NAME : NITA SOFYANI WARUWU

CLASS/SEMESTER : A/VI

SUBJECT : ESP

1. There are three factors that influenced the history of ESP. How? (elaborate by providing 2
theories from experts. Your answer is 1000 words, maximum).
Answer:
Certainly, a great deal about the origins of ESP could be written. Notably, there are three
reasons common to the emergence of all ESP: the demands of a Brave New World, a
revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987). Hutchinson
and Waters (1987) note that two key historical periods breathed life into ESP. First, the end
of the Second World War brought with it an " ... age of enormous and unprecedented
expansion in scientific, technical and economic activity on an international scale · for
various reasons, most notably the economic power of the United States in the post-war
world, the role [of international language] fell to English" (p. 6). Second, the Oil Crisis of the
early 1970s resulted in Western money and knowledge flowing into the oil-rich countries.
The language of this knowledge became English.

a. The Demands of a Brave New World

The end of the Second World War in 1945 heralded an age of enormous and
unprecedented expansion in scientific, technical and economic activity on an
international scale. This expansion created a world unified and dominated by two forces
(technology and commerce) which in their relentless progress soon generated a
demand for an international language. For various reasons, most notably the economic
power of the United States in the post-war world, this role fell to English. English was
the key to the international currencies of technology and commerce and it became the
accepted international language of technology and commerce. Then it created a new
generation of learners who knew specifically why they were learning a language. For
the example the doctors who needed to keep up with developments in their field. The
development was accelerated by the OIL Crises of the early 1970s, which resulted in a
massive flow of funds and Western expertise into the oil-rich countries. Time and money
constraints created a need for cost-effective courses with clearly defined goals. English
now became subject to the wishes, needs and demands of people other than language
teachers.

b. A Revolution in Linguistics
At the same time as the use of English which was growing up for specific needs, it also
influenced the study of language itself. In the past, the purpose of Linguistics was only
for the usage of the language which is well known as grammar. However, as the time
goes by the early studies began to find out that the usage of language grammatically is
actually different from the real life usage, one of the example is the way we speak and
write the language. It can be explained that in the real life there are some differences of
the usage of language in some parts of life e.g engineering, hospital, and more. Then it
developed that if the use of language varies from one situation to another, it should be
possible to decide the features of specific situations and make these features as basis
for learning the language. Since then, especially in the late 60’s and 70’s, the research
 were developed into the varieties of language. In conclusion, by analyzing linguistic
characteristics of the specialist area of language study, particular group of learners
could be identified. This is as the principle of ESP that “Tell me what you need English
for and I will tell you the English that you need”.

c. Focus on the Learner

The developments in educational psychology contribute to the rise of ESP, by
emphasizing the central importance of the learners and their attitudes to learning (e.g.
Rodgers, 1969). Learners were seen to have different needs and interest, which would
have an important influence on their motivation to learn and therefore on the
effectiveness of their learning. This lent support to the development of courses in which
relevance to the learners need and interest was paramount. The assumption underlying
this approach was that 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 ESP was brought about by a combination of three importance factors. The
expansion of demands for English to suit particular needs and developments in the
fields of linguistics and educational psychology. All three factors seemed to point
towards the need for increased specialization in language learning.

2. There are expectation toward future teachers in ESP. Explain them. (Elaborate by providing
2 theories from experts. Your answer is 1000 words, maximum).
Answer:
a. International Authorships
b. Researcher roles
c. Varied methodologies and triangulation
d. Multimodalities
e. Varied locales

The counseling role of an ESP teacher is actually a restricted pedagogical therapeutic role,
which should not be equated with professional psychiatric one. A counseling teacher is a
good, intelligent, creative, sincere, and energetic person, who is warm towards learners
and responsible for sound judgment (Wheeler, 2002). The counseling teacher should act in
the way that seems attractive, trustworthy, and skillful. Some personal attributes such as
warmth and positive regard, cultivating hope, and being non-judgmental and sympathetic
are of essential importance for an ESP teacher. Furthermore, a counseling teacher should
have some therapists’ characters such as emotional stability, open-mindedness,
commitment, genuineness, flexibility, interest in people, confidence, sensitivity, and
fairness. This humanistic approach enhances the positive, non-competitive, uncomplicated,
and openly reflective role of learners. Certainly, in such an accepting atmosphere, teaching
and learning activities occur in a cooperative way. This cooperative approach helps
language teachers and content teachers to deal with major problems more conveniently
than traditional approaches.

3. Explain this diagram below (elaborate by providing 2 theories from experts. Your answer is
1000 words, maximum).
Answer:
ESP is centered on the language appropriate to the activities of a given discipline. ESP
according to Hutchinson and Waters (1987:19), “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.” In this connection, Dudley-Evans (1998) explains that ESP may not always focus
on the language for one specific discipline or occupation, such as English for Law or English
for Engineering.

According to Iwai et al. (1999), formal needs analysis is relatively new to the field of
language teaching. However, informal needs analyses have been conducted by teachers in
order to assess what language points their students needed to master. In fact, the reason
why different approaches were born and then replaced by others is that teachers have
intended to meet the needs of their students during their learning. From the field of
language teaching the focus of this paper will be on ESP. Clearly, the role of needs analysis
in any ESP course is indisputable. For Johns (1991), needs analysis is the first step in course
design and it provides validity and relevancy for all subsequent course design activities.

Though needs analysis, as we know it today, has gone through many stages, with the
publication of Munby’s Communicative Syllabus Design in 1978, situations and functions
were set within the frame of needs analysis. In his book, Munby introduced ‘communication
needs processor’ which is the basis of Munby’s approach to needs analysis. Based on
Munby’s work, Chambers (1980) introduced the term Target Situation Analysis. Form that
time several other terms have also been introduced: Present Situation Analysis, Pedagogic
Needs Analysis, Deficiency Analysis, Strategy Analysis or Learning Needs Analysis, Means
Analysis, Register analysis, Discourse analysis, and Genre Analysis. This article attempts to
present an overview of the aforementioned approaches to needs analysis.

Probably, the most through and widely known work on needs analysis is John Munby’s
Communicative Syllabus Design (1978). Munby presents a highly detailed set of procedures
for discovering target situation needs. He calls this set of procedures the Communication
Needs Processor (CNP). The CNP consist of a range of questions about key communication
variables (topic, participants, medium etc.) which can be used to identify the target
language needs of any group of learners. In Munby’s CNP, the target needs and target level
performance are established by investigating the target situation, and his overall model
clearly establishes the place of needs analysis as central to ESP, indeed the necessary
starting point in materials or course design (West, 1998). In the CNP, account is taken of
“the variables that affect communication needs by organizing them as parameters in a
dynamic relationship to each other” (Munby, 1978: 32).