CARRERA DE PEDAGOGÍA DE LOS IDIOMAS

NACIONALES Y EXTRANJEROS

ENGLISH FOR SPECIFIC PURPOSES II

MSc. Tania Trujillo Cabezas

CONTENTS:

UNIDAD 2: ESP IN ELT

2.1. ESP teaching a controversial matter
2.2. ESP in didactics, characteristics and features.
2.3. The difference between ESP and general English courses
2.4. Teaching content areas.
DISCUSSION:

- How prepared are teachers for teaching ESP, which is often considered as
a challenging new task?
- What do you think about the teacher training in this field?
- Language pedagogy is “concerned with the ability to use language in
communicative situations” Ellis (1996, p. 74). Workplace or academic
situations can be argued to be simply just some of those situations, a part
of the whole.
ESP TEACHING A CONTROVERSIAL
MATTER:
Who are ESP teachers?
Teachers who deal with their students’ professional development. Professional ESP teachers
are experts in teaching English for any profession.

What are the goals in English teaching?

 External: uses of the language outside the classroom (real life situation tasks)
 Internal: educational aims (promote thinking skills: analysis, memorazing and
social goals.
ESP Teaching Objectives
Affective objectives:
Development of positive
feelings about the subject of
study.

Cultural knowledge objectives:

Control of socio-cultural rules and recognize
culturally significant facts.

Linguistic knowledge objectives:

Language analysis and awareness of
the systematic aspects of language.

Proficiency objectives:
Mastery of skills such as (Reading,
writing, listening, and speaking)
ESP – CONTROVERSIAL ISSUES

Benesch (2001) points out that a

Basturkmen (2006) defines the proposed critical approach
role of ESP teachers in terms of challenges the previous idea
helping English language since ESP teacher’s role focuses
learners meet the demands and on replicating and reproducing
expectations regarding the target existing forms of discourse.
context. Rising students’ critical
awareness.

ESP
teacher’s role
 STUDENT = a
participant in the
learning process who
knows more about
the content.
Teaching a specific
course

TEACHER= a
consultant who has
the knowledge of
communication
practices but needs
to ask students about
how to explore those
practices.
Teaching business or scientific
English

Maleki (2005) states

that the word “specific” ESP teachers should be
EFL(ESL or does not mean flexible, moving from
specialists in the specialized. The aim of being a general English
field? ESP is not teaching teacher to being a
jargon in a particular specific purpose teacher.
field.
 ESP DIDACTICS
“The branch of English language studies which concerns the language,
discourse, and culture of English-language professional communities
and specialized groups, as well as the learning and teaching of this
object from a didactic perspective” (Sarré & Whyte, 2016, p. 150)

“Didactics is knowledge-oriented, Three Cs for ESP teachers: ESP characteristics –

science which aims to understand
how teaching leads to learning”.
(Sarré & Whyte, 2016, p. 142).
 Curiosity language education:
 Collaboration  Absolute characteristics
 Confidence  Variable Characteristics
ESP typical feature:
 Teaching materials
 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 centered on the language (grammar,
lexis, register), skills, discourse and genres
appropriate to these activities.
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 GE.
ESP is likely to be designed for
intermediate / advanced adult learners.
ESP – Teaching material

In what ways
is material
development
an ongoing
process for
teachers?

ESP classes = teachers

How would you “teach against the grain”
MATERIALS describe a
Why are
learner-centered
materials a key DEVELOPMENT process of
part in ESP? PROCESS materials
writing?

What kind of
aspects should
a teacher pay
special attention
when preparing
ESP materials?
Why are Because of the attempt to offer teaching materials
materials which fit specific subject area and specific needs
a key of a group of students.
part in
ESP? Because they are available materials for a
particular learning situation, ESP area, target
group of learners, timing or set of resources.

Because they are the source of “real language”

and involve: learning needs, language content and
subject-matter.
In what ways
is material It is required to adjust materials over time in
development
an ongoing response to implementation outcomes, current
process for
teachers?
trends in the field or search findings.

How would you

describe a It involves materials writing, based on understanding
learner-
centered of the needs of a particular group of students, for
process of
materials instance their specific language difficulties, learning
writing?
objectives, preferred learning styles.
What kind 1. The target topic or the carrier content.
of aspects 2. The relevance of the topic to the students.
should a 3. The students expected knowledge about the
teacher content.
pay 4. The learning goals.
special 5. Available, suitable and accessible materials.
attention 6. The time to be spent on the design, development and
when implementation of activities.
preparing
7. Whether materials should be classroom-oriented or provide
ESP out-of-classroom work.
materials?
Materials should Materials should help
Materials are a
provide a stimulus to to organize the Materials should
vehicle for language
learning since “good Learning/teaching introduce teachers to
learning rather than a
materials do not process by assisting new teaching
statement of
teach: they teachers in planning techniques .
language use.
encourage learners to the lessons.
learn” (p. 107)

Main principles that need to be observed in material writing

(Hutchinson and Waters, 1987)
ESP – Strategies to benefit the ESP Didactics

1. Arrange contacts with specialists on the area you are teaching.

2. Study the books and clarify any doubt or contents, pronunciation or terminology.
3. Design the lesson carefully before teaching.
4. Design the tasks in relation to the real life activities of the professions or occupations.
5. Design material aids to provide activation of learning.
6. Organize the students in pairs or groups to facilitate interaction.
7. Provide linguistic stimulation.
8. Make the students learn and use the language.
9. Use a communicative methodology (combination – listening, speaking, Reading, and writing).
10. Assess Learning systematically.
11. Develop error correction when students manipulate the language rather than interrupting
their communication.
Ramírez, H. (2016)
 1. Check each of the criteria in the rubric.
Time limit is also another one.

ORAL
PRESEN- 2. Avoid reading as you are presenting.
TATION Use oral strategies which could help you
to use your own words.
3. Questions (discussion) will be asked by
one of your partners from the audience.
 G.W: Preview analysis of the journal English for Specific Purposes
(ESP) Didactics: Content knowledge and communicative abilities

- Read the article written by the professor Haydeé Ramírez, who analyzes the
importance of ESP with a specific group of professionals in the Ecuadorian context.

- Focus on the approaches (from student and teacher perspective), the previous
studies, and the findings, which the author mentions throughout the article.

- What is your opinion about the author’s academic standpoint: ESP teaching involves
content knowledge and communicative abilities?

- Time to work on this task: Monday (1 hour)

- Ideas to be discussed tomorrow, July 6th

Article: ESP Didactics: Content knowledge & communicative abilities

 Aim: To show the need to connect knowledge and communicative abilities for teaching ESP.

 Laws rule ESP: Impersonal

(content, DIDACTIC
Personal objectives, COMPONENT
(teachers & method, material CANNOT BE
students) aids, teaching IN
organization form ISOLATION
& evaluations)

School

TEACHING WHAT
STUDENTS NEED
ACCORDING TO
THEIR SPECIALTIES

Life
 Assumption: Without content knowledge there cannot be any English language teaching process at all.

 Teacher’s role: Subject content

General English knowledge of the ESP
linguistics professional
knowledge field/occupational TEACHER
field

Communicative
abilities in a
successful way
LEADS TO
Content
knowledge
 Approaches:
= ACHIEVEMENT OF
Task Based Approach Humanistic Approach OUR FULLEST
POTENTIAL

 Work on an extensive analysis on the activities in the lesson plan the author has
designed in her study. Focus on the strategies that have been used throughout the
lesson.
 What about the ESP teacher’s role for planning that lesson?
 ESP lesson plan
 From your point of view, explain what other activities could be implemented in that
& activities:
study?

 Write an essay to explain the main points from the article and your own
suggestions from the previous question. Deadline: Thursday, July 22nd
(6:00 pm)
 ESP AND GENERAL ENGLISH COURSES

- Vocabulary &
What are the grammatical patterns
differences between - Material
ESP and General - Productive vs. receptive
English Courses? skills.
- Different disciplines

 “The most important difference lies in the learners and their purposes for
learning English. ESP students are usually adults who already have some
acquaintance with English and are learning the language in order to
communicate a set of professional skills and to perform particular job-
related functions”.
 “As a matter of fact, ESP combines subject matter and English language
teaching. Such a combination is highly motivating because students are
able to apply what they learn in their English classes to their main field of
study, whether it is accounting, business management, economics,
computer science”. (Asfihana, 2017, p.p. 8)
 DATE ACTIVITIES
July 27th Questions in the ESP survey (making notes).

July 29th – ESP (APE) Work on the questionnaire structure and content. Deadline: 7:00 pm.
Upload in the same link:
https://drive.google.com/drive/folders/1mLQekO9ijqDnzRkqeuahYqXtP
9CUIl81?usp=sharing

August 2nd - CBI Content and analysis from a research project (article).

Directions for the CBI in ESP –project.

August 3rd / August 5th/ August 9th/August 10th 1. Apply the questionnaire (7-10 participants)
2. Collect and analyze the results before making decisions for the
following tasks.
3. Design activities (article as a reference).

August 12th Write a report in which you include the materials (stage) to be
implemented as part of the ESP class.
Simple report sections:
1. Introduction : objectives
2. Methodology: instrument(s), data collection, analysis of results.
3. Findings/results
4. Activities to fulfill students’ needs and interests
by applying the CBI approach as part of ESP.
5. References

August 16th Oral presentation: time: 15”.

TEACHING CONTENT
AREAS
“People learn a second language most successfully when the information
they are acquiring is perceived as interesting, useful, and leading to a desired
goal” (Richards and Rodgers, 2001, p. 209)
“The teaching of content or information in
the language being learned with little or no
direct or explicit effort to teach the Content-Based Instruction
language itself separately from the Definitions
content being taught” (Krahnke, as cited in
Richards & Rodgers, 2001, p. 209).
“Content-Based Instruction (CBI) has
been found to be an effective approach to
teaching English as a second language
because with CBI, students can develop
their language skills as well as gain
access to new concepts through
meaningful content” (Heo, 2011)
Language across the curriculum:
Language skills should also be

Content-Based Instruction
taught in the content subjects and
not exclusively for the EFL process.

in other curriculum designs

Immersion Education: Foreign
language instruction (FLI) in which the
regular school curriculum is taught
through the FL.

Immigrant On- Arrival Programs:

focus on the language newly arrived
immigrants in a country need for
survival.
Programs for Students with Limited
English Proficiency: Designed to
provide in-class instruction for any
school-age children whose language
competence is insufficient to participate
in normal school instruction.
Language for Specific Purposes: such
programs which seek to meet the learners’
needs who learn the language in order to
carry out specific roles. They need to
acquire content and real-world skills
through the medium of a second language.
LSP involves subfields: ESP, EOP, and
EAP.
 - Ss are often involved in activities that link the skills (real world).

- It seeks to build on Ss’ knowledge and previous experience.

- It is supported by Krashen’s Monitor Model: if Ss are given

comprehensible input, it is less difficult to learn the target language

Content-Based
and as a result, they can acquire it.

Instruction
- It involves other approaches as the communicative language
teaching and humanistic methods.

Characteristics - It supports the cognitive learning theory: involves three stages:

cognitive stage, language skills development through tasks,
associative, the skills are strengthened, but still need support,
autonomous stage, Ss are able to perform the tasks automatically
and autonomously.
 Content-Based Instruction
Teacher and Learner roles

- “Understand their own learning

process and…take charge of their own
learning from the very start” (Stryker &
Leaver, 1993, p. 286)
Essential skills for CBI teachers
- Using group work techniques.
“Instructors must be more than just
- Defining Ss’ background knowledge and
good language teachers. They must be
language skills required for their success.
knowledgeable in the subject matter and - Using process approaches to writing.
able to elicit that knowledge from their - Developing and maintaining high level
students” of student esteem.
 Content-Based
Instruction: the
role of material
Materials not originally
A rich produced for language
variety of teaching purposes:
“authentic” newspapers,
materials magazines, among
others

Materials such as
tourist guidebooks,
technical journals, Realia
newspaper ads.

Providing guides and

Materials strategies to assist
may need students in
modification comprehending the
materials
C.B.I Research: Content Based
Instruction in the Teaching of English
for Accounting at Vietnamese College
of Finance and Customs

1. Why was that study carried out?

Because the teaching of English for Accounting (ESP) has been a concern for teachers of English at the College of Finance and Customs (CFC).

2. What was the main research question?

Is teaching English for Accounting by the CBI approach more effective than by the traditional methods?

3. How about the participants of the research?

100 students from two classes, chosen randomly, whose age varied from 18 to 20 years (most participants – female gender)

4. What is the research methodology

A quasi-experimental study. In which two instruments were designed: a questionnaire and a post test.

The questionnaire has two parts: in the first part, Ss were asked about their background as well as their important skills when learning English before joining
ESP course. The second part, Ss were asked to express their opinions towards the ESP course designed in the CBI approach.

The post test, represents a summative evaluation by asking the Ss questions such as How effective was the course? Did it achieve its aims?
How appropriate were the teaching methods?
5. How was that research carried out?
To do the study, the researcher chose class A to be learnt ESP with the CBI approach. At the same time, class B was taught ESP with the current ESP syllabus.

6. What were the findings in that research project?

- Testing vocabulary: The acquisition of the specialist vocabulary was more effective if it is learned from the context. In the CBI approach, Ss are expected to read
texts on specific subject with simplified language and authentic contents. Thus, 84% of Ss from the class A got good results, but only 24% of Ss from the class B
got good results at the specialist terminologies.

- Reading comprehension: Ss were exposed to different authentic materials written in simplified language to explore content and language skills. In this case,
90% of students from class A were able to glance the sentence quickly (make association with key words).

- Grammar: In CBI Ss can grasp knowledge of the content and simultaneously cut down the linguistics constituents for language learning. The results showed
that 70% of students from class A were quicker when analyzing the sentence structure and manage any task related to any grammar focus and only 30%
of the Ss from that class were at the average level.

- Translation: In ESP, students must be given frequent opportunities to deal with new information and experience in research for meaning. Thus, Ss should be
provided with opportunities for doing more than just receiving information. In addition, translation enhances students’ writing and speaking at the same time.
As Ss from class A were familiar with words extracted from magazines, 48% were at good level, and other 48% at average level, only 4% were weak. However,
78% of students from class B were at a poor level.

- Listening: Ss who were taught with the CBI syllabus, were exposed to listening financial news, business, events, and so on. It means they were transmitted only
with words and meaning related to the field of accounting. This resulted in 66% of Ss were at good level, 26% satisfactory and only 8% below average.
On the other hand, Ss from class B, only 14% of Ss were at good level, 34% average, and 52% below average.

7. What is the conclusion?

As in the CBI approach, all skill taught help employ the Ss professional knowledge and prompt them to activate it in a a foreign language. The data showed that 84%
of Ss strongly agreed the usefulness of ESP in learning the specialist. In fact, the researcher conducted the study of incorporating CBI in ESP context with the aim of
improving the present ESP syllabus, which helped to prove the CBI effectiveness in ESP.
 TASK: Design-ESP/CBI lesson plan

 Reference: the ESP specialist area you worked on the ESP questionnaire designed in unit 1.

 Activity: Design a lesson plan for the target ESP area. Focus on a particular topic (related to Ss’ needs
and interests) and develop activities for enhancing their language skills and their subject
content together.

 Approaches: CBI – Communicative Language Teaching (CLT), Humanistic Approach (HA).

 Materials: Design according to the principles of CBI materials (authenticity). Work some of the sections
as the article which was analyzed previously: vocabulary, reading comprehension, grammar,
translation, listening, and writing.

 Presentation: Monday, August 16th

Time: 15” – time limit
Rubric for the task
Purpose/Objectives/
Outcomes
Describe the behavior that the ESP
learners will perform, the conditions
under which it will be performed, and
the criteria for assessing mastery.
Material/Resource/
Technology
Include all materials (authenticity)
that are needed for lesson.
Beginning (1) Developing (2) Secure (3) Exceptional (4) TOTAL
Behavior, criteria, and/or Behavior, criteria, and conditions Behavior, criteria, and conditions are Behavior, criteria, and
conditions are unclear, are appropriate but ambiguous well stated and domains (language conditions are clearly and
inappropriate and/or and/or too “wordy.” skills – content) are addressed. concisely written. All relevant
missing domains (language skills -
content) are addressed.
All materials are not All materials are authentic but use of Materials provided and explained. Authentic materials provided,
included or are sloppily materials is unclear. Management of All of them are quite authentic. organized well, and easily
organized. material not described. Management of materials described. accessible for learners. Explained
clearly.

Planning for Diverse Learners No indication of Some accommodation is evident. Accommodations are evident. Accommodation clearly present
Include accommodations made for the accommodations. Does not Shows some knowledge of Consistent choices made to address for groups and individuals.
diverse ES P learners’ styles, display knowledge of learning individual needs. individual needs. Lesson developmentally
developmentally appropriateness, and needs. appropriate.
motivations for students
Instructional Strategies & Student Procedures are unclear and Procedures are clear but wordy and Procedures are clear and concise and is Procedures are exceptionally
Activities difficult to follow and brief. repetitive or too brief. Described clearly understandable for a third party. clear to enable a third party to
minimally, does not provide clear clearly teach. Description
Describe how the lesson will work in picture of the development of the includes content development,
an ESP classroom environment. lesson. transitions and closure.
Describe the lesson so that another
teacher could understand it and
implement it without your presence.
Student Assessment The behavior assessed is The behavior assessed resembles The behavior assessed matches the The behavior assessed exactly
inconsistent with the the behavior described in the behavior described in the objective matches the behavior
Describe the assessment behavior described in the objective and description of the and the description of the lesson. described in the objective and
(formative/summative) measure objective and the lesson. Criteria for success stated the description of the lesson.
for determining description of the lesson. Assessment consistent with
whether the lesson’s objective(s) as well as showing evidence of student
the ESP learners’ needs learning.
were met.

Adapted from https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/domain/9764/rubrics/lesson_rubric.pdf

Bibliography
- Asfihana, R. (2017). Teaching English for Specific Purposes (ESP) in EFL Context. Linguistics, Literature, and Language
Teaching. 3(1).

- Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley
Longman, Inc.

- Chau, N. (10 de febrero de 2011). Content-based Instruction in the Teaching of English for Accounting at Vietnamese
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- Heo, Y. (2006). Content-Based Instruction.

Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.9365&rep=rep1&type=pdf

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- Puji, H. (2017). 7 Approaches to Needs Analysis in ESP Curriculum Development. The European Journal of Applied
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Revista PUCESE. Retrieved from https://revistas.pucese.edu.ec/ICDEL/article/view/31/40

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