ESP and Listening

listening in the materials McDonough surveyed took the form of tried - and - tested language teaching
techniques (e.g. gap filling, sentence/dialogue completion, picture questions and labeling diagrams)
while, in other cases where speaking was emphasized, attention to listening was incidental. Secondly,
there is a disjunction between ESP teaching and research. McDonough observed that many of the
materials she reviewed did not seem to have been based on research. Although this observation was
about ESP in general, it is especially true of listening in the area of English for occupational purposes,
where so little research has been carried out.

Active listening can occur in all types of listening contexts and is not restricted to situations where the
individual is interacting with others. It is needed when one is talking to another person (interactive
listening) or when listening to a talk or a lecture (one - way listening). In interactive listening, listeners
engage their interlocutors in repeating and explaining messages to obtain greater clarity in their attempt
to construct an understanding of the message (D ö rnyei and Kormos 1998 ; Farrell and Mallard 2006 ;
Vandergrift 1997, 2006 ).

Exploring the Construct of ESP Listening

The term “ active listener ” refers to “ someone who constructs reasonable interpretations on the basis
of an underspecified input and recognizes when more specific information is required. The active
listener asks for the needed information ” (Brown 1990 : 172).

To listen actively, language learners need to:

• have an available source of relevant knowledge to support cognitive processing;

• use listening skills to facilitate comprehension and interaction;

• engage in metacognitive processes to enhance and regulate their own comprehension and listening
development. (Goh 2005 ; Vandergrift and Goh 2012 ).

Active listening can occur in all types of listening contexts and is not restricted to situations where the
individual is interacting with others. It is needed when one is talking to another person (interactive
listening) or when listening to a talk or a lecture (one - way listening). In interactive listening, listeners
engage their interlocutors in repeating and explaining messages to obtain greater clarity in their attempt
to construct an understanding of the message (D ö rnyei and Kormos 1998 ; Farrell and Mallard 2006 ;
Vandergrift 1997, 2006 ). In one - way listening, where the context does not allow them to do this, active
listeners will make use of appropriate strategies to cope with diffi culties and facilitate their
comprehension by making predictions or drawing inferences, as well as monitoring and evaluating their
understanding (Goh 2002 , Vandergrift 2003 ).

ESP listening as a construct has many similarities to ESL listening. It involves the same cognitive
processes that draw from a number of similar knowledge sources to process spoken input, and requires
the use of the same core (or “ macro ” ) skills that enable effective attention to information in accord
with the purpose for listening. Where the two types of listening differ is in the additional skills and
specific types of knowledge required for EAP and EOP purposes.

PENJELASAN SLIDE 1 PPT

Pernyataan tersebut menyiratkan bahwa "ESP listening" (English for Specific Purposes listening) memiliki
banyak kesamaan dengan "ESL listening" (English as a Second Language listening) dalam hal proses
kognitif yang terlibat dalam pemrosesan input berbicara. Ini juga mencakup penggunaan sumber
pengetahuan yang serupa untuk memahami informasi yang disampaikan secara lisan, serta memerlukan
penggunaan keterampilan inti yang sama untuk mendengarkan dengan efektif sesuai dengan tujuan
mendengarkan.

Dalam konteks ini, "ESP listening" merujuk pada kemampuan seseorang untuk memahami dan
merespons informasi yang disampaikan dalam bahasa Inggris yang berkaitan dengan bidang atau
konteks spesifik, seperti bisnis, kedokteran, teknik, atau keuangan. Sementara itu, "ESL listening"
mengacu pada kemampuan seseorang untuk memahami dan merespons informasi yang disampaikan
dalam bahasa Inggris sebagai bahasa kedua atau bahasa asing.

Kedua konsep ini memerlukan proses kognitif yang serupa, seperti mengidentifikasi kata-kata,
menguraikan makna, memahami konteks, dan merespons secara tepat terhadap informasi yang
didengar. Selain itu, baik ESP listening maupun ESL listening membutuhkan penggunaan keterampilan
inti seperti mempertahankan perhatian, memahami maksud pembicara, dan menafsirkan informasi
dengan benar sesuai dengan tujuan mendengarkan, apakah itu memperoleh informasi, mengambil
keputusan, atau berpartisipasi dalam interaksi sosial.

ESP learning materials are typically developed for learners who have roughly an intermediate level of
profi ciency (McDonough 2010 ). One might also assume that such learners are able to understand
spoken discourse on everyday topics and can participate in a selected range of spoken interactions by
making appropriate responses.

While undergoing training in ESP listening skills, a learner is likely to be concurrently developing his or
her second language listening competence. Research suggests that the listening problems encountered
by learners in both general English and ESP contexts are similar and are linked mainly to factors that infl
uence fundamental cognitive processes, for example: accents (Goh 2000 ; Rogerson -Revell 2007 )

Introduction to ESP (English for Specific Purposes) and Listening

ESP, or English for Specific Purposes, is a branch of English language teaching that focuses on teaching
English tailored to specific contexts, purposes, or disciplines. It emphasizes teaching language skills
relevant to learners' professional or academic needs rather than general language proficiency. Listening,
as a crucial language skill, plays a significant role in ESP instruction.

ESP and listening are closely intertwined, with listening serving as a fundamental skill for effective
communication in specialized fields. ESP instruction aims to develop learners' listening proficiency within
their specific professional or academic contexts, equipping them with the language skills necessary for
success in their future careers or academic endeavors.

Exploring the Construct of ESP (English for Specific Purposes) Listening

The construct of ESP listening refers to the specialized listening skills and strategies required for effective
communication within specific professional or academic contexts. Unlike general English language
listening skills, ESP listening focuses on understanding and interpreting language used in specialized
fields such as business, medicine, engineering, law, or aviation. Here's a deeper exploration of the
construct of ESP listening:

1. **Contextual Relevance**: ESP listening activities are contextually relevant to learners' professional
or academic needs. This involves selecting listening materials, tasks, and activities that reflect authentic
communication situations learners are likely to encounter in their specific fields. For example, business
English learners might engage in listening exercises related to meetings, negotiations, or presentations,
while medical English learners might focus on patient consultations or medical lectures.

2. **Field-Specific Vocabulary and Jargon**: ESP listening requires familiarity with field-specific
vocabulary, terminology, and jargon. Learners develop listening strategies to understand and interpret
technical language and specialized terminology used in their respective disciplines. Understanding and
accurately interpreting specialized language is essential for effective communication in professional or
academic contexts.

3. **Listening Skills and Strategies**: ESP listening involves the development of specialized listening
skills and strategies tailored to learners' specific needs. These may include predicting content based on
context, identifying key information, inferring meaning from discourse markers, recognizing nuances in
pronunciation or intonation relevant to the field, and effectively managing listening tasks under time
constraints.

4. **Authentic Materials**: ESP listening materials incorporate authentic audio sources relevant to
learners' professional or academic contexts. These may include lectures, interviews, presentations,
podcasts, workplace interactions, or disciplinary-specific multimedia resources. Authentic materials
expose learners to the language, accents, and communication styles they will encounter in their future
careers or academic pursuits.

5. **Interactive and Collaborative Learning**: ESP listening activities promote interactive and
collaborative learning experiences. Learners engage in discussions, role-plays, simulations, or problem-
solving tasks that simulate authentic communication scenarios within their specialized fields. Interactive
activities encourage learners to apply listening skills in real-time and collaborate with peers to achieve
common goals.

6. **Assessment of Listening Proficiency**: ESP listening proficiency is assessed using a variety of

methods tailored to learners' specific contexts and objectives. Assessment tasks may include listening
comprehension tests, note-taking exercises, summarization tasks, oral presentations, simulations, or
authentic communication tasks that evaluate learners' ability to comprehend, interpret, and respond to
listening tasks within their specialized fields.

In summary, ESP listening involves the development of specialized listening skills and strategies
necessary for effective communication within specific professional or academic contexts. By exploring
the construct of ESP listening, educators can design targeted instructional materials and activities that
meet the diverse linguistic and communicative needs of learners in specialized fields.

Cognitive processes and knowledge sources

play a crucial role in ESP (English for Specific Purposes) listening, influencing how learners comprehend
and interpret specialized language within their professional or academic contexts. Here's a closer look at
the cognitive processes and knowledge sources involved in ESP listening:

1. **Top-down Processing**: ESP listeners often rely on top-down processing, which involves using
existing knowledge, expectations, and context to comprehend and interpret incoming auditory
information. Prior knowledge of the subject matter, familiarity with field-specific vocabulary and
terminology, and understanding of discourse structures contribute to effective top-down processing in
ESP listening.

2. **Bottom-up Processing**: While top-down processing is essential in ESP listening, bottom-up

processing is also crucial. Bottom-up processing involves decoding individual sounds, words, and
grammatical structures to construct meaning from the auditory input. In ESP listening, learners must
accurately perceive and analyze field-specific vocabulary, technical terms, and complex linguistic
features to understand the content accurately.

3. **Schema Theory**: Schema theory suggests that individuals organize and interpret new information
based on existing cognitive frameworks or schemas. In ESP listening, learners activate relevant schemata
related to their professional or academic fields, guiding their comprehension and interpretation of
specialized language. Schemata help learners make predictions, infer meaning, and connect new
information to existing knowledge structures.

4. **Domain-Specific Knowledge**: ESP listeners draw upon domain-specific knowledge related to their
professional or academic fields when engaging in listening activities. This includes knowledge of industry
practices, procedures, concepts, theories, regulations, and specialized terminology. Domain-specific
knowledge enhances learners' ability to understand and interpret the content accurately within their
specific contexts.

5. **Discourse Analysis Skills**: ESP listening requires learners to apply discourse analysis skills to
comprehend the structure, organization, and coherence of spoken texts within their specialized fields.
This involves recognizing discourse markers, identifying main ideas, understanding relationships
between ideas, and inferring implicit meanings from the discourse. Discourse analysis skills enable
learners to navigate complex spoken texts effectively.

6. **Metacognitive Strategies**: Metacognitive strategies involve planning, monitoring, and evaluating

one's listening comprehension process. In ESP listening, learners use metacognitive strategies to set
goals, select appropriate listening strategies, monitor their understanding during listening tasks, and
reflect on their performance afterward. Metacognitive awareness enhances learners' autonomy and
self-regulation in managing listening tasks effectively.

7. **Linguistic and Pragmatic Knowledge**: ESP listeners rely on linguistic and pragmatic knowledge to
interpret the linguistic features, structures, and conventions used in spoken discourse within their
specialized fields. This includes knowledge of grammar, syntax, vocabulary, discourse markers, register,
tone, and style. Linguistic and pragmatic knowledge enables learners to recognize linguistic cues and
adapt their listening strategies accordingly.

By understanding and addressing these cognitive processes and knowledge sources, educators can
design effective ESP listening instruction that fosters learners' comprehension, interpretation, and
communication skills within their specific professional or academic contexts. Integrating diverse
instructional approaches and providing opportunities for authentic practice can enhance learners' ability
to engage with and succeed in ESP listening tasks.

Listening skills and metacognitive processes

play a significant role in ESP (English for Specific Purposes) listening, enhancing learners' ability to
comprehend and interpret specialized language within their professional or academic contexts. Here's a
closer examination of how listening skills and metacognitive processes intersect in ESP listening:
1. **Selective Listening**: ESP learners develop selective listening skills to focus their attention on
relevant information within spoken texts. Metacognitive processes enable learners to set goals,
determine the purpose of listening tasks, and identify key information needed to achieve their
objectives. By selectively attending to relevant content, learners optimize their listening comprehension
and efficiency.

2. **Predictive Listening**: Predictive listening involves anticipating the content, structure, or discourse
features of spoken texts based on contextual cues, prior knowledge, and expectations. Metacognitive
processes facilitate learners' ability to generate hypotheses, make predictions, and adjust their listening
strategies accordingly. Predictive listening enables learners to anticipate upcoming information,
enhancing their comprehension and engagement with the listening task.

3. **Strategic Listening**: ESP learners employ strategic listening skills to overcome comprehension
challenges, adapt to diverse listening contexts, and optimize their performance. Metacognitive
processes enable learners to select and apply appropriate listening strategies based on the nature of the
listening task, their goals, and their understanding of the content. Strategic listening strategies include
identifying key information, recognizing discourse markers, inferring meaning, and monitoring
comprehension.

4. **Monitoring and Self-Regulation**: Metacognitive processes facilitate learners' ability to monitor

their listening comprehension in real-time and regulate their cognitive processes accordingly. ESP
learners engage in ongoing monitoring of their understanding, identifying areas of difficulty, and
adjusting their listening strategies as needed to maintain comprehension. Metacognitive self-regulation
enables learners to assess their progress, identify learning gaps, and take corrective actions to improve
their listening performance.

5. **Reflection and Evaluation**: Metacognitive processes encourage learners to reflect on their

listening experiences, evaluate their listening strategies, and identify areas for improvement. ESP
learners engage in reflective practices to assess the effectiveness of their listening approaches, analyze
the factors influencing their comprehension, and develop strategies for future listening tasks. Reflection
and evaluation foster metacognitive awareness and promote continuous improvement in listening skills.

6. **Goal Setting and Planning**: Metacognitive processes involve setting listening goals, planning
listening strategies, and organizing cognitive resources to achieve desired outcomes. ESP learners
establish clear objectives for listening tasks, identify the steps needed to accomplish their goals, and
develop action plans to guide their listening practice. Goal setting and planning enhance learners'
motivation, focus, and intentionality in engaging with ESP listening activities.
By integrating listening skills with metacognitive processes, ESP educators can empower learners to
become strategic, self-regulated listeners who effectively comprehend and interpret specialized
language within their professional or academic domains. Providing explicit instruction in metacognitive
strategies and creating opportunities for reflective practice can enhance learners' metacognitive
awareness and foster their autonomy in ESP listening development.

Researching ESP (English for Specific Purposes) Listening

involves exploring various aspects of how learners engage with and develop listening skills within
specialized professional or academic contexts. Here's a step-by-step guide to conducting research in this
area:

1. **Identify Research Questions**: Start by identifying specific research questions that address key
aspects of ESP listening. These questions may focus on topics such as the effectiveness of instructional
approaches, the impact of learner characteristics on listening proficiency, the development of listening
strategies, or the integration of technology in ESP listening instruction.

2. **Review Existing Literature**: Conduct a comprehensive review of existing literature on ESP

listening. Explore relevant research articles, books, conference proceedings, and academic journals in
the fields of applied linguistics, English language teaching, and ESP. Pay attention to theoretical
frameworks, methodological approaches, and findings from previous studies to inform your research
design.

3. **Define Research Scope and Objectives**: Clearly define the scope and objectives of your research
study. Determine the specific context of ESP listening you intend to investigate, such as business English,
medical English, engineering English, or academic English. Clarify the research aims, objectives, and
hypotheses to guide your investigation.

4. **Select Research Methods**: Choose appropriate research methods and data collection techniques
to address your research questions. Consider employing qualitative, quantitative, or mixed-methods
approaches, depending on the nature of your inquiry. Common research methods in ESP listening
research include surveys, interviews, observations, experimental studies, case studies, and discourse
analysis.

5. **Develop Research Instruments**: Design research instruments, such as surveys, questionnaires,

interview protocols, or observation checklists, to collect relevant data from participants. Ensure that
your research instruments are valid, reliable, and aligned with your research objectives. Pilot test your
instruments to identify and address any potential issues before data collection.

6. **Recruit Participants**: Identify and recruit participants who represent the target population of ESP
learners in your study. Consider factors such as language proficiency, educational background, field of
specialization, and level of experience. Obtain informed consent from participants and ensure ethical
considerations are addressed throughout the research process.

7. **Collect Data**: Conduct data collection activities according to your research plan and methodology.
Use appropriate data collection techniques to gather information from participants, such as surveys,
interviews, classroom observations, or experimental tasks. Document data systematically and ensure
data integrity and confidentiality.

8. **Analyze Data**: Analyze collected data using relevant analytical techniques and methods. Apply
appropriate statistical analyses, qualitative coding procedures, or thematic analysis to interpret the data
and address your research questions. Look for patterns, themes, and relationships in the data to draw
meaningful conclusions.

9. **Interpret Findings**: Interpret research findings in light of your research objectives, theoretical
framework, and existing literature. Discuss the implications of your findings for ESP listening theory,
pedagogy, practice, and future research directions. Consider the limitations of your study and areas for
further investigation.

10. **Communicate Results**: Present your research findings in a clear, coherent, and engaging
manner. Prepare research reports, articles, conference presentations, or academic papers to
disseminate your findings to relevant stakeholders in the field of ESP listening. Contribute to the
scholarly discourse and advance knowledge in ESP listening research through your research endeavors.

By following these steps, you can conduct rigorous and insightful research in the field of ESP listening,
contributing to our understanding of how learners develop listening skills within specialized contexts
and informing effective instructional practices in ESP pedagogy.

Developing academic listening skills

within the context of ESP (English for Specific Purposes) requires a targeted approach that addresses the
specialized language and discourse features encountered in academic settings. Here are some strategies
for developing academic listening skills in ESP:
1. **Understand Academic Discourse Features**: Introduce learners to the unique characteristics of
academic discourse, such as formal language, complex syntax, disciplinary-specific vocabulary, and
rhetorical structures (e.g., introductions, literature reviews, methodology sections). Help learners
recognize and understand these features through explicit instruction and authentic listening materials.

2. **Familiarize Learners with Academic Vocabulary**: Build learners' academic vocabulary by providing
exposure to key terms and concepts relevant to their specific fields of study. Use authentic academic
texts, lectures, and presentations to introduce and reinforce disciplinary-specific vocabulary. Encourage
learners to engage in activities that promote vocabulary acquisition, such as word mapping, concept
mapping, and word association exercises.

3. **Practice Note-Taking Skills**: Teach learners effective note-taking strategies to enhance their
ability to capture and organize information during academic lectures or presentations. Encourage
learners to develop shorthand techniques, use symbols and abbreviations, and employ visual aids (e.g.,
mind maps, diagrams) to scaffold their note-taking process. Provide opportunities for guided note-taking
practice and feedback.

4. **Focus on Listening Comprehension Strategies**: Teach learners a variety of listening

comprehension strategies to support their understanding of academic content. These strategies may
include predicting content based on titles or headings, identifying main ideas and supporting details,
recognizing signal words and transitions, and inferring meaning from context. Model and scaffold the
use of these strategies through guided listening activities.

5. **Provide Authentic Listening Materials**: Expose learners to authentic academic listening materials,
such as academic lectures, conference presentations, research seminars, and panel discussions. Select
materials that reflect the content, language, and discourse features encountered in their specific fields
of study. Encourage learners to engage critically with the content and make connections to their
academic interests.

6. **Encourage Active Engagement**: Promote active engagement during listening activities by

incorporating interactive tasks that require learners to respond to and interact with the content. For
example, use comprehension questions, discussion prompts, or role-playing exercises to stimulate
learner participation and foster deeper understanding. Encourage learners to ask questions, seek
clarification, and contribute to discussions.
7. **Provide Opportunities for Reflection and Feedback**: Encourage learners to reflect on their
academic listening experiences and identify areas for improvement. Provide constructive feedback on
learners' listening comprehension, note-taking, and comprehension strategies. Encourage self-
assessment and peer assessment to promote learner autonomy and accountability.

8. **Integrate Technology**: Incorporate technology-enhanced learning tools and resources to support

academic listening skill development. Utilize multimedia platforms, online resources, virtual lectures,
and interactive simulations to provide learners with additional opportunities to practice academic
listening in authentic contexts. Encourage learners to explore digital resources independently to
supplement their learning.

9. **Promote Language and Content Integration**: Integrate language and content learning by aligning
academic listening activities with learners' disciplinary content knowledge and academic goals.
Encourage learners to apply their language skills in meaningful contexts, such as summarizing academic
texts, discussing research findings, or presenting oral reports on academic topics. Foster interdisciplinary
connections to enhance learners' holistic understanding of academic discourse.

10. **Provide Ongoing Support and Encouragement**: Offer ongoing support and encouragement to
learners as they develop their academic listening skills. Create a supportive learning environment where
learners feel comfortable taking risks, making mistakes, and seeking help when needed. Celebrate
learners' progress and achievements to motivate continued growth and learning.

By implementing these strategies, educators can effectively support learners in developing their
academic listening skills within the framework of ESP, enabling them to engage confidently and
proficiently with academic content in their specific fields of study.

Instructors and materials

play a crucial role in the effective delivery of ESP (English for Specific Purposes) listening instruction.
Here's how instructors and materials can be optimized for ESP listening:

1. **Specialized Instructors**: ESP listening instructors should ideally have expertise or experience in
the specific field for which English language skills are being taught. For example, a business English
instructor should have knowledge of business practices and terminology, while a medical English
instructor should have a background in healthcare. This expertise allows instructors to provide relevant
examples, contextualize language instruction, and address learners' specific needs effectively.
2. **Understanding Learners' Needs**: Instructors should conduct a thorough needs analysis to
understand the specific language requirements and objectives of their learners. This involves identifying
learners' proficiency levels, language goals, professional or academic contexts, and areas of
specialization. By understanding learners' needs, instructors can tailor listening instruction to address
specific language skills and communication tasks relevant to learners' fields of study or professions.

3. **Adaptation of Authentic Materials**: ESP listening materials should be carefully selected or

adapted to reflect the language, content, and discourse features encountered in learners' professional
or academic contexts. Instructors can utilize authentic audio recordings, lectures, presentations,
interviews, podcasts, and multimedia resources that provide exposure to real-world language use within
learners' fields of specialization. Authentic materials enhance learners' engagement, motivation, and
relevance of language instruction.

4. **Contextualized Listening Activities**: Instructors should design listening activities that are
contextualized and aligned with learners' professional or academic contexts. These activities may
include listening to workplace conversations, academic lectures, industry-specific presentations,
research seminars, or disciplinary discussions. Activities should simulate authentic communication
situations and tasks that learners are likely to encounter in their future careers or academic endeavors.

5. **Variety of Listening Tasks**: ESP listening instruction should incorporate a variety of listening tasks
and activities to develop learners' listening skills comprehensively. These tasks may include predicting
content, identifying main ideas and supporting details, inferring meaning from context, recognizing
discourse markers, summarizing information, note-taking, and responding to questions or prompts.
Providing a range of tasks allows learners to practice diverse listening strategies and develop proficiency
in different aspects of listening comprehension.

6. **Integration of Language Skills**: Instructors should integrate listening instruction with other
language skills, such as speaking, reading, and writing, to promote holistic language development. For
example, learners can engage in speaking activities based on listening comprehension tasks, read
transcripts of audio recordings to reinforce vocabulary and comprehension, or write summaries or
reflections on listened material. Integration of language skills enhances learners' language proficiency
and transferability of language knowledge to real-world contexts.

7. **Use of Technology**: Instructors can leverage technology to enhance ESP listening instruction by
incorporating multimedia platforms, online resources, digital tools, and interactive activities. Technology
allows instructors to provide learners with access to authentic listening materials, interactive exercises,
self-assessment tools, virtual simulations, and collaborative learning environments. Integrating
technology enhances learner engagement, accessibility, and flexibility in accessing ESP listening
materials and resources.
8. **Feedback and Assessment**: Instructors should provide timely and constructive feedback on
learners' listening comprehension, performance, and progress. Feedback can be provided through
various means, such as individualized feedback during listening tasks, self-assessment opportunities,
peer feedback, or instructor-led discussions. Assessments should align with learners' language goals and
evaluate their ability to comprehend and interpret language within their specific professional or
academic contexts.

By optimizing the role of instructors and materials in ESP listening instruction, educators can create
engaging, relevant, and effective learning experiences that empower learners to develop their listening
skills and achieve their language goals within their specialized fields of study or professions.