UNIVERSIDAD CENTRAL DEL ECUADOR

FACULTAD DE FILOSOFÍA, LETRAS, Y CIENCIAS DE LA EDUCACIÓN

CARRERA PINE - INGLÉS
MSc. Santiago Mayorga

Course: 8 “A”
Date: January 5th, 2022

Questionnaire
Group 1
1. Multiple choice.
Many definitions are given to ESP. Some people describe ESP as simply being the
teaching of English for any purpose that could be specified. Others, however, are more
precise, select one definition of ESP.

A) Any type of English teaching that allows us to obtain specific vocabulary

B) A particular case of teaching English that helps us better understand the roles of
society
C) A type of teaching of English that involves the active participation of students
and teachers, to learn basic vocabulary
D) A movement that seeks to serve the language needs of learners who need
English in order to carry out specific roles.

2. Choose the feature that does not belong to ESP

a. ESP is defined to meet specific needs of the learners.
b. ESP was specially designed for high school students.
c. ESP uses underlying methodology and activities of the discipline it
serves.
d. ESP is centered on the language appropriate to these activities in term of
grammar, lexis, skills, discourse, and genre.

3. The emergence of ESP has resulted from many occurrences like:

a. The First World War in 1914.
b. The Second World War in 1945.
a. The economic power crisis in certain oil-rich countries.
c. The increased use of English as the international language of science,
technology and business.
 4. When did ESP arise?
a. In the early 1970s
b. In the early 1950s
c. In the early 1960s
d. In the early 1980s
5. Who are ESP learners?
a. Teenagers who learn English at high school for passing a course.
b. Adults who have already some acquaintances with English and learn the
language so as to communicate a set of professional skills and to perform
particular-profession activities.
c. Children who have never been in contact with English and start learning
the language so as to talk with their parents, who are native speakers.
d. Teenagers who have learned a little English and want to improve their
communicative skills.

Group 2
1. In ESP as a Learner - Centered Approach, it is important student comfort
and familiarity with:
a) material, language level and interest
b) stimulus, course and age
c) content, classmates and teachers
d) course, content and games
2. For ESP to be a learner-centered method, it must take into account some
factors in the learner such as:
a) attention, memory, cultural context
n) motivation, play, attention
c) needs, motivation, cultural context
d) attention, needs, memory
3. ESP as a learner-centered method provides opportunities for students to
practice:
a. critical and creative thinking, memory, cultural context
b. attention, memory, cultural context.
c. knowledge for future professional growth.
 d. critical and creative thinking, solving problems, and making decisions.
4. Learner-centered approach is the most appropriate ........... to increase
learners’ awareness of goals to .......... language, as well as to define the
….......... facilitating language learning and providing the highest results.
Aside from .................. as itself, ESP learners must be …............... motivated.
a. Solution – teach – strategies – motivation – intrinsically.
b. Strategies – learn – techniques – motivation – extrinsically.
c. Solution – learn – techniques – motivation – intrinsically.
5. ESP learner centered instruction starts with need analysis of the students,
which is followed by:

a. evaluation and assessment

b. formulation of aims, content, teaching materials, assessment and evaluation
c. content, teaching materials

Group 3
1. English for occupational purposes includes:
a) English for professional purposes & English for legal purposes.
b) English for professional purposes & English for vocational purposes.
c) English for vocational purposes & English for legal purposes.
d) English for legal purposes & English for medical purposes.

2. Choose the branch that does not belong to ESP.

a) English for Science and Technology
b) English for Academic Purposes
c) English for Occupational Purposes
d) English for Teacher and Students

1. B
2. A
3. D
4. C
3. The quantitative method was used to measure the significance of individual
goals in ESP and establish the overall level of student satisfaction with ESP course
components.

a) True b) False
4. Select the answer that is NOT a characteristic of ESP
a) Designed to meet specified needs of the learner.
b) Centered on the language
c) In contrast with General English.
d) Approach to teaching or an integration of language with science & technology as
a discipline.
5 Which is not a type of ESP?
a) ESP may be related to or designed for specific disciplines.
b) ESP may use, in specific teaching situations, a methodology different from that
of general English.
c) ESP is likely to be designed for adult learners, either in a tertiary institution or in
a professional work situation. However, it could be for students who were not in
high school.
d) ESP is generally designed for intermediate or advanced students.

Group 4
1. Which of these aspects is a difference between English for Specific Purpose
and General English:
a) The pronunciation with some words.
b) ESP has different words to use and General English is simple
c) Some words have different meaning if it uses in ESP or General English
d) The vocabulary is most complex in ESP than General English

2. Which of these options are ESP benefits?

a) Practical.
b) Concentrates more on grammar and language structures.
c) Design for learner´s need.
d) Related to a specific discipline.
e) Focus on general English.
f) Proposed for adult learner.
g) Concentrates more on language in context.
Answers:
1) a, c, e, f, g
 2) a, b, e, f, g
3) a, c, d, f, g
4) a, b, d, f, g
5) a, d, e, c, g

3. Select the correct answers, what are the main differences between ESP and
General English?
a) In English for specific purposes, the teacher must identify the students’ needs,
based on this, determine methods and materials.
b) In General English the teachers teach different vocabulary based in the
profession of the student.
c) General English is part of general education (English in traditional system of
education).
d) In ESP the materials are based on general texts.
e) ESP part of specialization (English in engineering, medical collages, etc).
f) In General English the teachers teach basic and non-specialized vocabulary.
Answers:
1. a, c, e, f
2, a, b, c, f
3. b, c, e, f
4. c, e, d, f
4. Choose the statement that is not an ESP benefit.
a) Faster acquisition of the required English language terms.
b) Optimum use of their learning resources, all of which are pre-identified according to
the goals and needs of the learner.
c) Rapid increase in job productivity and efficiency as employees are better prepared to
communicate with their clientele and colleagues
d) learners use a common language terminology after the completion of the course.

1. A
2. B
3. C
4. D

5. Match each type of English with its characteristics.

a. General English
 b. English for Specific Purposes

1. It follows a more rigid set of structures.

2. Explanations can be very unstructured and jump back and forth between
multiple points.
3. Explanations must flow well from one point to another.
4. Words have more strict definitions and mean one thing.
5. It can have multiple definitions and mean many things.

Possible answers:
1. a1, a2, b3, b4, a5.
2. b1, b2, b3, b4, a5.
3. b1, a2, b3, b4, a5.
4. b1, a2, b3, a4, a5.

6. What are the benefits of taking an ESP course?

1. Effective content application as learners can use the appropriate language

terminology on the job soon after the completion of the course.
2. Optimum use of their learning resources, all of which are pre-identified according to
the goals and needs of the learner.
3. Faster acquisition of the required English language terms: as the content is context-
based, it allows students to learn in an accelerated manner.
4. Focused in language context than on teaching grammar in English structures.
5. Stands out only through performing.

Answers.
a. 1, 2, 4
b. 1, 2, 3
c. 2, 4, 5

Group 5
1. Which of the options is an absolute characteristic of English for Specific
Purposes?
a) ESP may be related to or designed for specific disciplines
 b) ESP is generally designed for intermediate or advanced students.
c) ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse, and genre.
d) ESP may use, in specific teaching situations, a different methodology from that
of General English

2. Which of the following characteristics doesn’t belong to absolute

characteristics of ESP?

a) ESP is defined to meet specific needs of the learners.

b) ESP makes use of underlying methodology and activities of the discipline it
serves.
c) ESP may use, in specific teaching situations, a different methodology from that
of General English.
d) ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.

3. Which of the options belong to a Variable Characteristic of English for Specific

Purposes?
a) ESP is defined to meet specific needs of the learners.
b) 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.
c) ESP makes use of underlying methodology and activities of the discipline it serves.
d) ESP has had a relatively long time to mature and so we would expect the ESP
community to have a clear idea about what ESP means.

4.- According to the definition of ESP as an approach to language teaching, choose

the correct statement on which all decisions as to content and methods are based
about ESP.
a) Based on the theory as a practice of memorizing
b) Based on learner’s reason for learning
c) Based on General English Approaches
d) Based on a certain discipline or ability range
e) Based on the importance of teacher's analysis

5.- True or False

ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.

a) True b) False

Group 6
1. What do teachers need to know before starting an ESP course with
different groups of students?
a) The students’ names and their language needs.
b) The working conditions of the learners, their language needs, and the tasks
they will perform in English.
c) The number of subjects students take at the institution.
d) The tasks that the other teachers will perform as homework.

2. From the following options, choose the one that does not belong to the kind
of information that can be determined by the needs analysis:
a) Professional information: task and activities that will be used
b) Language learning information: what students need to learn
c) Language lacks in relation to their knowledge of language in general
d) How language and skills are used in target professional situations

3. What can teachers determine through the needs analysis?

a) The objectives of the ESP course and material selection that meets some
requirements.
b) Professional information.
c) Personal information.
d) Language level.

4. Regarding the ESP course design, Richards (2001) mentions three different
ideas of the process, which are:
a) Developing a course rationale, describing exit levels, choosing course content
b) Developing a course rationale, describing entry and exit levels, choosing course
content.
c) Developing unit content, describing a course rationale, choosing entry and exit
levels.
d) Developing unit topics, describing a course rationale, choosing entry and exit
levels.
5. How could the teacher perform better in helping students in an ESP
course?
a) By using videos of ESP courses
b) By using real life situations, and using methods almost identical to those in their
profession
c) By using examples from other ESP courses that he has taught before.
 d) asking your students what their mistakes are.

Group 7

1) Select which statement is not a characteristic of EAP

A) It is concerned with communication skills in English, required for study
purposes in formal education systems.
B) It assumes some basic knowledge of language, designed for improving
knowledge of specific disciplines.
C) It totally considers the students’ needs during the learning process.
D) Academic vocabulary usage, critical reading and writing, and comprehension of
academic lectures are some of the skills developed through this type of
instruction.

2) Academic English is that which is presented, for the most part, in the form
of:
A. Written English
B. Spoken English
C. Written and spoken English
D. Written English and some spoken English.

3) Fill in the following statement with the correct choice. English for Academic
Purposes bases instruction on an understanding _________, __________
and ____________ demands of specific academic disciplines.
A. Cognitive, social, linguistic
B. Cognitive, psychological, sensory,
C. Sensory, linguistic, linguistic, sensorial
D. Sensory, linguistic, social

4) Select the correct option. How does EAP benefit students?

A. The student improves the area of academic processes: categorizing,
comparing and contrasting.
B. It will improve grades; help organize and explain ideas and describe
concepts.
C. The student improves the area of cognitive skills: critical thinking,
analyzing, problem solving.
D. All the options are correct.

5) English for Academic Purposes refers to?

A) Language and associated practices that people need to study or work in
upper secondary English
 B) The language and unassociated practices that people need to study or
work in upper secondary English
C) Study of grammar
D) Vocabulary study
6) Indicate which subdivision does not correspond to English for Academic
Purposes.
A) English (Academic) for Science and Technology,
B) English (Academic) for Legal Purposes
C) English (Academic) for Medical Purposes
D) English (Academic) for Management, Finance and Economics.
E) English (Academic) for Art and Cuisine Purposes

Group 8
1. What are the tree abilities of ESP developer and are integrated into the
syllabus?

a. The first ability requires comprehensive needs analysis and because the learning-
centered syllabus, the second ability is an enormous and highly complex
phenomenon, the third ability in the intensive, accelerated and subject specific
learning contexts of ESP.
b. The first ability required in order to successfully communicate in an
occupational setting, the second is the ability to use a more generalized set of
academic skills, The third is the ability to use the language of everyday informal
talk to communicate effectively.
c. The first ability provision of continuity for its users, the second ability precision
of purpose, so that it may be assessed for appropriateness through
implementation, the third ability Sensitivity to the environment for which the
plan is intended.

2. What are the three factors that the ESP curriculum should cover?
a. Language description, learning theories, and needs analysis
b. Abilities, needs, sensitivity
c. Sensitivity, needs, theories

3. What is the goal of ESP syllabus?

a. To get information, develop cognitive and strategic competences, on the basis of
the formation of a critical attitude.
 b. To sort out the specific linguistic needs, as well as the pragmatic ones, of the
students as they are readied for given contexts in the language.
c. To sort out the specific linguistic needs, as well as the pragmatic ones, of the
teachers as they are readied for given contexts in the language.
d. To create learning opportunities to generate an authentic communication and
select the appropriate teaching methods to meet the educative needs of the
students.

4. Which of the following characteristics (of the curriculum) does not belong?

a. Curriculum specifies the work of a particular department in a college or school,

organized in subsections, defining the work of a particular group or class.
b. It is linked to time, specifying a starting point and an ultimate goal.
c. It does not specify some kind of sequencing either in accordance with a theory
of language learning, or with the structure of specifiable material relatable to
language acquisition.
d. The mode of sequencing above is constrained by administrative needs such as
materials.

5. Why is it important to have an ESP syllabus?

a) The syllabus can be seen a stament of projected routes, so that both the learners
and teachers may know where they are going.
b) - Language is a simple entity. It can be learned in one sitting.
c) - syllabus cannot take into account of individual differences.

6. According to the statement that correctly orders what corresponds to the

Skills-Centered Approach.

Skills-Centered Approach: The curriculum provides opportunities for students to

employ and evaluate skill announcement strategies deemed necessary in the target
situation.
a) Devise a system to assess the acquisition of the skills.
b) Analyze target needs.
c) Order and adapt the texts as necessary to enable a focus on the required skills.
d) Devise activities/techniques to teach those skills.
e) Select interesting and representative texts.
f) Devise a hierarchy of skills to exploit the texts.
Answers:

1. f, a, c, d, b, e
2. b, e, f, c, d, a
3. f, b, c, d, a, e
4. b, e, c, f, d, a