University of Algiers 2 \ faculty of Foreign Languages \ Department of English\ Academic year 2023-2024

Groups: 5, 6, 8 & 9. Teacher: Ms. Salhi

Course: ESP

Lesson: THE NATURE OF ESP

The very existence of ESP is due to a certain extent to the widespread and growing use of English as
a lingua franca (ELF) in various fields and domains other than those purely educational. We have seen in
the previous handout that despite its short history, there have been major shifts in the development of
ESP not only theoretically but also practically. In addition to that some broad features have been
presented; nevertheless, to understand the very nature of ESP, it is necessary to explain why the fact that
English has become the common means of communication worldwide regardless of race and culture was
and is instrumental in the development of the ESP field. This provides the ground to understand the place
of the ESP within the broader scope of ELT (English Language Teaching).

1. English as a specialized lingua franca

English as a specialized lingua Franca has its roots in the identification of specific forms of discourse
occurring in the workplace, with each having specific features.

The first characteristic relates to the context of use, leading sometimes to a talk specific to the institution
or organization where it is more likely to be understood amongst its users.

The second characteristic emerges from the existence of what is called “frontstage” and “backstage”
talks. These two adjectives qualify different discursive zones within the same context, the former being
“the public face of the workplace” and the latter qualifies whatever talk happening beyond the public
scene. For example, doctor-patient interaction is “frontstage” whereas the talk between doctors is
“backstage” as they often use the specific jargon of the medical field from which the patient is somehow
excluded.

The third characteristic of this workplace discourse involves the existence of structured professional tasks
or activities related to specific linguistic knowledge and skills. These are often used similarly in a variety
of situations of different domains or fields, setting the ground for common workplace language
objectives, hence ESP. Indeed, many academic and professional fields or domains depend on English to
find their ways in the globalized world we live in today where global communication, international
cooperation have become mandatory to thrive not only for individual but also institutions and
organizations worldwide.

2. ESP within the scope of ELT

As seen previously, ESP has been tailor-made to satisfy the communicative needs of specific populations
of learners in the academic or professional settings. To deepen our understanding of ESP as an approach,
its distinction from ELT and more particularly from ESL (English as a Second as Language) or general
English is necessary.

There are three (3) major differences between them:

a. The learners and their purposes for learning English

ESP students are generally adults already having some knowledge of English. Their learning is directed
towards communicating, developing professional skills and performing particular job-related functions.
Then, at the onset of any ESP course or program there is always an assessment of purposes, needs and the
functions for which English is required. Because ESP is part of a shift from traditional concentration on
teaching grammar and language structures to an emphasis on language in context, it covers subjects
ranging from accounting or computer science to tourism and business management.
For students specializing in the English language and literature the field of professional activity covers all
kinds of transnational communication ranging from teaching ESL to interpreting or translation in
international tourism and business servicing. Indeed, in ESP the English taught is related to the students'
future careers.
b. The goals of instruction

ESL and ESP differ not only in the nature of the learner, but also in the goals of instruction. In fact, if in
ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a
needs analysis that determines which language skills are most needed by the students, and the syllabus is
designed accordingly.

c. The emphasis on the skills to be activated

EFL/ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP a
needs assessment determines which language skills are most needed by the students, and the program is
designed accordingly.

3. English for specific purposes in English Language Teaching

ELT is” the practice and theory of learning and teaching for the benefit of people whose first language is
not English (Collins dictionary).
Unlike other fields of education, ELT has been subject to enormous changes, especially in the 20 th
century.
In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the
specific English language needs of the target learners/students. It refers to teaching a specific genre of
English for students with specific goals which is oriented and focused on English teaching and learning.

a. Differences between ESP and ELT

ELT
ELT allows students to study the principles of language
and communication, and the practice of English
language teaching, while also incorporating courses
from a variety of other subject pathways
ELT teacher is termed as “lecturer” • It is not so in
ELT. Here teacher is concerned with teaching only
ELT teacher does not necessarily set the goals and
objectives of the program
ELT teacher, on the contrary, is involved in an
`educational operation`
Awareness of given course. • Limited variety of courses
and contexts. • The teacher is a ‘consultant’ who
prepares a classroom strategy
• In an ELT context, a teacher is usually the fountain of
the content knowledge. He asserts his authority in the
class and seldom serves as a mentor
ESP
ESP is assumed to be more focused, practical and
object-oriented (Dudly-Evans &St John, 1998)
ESP teacher is termed as ‘practitioner • ’ The ESP
teachers perform a variety of roles like that of
collaborator, researcher, course designer and material
developer along with conventional role as a teacher
ESP teacher is to design a syllabus based on realistic
goals and evaluating students` performance • No team
teaching..
ESP teacher is basically involved in a `training
operation` equipping the learners with a `restricted
competence` to cope with defined tasks
Awareness of the need’ (Hutchinson and Waters, 1987,
p.53). • there is a huge variety of ESP courses and
contexts • An ESP teacher is not the ‘primary knower’
of the carrier content of the material
In certain ESP contexts,e.g. English for Academic
Purposes (EAP), English for Occupational Purposes
(EOP) and Business English, the teacher assumes the
role of a mentor who offers one-to- one advice to
 students.
ELT teacher has assigned a prepared material which is ESP teacher has to prepare his own teaching materials.
available from many years He/she either collects materials from various sources or
writes his/her own when the desirable is not available
ELT teacher has assigned a prepared material which is ESP practitioners work in various academic and
available from many years professional genres, they need to have knowledge of
their students’ specialism to plan courses and teaching
materials
• In the field of ELT, there is no such research because • An ESP practitioner is also supposed to have an
the same traditional grammatical structures are being interest in research methods that can be helpful in
taught till now. • A Teacher knows cultural sensitivities performing various tasks like need analysis, course
of his students especially while teaching in a non-native designing and material selection. • ESP teacher needs to
setting know cultural sensitivities of his students.
Various trainings are being arranged for teachers before special training courses must be arranged. • The pre-
and in services service, in- service and refresher courses can be fruitful
for the specific training of ESP teachers.
ELT has shown the reproductively from material for ESP teaching is more student-centred • ESP has shown
improving reading and writing skills. ‘how a communicative language curriculum could be
turned into either a functional- notional or a task-based
syllabus’
IN ELT students are dependent on teachers and seen ESP ensures student autonomy; it would be a good idea
less creativity and motivation to ask students to select materials themselves. This
freedom of choice can enhance their creativity and
motivation
CONCLUSION • The spread of ESP has influenced English language teaching. At present, many ELT teachers
analyze the needs of their students to make their programs more effective. Teachers should conduct ‘action
research’ that would help them to analyze the efficacy of their specific language courses and the methodology
applied for them

REFERENCES

• Ajideh, P. (2009). Autonomous Learning and Metacognitive Strategies in ESP Class. • Journal of English Language
Teaching, Volume 2, No.1, pp.161 - 168

• Dudley-Evans, T. & ST. Jhons, M. J. (1998) Developments in English for Specific Purposes, Cambridge, Cambridge
University Press.