Nama : Yani widyawati

Nim : 2313261022
Introduction and Benefits of ESP in The Age of Globalisation

English for Specific Purposes (ESP) classes, which are designed to prepare level of English
for a situation in which the language will be used, known as target in which the language will be
used, known as target needs. ESP has become one of the most prominent areas of English language
teaching. language. Nowadays, ESP is not only used for adult learners of English learners who
have mastered a basic level of English or those with specific purposes of learning English, but is
also used for English learners learning general English. ESP is understood as preparing learners
for the use of English in academic, vocational or work environment where the language will be
used. In ESP, english is not learnt for its own sake or for the sake of general education. general
education, but to facilitate entry or greater linguistic efficiency in specific environments
(Basturkmen, 2006). Agustina (2014) mentioned that there are three variables in ESP, they are:

1. ESP is purposeful learning. In this setting, learners study ESP because it has specific and
concrete goals in academic and professional backgrounds with each other, rather than
because they need to learn this language because of the language and culture it contains.
2. ESP materials are designed and developed using the concept of needs analysis. The concept
of needs analysis seeks to specialise, relate and bring closer to the learners what they need
in both academic and professional fields.
3. ESP is aimed more at adult learners than at children or young people. This makes sense
because ESP is generally taught at secondary and higher academic levels, as well as in
vocational or workplace settings.

A fact of ESP is that the subject matter and the English language in the classroom, where
students can where students are able to apply what they have learnt in their English in their studies,
whether it be economics, education, accounting, business management Accounting, Business
Management, Science, Islamic Studies or Tourism. In turn, their skills in their subject areas are of
great help in English learning (Agustina, 2014). Salmani (2020) mentioned In terms of
methodological developments, ESP has witnessed three major approaches to approaches to
pedagogy over the last two decades:
  Content-based instruction (CBI)
 Content- and language-integrated and Language Integrated Learning (CLIL)
 Genre-Based Instruction (GBI). although some would also include task-based instruction
(TBI).

Approach to ESP research and will embark on a systematic and contextualised

investigation of the the (a) discursive, (b) generic, (c) social and (d) organisational dimensions and
characteristics of the domain they are investigating. They will aim to a comprehensive picture of
the professional and specialised varieties of English used within the domain. To this end, they will
borrow operational concepts and methodological tools from other disciplines and integrate them
to shed light on the shed light on the specialised domain they wish to study (Détourbe, 2017).
Nevertheless, ESP will continue to exist in different forms; the main types of ESP that will of ESP
that are likely to exist in the coming years. Détourbe (2017), are English English for Academic
Purposes (EAP), English for Specific and Academic Purposes (ESAP), English for Research
Publication Purposes (ERPP), English as an Academic Lingua Franca (EALF), English for
Academic and Occupational Purposes (EAOP) and English Medium Instruction (EMI). Last but
not least, ESP will continue to be based on the four pillars already described by (Anthony, 2018):

 Needs analysis: asking questions about the real wants, lacks and necessities of the of the
target learners; asking questions about the environment and context in which the learning
is expected to take place;
 Learning objectives: identifying the language, genres and skills that target learners are
expected to learners can be expected to master and use in a target situation; developing sets
of learning strategy of learning strategy objectives for the ESP class;
 Materials and methods: developing a teaching methodology, specialised textbooks or other
textbooks or other types of materials (e.g. audio, video, etc.);
 Evaluation: measuring learners' performance gains on a test; evaluating the success of the
ESP course and the quality of teaching.
Referensi:

Agustina, T. 2014. English For Specific Purposes (Esp): An Approach Of English Teaching For
Non-English Department Students. Journal Beta. Vol 7 (1): 27-63.
Anthony, L. 2018. Introducing English for specific purposes. Routledge.
Basturkmen, H. 2006. Ideas And Options In English For Specific Purposes. New Jersey:
Lawrence Erlbaum Associates, Inc., Publishers.
Détourbe, M. A. 2017. Mapping Specialized Domains Through A Wide-Angled Interdisciplinary
Approach: The Case Of British Higher Education And Research. International Journal of
Language Studies. Vol. 11(3): 73-94.
Salmani, M. A. 2020. English for Specific Purposes: Traditions, Trends, Directions. Studies in
English Language and Education. Vol. 7(1): 247-268.