between English, for general
purposes. EG p and Specialists English. Therefore, some authors suggest Dudley Evans and st. John 1998.
The presentation of the whole of elt should be on a Continuum that runs from General English courses
to very specific ESP courses, despite the array of labels for ESP. There is a traditional agreement division
into two broad subfields. It's English for academic purposes. The AP involving academic study needs and
English for occupational. Purposes. EOP, involving work-related needs.