Unit 5

Further Training on Disciplinary Knowledge of Foreign

Languages

English for Specific

Purposes
 Index
Scheme 3

Key ideas 4
5.1. How to study this unit 4
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5.2. The origins of English for Specific Purposes 4

5.3. ESP as an approach and not as a product 7
5.4. Business English 14
5.5. Bibliographical references 20

In depth 23

Test 24
 Scheme
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Unit 5. Scheme
 Key ideas

5.1. How to study this unit

In order to study this unit, you must read, as mandatory contents, the Key Ideas. In
addition to these contents, other recommended resources have been included to
deepen your knowledge, although they will not be requested in this unit’s test.

Throughout the unit we will consider the concept English for Specific Purposes:

▸ First, we will provide some context to be able to understand its origin.

▸ Second, will discuss its definition as an approach, rather than a product.
▸ Finally, we will focus on Business English as an example.

5.2. The origins of English for Specific Purposes

English for Specific Purposes (ESP) partly exists due to the widespread of English as
a Lingua Franca (ELF) in domain specific situations and interactions. It was not a
planned and organised movement, but rather a spontaneous phenomenon that
emerged from the demands of the new world context, a revolution in linguistics and
a focus on the learner.

After the Second World War, technology and commerce developed internationally.
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The rapid economic and scientific growth generated an urgent demand for an
international language, and this role was soon assumed by English due to a number
of different reasons.

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 According to Teodorescu (2010), English was seen by non-native speakers as the new
lingua franca because it responded to their needs of communication, business
doing, and information sharing. A new generation of learners appeared, those who
were studying English for specific reasons: businessmen, doctors, scientists, etc.

On the other hand, there were new ideas in the field of linguistics. Language was not
seen as a set of grammar rules anymore, but as a means of communication. Research
showed that language differed from one context to another, so, for example, the
English used in medicine was different from the English of engineering. As a Result,
the English language needed by a specific group of learners could be identified
analysing the specific characteristics of the area of the language use.

Finally, the development of educational psychology, with its emphasis on the

learners and their attitudes, also contributed to the rise of ESP. Learners’ needs and
interests became extremely important.

ESP was mainly a result of the expansion of demand for English to suit specific
needs and of the developments in the fields of linguistics and educational
psychology.

ESP started developing in the 1960s and, since then, it has gone through four main
stages:

▸ Register analysis-based approach: Research focused on the analysis and

identification of grammar and lexical features of different registers. These
linguistic features were later used as a basis for teaching syllabi design.
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▸ Discourse analysis approach: It was based on the suprasentential level of

language. Therefore, the development of ESP during this stage was associated to
the emerging fields of discourse analysis and text linguistics. During this stage
research focused on the way in which sentences were connected in discourse to

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Unit 5. Key Ideas
 produce meaning. Therefore, the main aim was to identify the organisational
patterns in texts and to analyse the linguistic means used to signal them.

▸ Target situation analysis approach: It tried to organise all the previous

knowledge on a more scientific basis. Research was particularly interested in
establishing procedures to relate language analysis to the learners’ reasons for
learning. The features which were identified were later used as syllabi for ESP
courses. This process is known as ‘need analysis’. (Chambers, 1980).

▸ Skill-centred approach: It considers the process of thinking that lies beyond

language use. The central focus of this approach is on reasoning and interpreting
processes as the ones responsible for extracting meaning from discourse.

All these approaches, despite their differences, focus on language use. Unfortunately,
identifying and describing what people do with a language to enable them to learn it
is not enough. Nowadays, ESP is starting its fifth stage, which is based on the process
of language learning. This means that research in the field is now conducted under a
wider perspective which focuses on learners and their acquisition process.

Therefore, over the last decades ESP has been considered a Learner-centred
approach whose main goal is that of fulfilling the specific professional or vocational
needs of learners.

Time to think:
How is English for Specific Purposes different form English as a Foreign Language?
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Unit 5. Key Ideas
 5.3. ESP as an approach and not as a product

In this section we will analyse the nature of ESP and we will provide a definition for
this linguistic phenomenon. To do so, first, we will first consider the connection
between ESP and ELT.

The following diagram represents this relationship:

Figure 1: English Language Teaching. Source: Adapted from Hutchinson and Waters, 2006.
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As we can see in the figure above, the upper bubbles represent the divisions at which
ESP courses occurs: English for Medical Studies, English for Technicians, English for
Economics, English for Secretaries, English for Psychology and English for Teaching.

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Unit 5. Key Ideas
 Time to think:
Have you ever attended an ESP course? And of any other FL? How was it different
from “regular” courses?

Just below the upper level we find English for Academic Purposes and English for
Occupational Purposes. English for Occupational Purposes is also known as English
for Vocational Purposes and Vocational English as a Second Language.

The level below represents ESP courses according to the general nature of learners’
needs. The three major categories are English for Science and Technology, English
for Business and Economics and English for Social Sciences.

Another level down, we can see that ESP is a branch of the EFL/ESL areas, which are
themselves branches of Language Teaching. Finally, the base of the diagram is
learning and communication.

This helps us understand that:

▸ ESP is not a special variety of the English language.

▸ ESP is not just a matter of specific vocabulary. Communication, or the way we use
the language, is of outmost importance.
▸ ESP has not got any particular methodology.

The most general of the definitions of ESP is that given by Hutchinson and Waters,
1987. According to them, ESP should be considered an approach and not a product.
This means that it “does not involve a particular kind of language, teaching material,
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or methodology" (Dudley-Evans and St John, 1987, as cited in González, 2015, p 383).

Another feature of ESP, which Dudley-Evans included later, was the fact that it had
to meet the specific learners’ needs.

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Unit 5. Key Ideas
 In addition, as González states, it is restricted in terms of the skills to be learnt, there
is no pre-established methodology, and is a goal-directed approach that is limited in
time and aimed at professional adults with some basic knowledge of English .

According to Dudley-Evans and St John (1998), ESP should not be a subject-content

directed discipline, but a discipline addressed to meet the needs of specific students
by using methodologies and materials connected to the discipline on which it is
centred, and by focusing on the language that is related to it.

ESP is not a not a particular type of methodology or a particular type of

teaching material, but an approach to language learning based on learners’
needs.
In other words, it is an approach which changes and shapes itself according to
the changing needs of the learners.

Nevertheless, change is constant in our globalised world, so ESP is constantly

evolving, and it will continue to do so in the years to come.

As we have seen, these definitions construct the notion of what ESP really is and give it
an important place in the field of Foreign Language Teaching. ESP is taught in many
different contexts, from In-company courses to subjects part of Vocational training
programmes.

Time to think:
In your opinion, what should the main focus of ESP be on?
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Unit 5. Key Ideas
 Things to consider before you teach ESP

1 Try to familiarise with the materials or textbook you will be using.

You need to be the expert in English Teaching, but you do not need to be an expert in the
2 field of ESP you are teaching e.g. your students might be experienced businesspeople.
Make sure you know what they need English for in order to adjust the material i.e. need
3 analysis.

4 You might need to use extra materials

Table 1. Things to consider before you teach ESP.

According to Wharton (1999), learners find academic and professional genre

acquisition challenging, since it does not only imply understanding the concepts of
the surface discourse but also the social and cultural values that surround it.

According to Basturkmen (2005), some ideas on how to help our students in this
respect could be:

▸ Using a competency-based approach: Focusing on helping students meet those

demands to the level of competency expected. For example, in the field of
medicine one of the competences to focus on could be helping our students be
able to ask questions in English to elicit medical histories in clinical settings.

▸ Teaching underlying knowledge: Focusing on the cultural knowledge connected

to the field of expertise we are dealing with.

▸ Developing the strategic competence: Strategic competence is a link between

the external context and the internal background knowledge needed for a specific
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situation. The way in which we can help them develop this competence is by
presenting them with situations for them to interact and practise. The intention
is to bring to the surface the knowledge that the subtends already have about the
subject area so as to create opportunities for them to portray this knowledge in
the target language.

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Unit 5. Key Ideas
 ▸ Raising critical awareness: It is considered and ‘affective’ objective, since it
involves discussing with students the way in which rules and communicative
practices in the target environments are established and making them aware of
how to try to change the situation in order to find a better position for them. It is
aimed at changing how learners “feel about themselves and to improve their
perceptions of their status in relation to members of the target environment.”
(Basturkmen, 2005, p 141).

An important thing that should be considered by EFL teachers is the field of activity
of the learners, since it will define the basic shape of their requirements. However,
these requirements vary depending on “the professional status and specialty of the
user, and they are also limited by the geographical and sociolinguistic setting”.
(Kourilova, 1979, p 431).

Non-native English teachers who are not experts in other specialisations such as law,
economics or medicine, usually admit that terminology is the most time-consuming
part of preparation for their lessons. Therefore, teachers should always take into
account the balance between content and language when teaching ESP. (Popescu,
2015).

ESP teachers should learn from their students and take advantage of questions about
subject content to provide opportunities for them to develop their fluency.

We might need to ask students to describe in English their own systems (political,
economic…) and that will result into translations. The problem with this is that even
if they have a high level of English it will be very difficult for them to explain these
systems. (Popescu, 2015).
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This means they will need to translate concepts that would be difficult even for a
professional translator, so the teacher should be ready to answer their questions.
Depending on the field of ESP that is being taught, there will be more or less
straightforward translations, so we should also be ready to give them some

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Unit 5. Key Ideas
 translation strategies; e.g. the Think-Aloud Protocol, a technique in which students
verbalise their thoughts as they are reading a text.

Finally, regarding the selection of resources, we must take into account that they play
a crucial role in ESP and they depend on the methodologies and approaches we
adopt. We ought to bear in mind that these materials should always engage our
students in their learning process in order to help them become autonomous and
independent learners. One way in which we can do this is by scaffolding our students’
understandings of language use and by offering constructive feedback on their
development.

The stages to be followed when teaching ESP should be: Needs Analysis,
curriculum/course design, teaching-learning process (connected to materials
selection and methodology) assessment, and evaluation. However, according to
Dudley-Evans and St John (1998), they should not be seen as separate, but
overlapping activities in a cyclical process that depend on one another.
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Figure 2. Cyclical stages in ESP. Source: Adapted from Dudley-Evans and St John (1998).

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Unit 5. Key Ideas
 In the table 2 the different stages are explained:

Stages in ESP
Needs Analysis: This is the first step you should follow to personalise ESP. Analyse what
1 your students need and expect.
Curriculum and course design: In order to design a good curriculum for an ESP course
needs analysis is essential, since it will provide important information on the lexis and
2 grammar that should be included.
Materials selection and methodology: The materials and methodology will depend very
much on the Needs Analysis. They are a question of planning, structuring, and integrating
3 everything.
Assessment: Diagnose the process and provide feedback on the performance of the
4 student. This means you should focus on their progress.

5 Evaluation: Evaluate whether the student has achieved the standards of the course.

Table 2: Stages in ESP

According to Basturkmen, apart from all these ideas, some general ‘macrostrategies’
(Stern, 1992) that could be used when teaching ESP are:

▸ Input-based strategies: Students are provided with comprehensible and specific

input as the basis for adequate output.
▸ Output-based strategies: Students are placed in situations in which they have to
perform production tasks.

To sum up, ESP teachers should find out what their students need or want to achieve,
get to know in which contexts they will have to use their English language skills,
anticipate possible problems, choose adequate materials for their lessons and assess
and evaluate their students’ performance.
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The criteria for evaluating specific purpose language performances should be derived
from the specific purpose context itself. Its focus should be on assessing the students’
ability to use language accurately to be able to perform appropriately in authentic
contexts (Douglas, 2013).

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Unit 5. Key Ideas
 For more information on this topic go to the In depth section.

Time to think:
What do you think it is essential to know as a teacher before teaching ESP
(vocabulary and grammar, methodology…)?

5.4. Business English

Business English as Lingua Franca

In the 1980s, Business English as Lingua Franca (BELF) started to be used because
people needed a common language to communicate for transactions and their
interaction, and English seemed to be a good option. However, during that decade it
was not an extremely successful idea. The situation started to change in the 1990s,
due to globalisation. New business structures and the use of the Internet for social
activities fostered cross-border mergers and changed communication patterns
worldwide.

At the turn of the millennium, business enterprises and entire organisations realised
that they had to be ready to engage in international interactions.

Most organizations chose English as a language for communication, since

most of the important issues they had to deal with became internationally
shared with multicultural, multinational and multilingual organizations. In
addition, some businesses explicitly opted for English as well because it was
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mastered by most of their employees.

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Unit 5. Key Ideas
 Nevertheless, the language used in their daily activities was not the English language
used by native speakers, but a special variety of English spoken by non-native
speakers to communicate in those specific contexts. This is how BELF emerged.

All these changes obviously affected the way in which English was taught for business
purposes. This is why we may find subjects known as ‘English for Business purposes’
(EBP) and ‘English Business Communication’, the latter being more focused on
communication for business purposes in English.

In the area of business communication, ELF was discussed in terms of ‘International

English for Business Purposes’ (IEBP) and ‘International Business English’ (IBE)
(Johnson and Barlett, 1999).

The research that was vital for the construction of the concept of English as Business
Lingua Franca (BELF) was based on several projects and studies (Kankaanranta et al.,
2013).
The merger project (2000-2002) focused on the analysis of internal communications
in merged Finnish-Swedish companies. Its authors focused on investigating language
use and communication practices among business professionals with different
linguistic backgrounds. The major findings of the first project can be summarised as
follows:

▸ English was used as Lingua Franca, instead of Finnish or Swedish, in all

hierarchical positions.
▸ English was considered a neutral and equal alternative, so its use contributed to
the creation of a feeling of togetherness.
▸ BELF resulted to be culturally dependent, so it was not perceived as a ‘cultureless
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code’ but a ‘linguistic masala’ (Meierkord, 2002).

Between 2006-2009 another project was carried out in this respect, the Knowhow
project. It mainly aimed at finding out how communication was affected by essential

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Unit 5. Key Ideas
 changes in business such as globalisation, advancement of IT systems or networks.
The major findings during these years were the following:

▸ BELF was considered to be a shared resource by most business professionals in

the international market.
▸ BELF was evaluated as global language as it was not bound to any particular
variety of English.
▸ BELF competence involves knowledge and skills (accommodation and listening
skills, as well as the ability to understand different varieties of English).
▸ BELF depends heavily on the context of its use and the users.
▸ BELF is closely related to multiculturalism and multilingualism.

The findings on the notion of BELF and its relation to successful communication led
to the construction of the concept of ‘Global Communicative Competence’.
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Figure 3. Model of Global Communicative Competence. Source: Adapted from Louhiala-Salminen &
Kankaanranta, 2011.

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Unit 5. Key Ideas
 As we can see in figure 3, the notion of Global Communicative Competence consists
of several layers that surround the core concept, and all of them are necessary for
successful communication.

The concept of Multicultural Competence includes the knowledge and skills to

manage situations which involve people from different national, organisational, and
professional cultures. The second layer, Competence in BELF, is quite different from
the knowledge of language spoken by native speakers, and it includes the knowledge
of business-specific genres and communication strategies. Finally, the third layer,
Business Knowhow, refers to business-specific knowledge that is shared by the
business community.

Multicultural Competence, Competence in BELF and Business Knowhow are

the necessary elements to reach a proficient use of the Global Communicative
Competence.

As teachers, we need to understand the difference between English as a Foreign

Language (EFL) and Business English as Lingua Franca (BELF):

Criterion EFL BELF

Successful interaction Native Speaker-like language Business communication skills

requires skills and strategic skills
Emulate Native Speaker
The speaker aims to Get the job done
discourse
Business community cultures
National culture of the Native
Culture and individual cultural
Speaker
backgrounds
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English is owned by Its Native Speakers Nobody and everybody

Table 3. Comparison between EFL and BELF. Source: Adapted from Kankaanranta & Louhiala-
Salminen, 2013

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Unit 5. Key Ideas
 As we can see in the table 3, there are some key differences between the concepts
of English as a Foreign Language (EFL), and as Business English as Lingua Franca
(BELF), particularly in the areas related to language use and communication, so it
could be concluded that BELF is understood as a language that can be learnt both, by
non-native and native speakers of English.

EFL has a series of characteristics that define desirable learning outcomes. On the
other hand, BELF characteristics define its nature, so it is rather difficult ‘language’ to
be taught. “The model of Global Communicative Competence could serve as a good
framework for addressing the pedagogical challenges involved”. (Kankaanranta et al,
2013, p 30).

Time to think:
What do you think an EFL teacher should know to be able to teach Business English
(vocabulary and grammar, methodology…)?
What do you think non-native students need to know about Business English in
order to face the future challenges in their careers?

Business English for Specific Purposes

As we have explained, there are many different types of ESP. In this section we will
focus on Business English as an example of what this means.

Business English is obviously the type of English used in business contexts. This
includes many different options such as international trade, finance, insurance or
banking.
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Since Business English is part of what we call English for Specific Purposes (ESP), it
shares the characteristics that are common to all fields of work in ESP:

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Unit 5. Key Ideas
 ▸ Needs analysis: Before starting the course, teachers of Business English should
do a thorough analysis of their learner’s needs and their targets. The learner’s
needs will vary from one learner to another and they imply personalising
education, i.e. get to know what our students want to achieve and help each of
them know what they have to do in order to learn. On the other hand, target
needs represent what the learners of Business English will have to do in the
different target situations.

▸ Syllabus design and course design: The goals should be defined in relation to the
findings of needs analysis. Also, ESP involves a specific corpus and it emphasises
on particular types of communication in a specific context.

▸ Materials selection, in which the use of authentic materials is usually

encouraged. The materials and students you might find in a Business English
course can be challenging at the beginning, so you should give yourself extra time
to get ready for this type of course and to familiarise with the contents and
vocabulary you will be teaching.

However, according to Ellis and Johnson (1994), Business English is different from
other varieties of ESP because of its mix of specific content and general content.

The most important goal for our students will be communicating effectively
and efficiently in the different contexts and situations they will have to face.

This means that there are some particular features that we should teach our
students. The main ones we should bear in mind when teaching Business English are:
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▸ Specific terminology connected to the field: Our students should learn the
vocabulary they will be dealing with.
▸ Effective communication: We need to take into account that in business contexts
of any kind it is important not to leave anything for interpretation. We need to be
as clear as possible in order not to waste time or even make them lose money.

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Unit 5. Key Ideas
 In order to do so some tips that we could give our students are:
∙ Use simple grammatical structures: Use short and direct sentences;
remember that most situations in the world of business take place among
non-native speakers.
∙ Avoid proverbs or idioms.
∙ Learn Business English expressions.

The teaching style and methodology that you will probably use when teaching
Business English will be very different from the ones you use when teaching EFL. For
example, instead of pair work or group work, your students might learn better
through case studies or role plays.

Regarding resources, apart from textbooks, there are many websites you can use to
find materials and tips to teach Business English. Some of them are:
▸ Business English Site
▸ Business English
▸ Learn English Today
▸ English Club

5.5. Bibliographical references

Basturkmen, H. (2006). Ideas and options in English for specific purposes. ESL and
Applied Linguistics Professional Series. LEA.
http://ebookcentral.proquest.com/lib/univunirsp/detail.action?docID=274514.
© Universidad Internacional de La Rioja (UNIR)

Chambers F. (1980). A re-evaluation of needs analysis in ESP. The ESP Journal, 1(1),
25-33.

Douglas, D. (2013) ESP and assessment. In B. Paltridge & S. Starfield (Eds.). The
Handbook of English for Specific Purposes (pp. 367-384). Wiley-Blackwell.

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Unit 5. Key Ideas
 González, C. (2015) English for Specific Purposes: Brief History and Definitions.
Revista de Lenguas Modernas, 23, (379-386).
https://doi.org/10.15517/rlm.v0i23.22359

Hutchinson, T., & Waters, A. (2006). English for Specific Purposes. Cambridge
University Press.

Johns, A. (2013). The history of English for specific purposes research. In B. Paltridge
& S. Starfield (Eds.). The handbook of English for Specific Purposes (pp. 5-30). Wiley-
Blackwell.

Johnson, C. & C. Bartlett (1999). International Business English – What should we be

teaching? BESIG Business Issues, 3, 8-10.

Kankaanranta, A. & Louhiala-Salminen, L. (2011). Professional Communication in a

Global Business Context: The Notion of Global Communicative Competence. IEEE
Transactions on Professional Communication, 54(3), 244-262.
https://aaltodoc.aalto.fi/bitstream/handle/123456789/17854/A1_louhiala-
salminen_leena_2011.pdf;sequence=1

Kankaanranta, A., & Louhiala-Salminen, L. (2013). What language does global

business speak? The concept and development of BELF. Iberica, 26, 18-31.
http://dialnet.unirioja.es/servlet/articulo?codigo=4510856

Kourilova, M. (1979). Teaching English for Specific Purposes. The British Medical
Journal, 2(6187), 431-433.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1595665/?tool=pmcentrez&report
© Universidad Internacional de La Rioja (UNIR)

=abstract

Meierkord, C. (2002). Language stripped bare’ or ‘linguistic masala’? In K. Knapp & C.

Meierkord (eds.). Culture in lingua franca conversation (pp. 109-133).

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Unit 5. Key Ideas
 Popescu, D. (2015) Specificity in Teaching English for Specific Purposes. Annals of the
“Constantin Brâncuși” University of Târgu Jiu, Letter and Social Science Series, (4), 61-
67.
http://www.espaciotv.es:2048/referer/secretcode/docview/1827378553?accountid
=142712

Teodorescu, A. (2010). Teaching English for Specific Purposes. Petroleum-Gas

University Of Ploiesti Bulletin, Philology Series, 62(2), 67-74.
© Universidad Internacional de La Rioja (UNIR)

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Unit 5. Key Ideas
 In depth
Assessing English for Specific Purposes

O’Sullivan, B. & Berry, V. (2016, September 27) Assessing English for Specific Purposes.
British Council. [video file]. YouTube.
https://www.youtube.com/watch?v=62sMGrmxjto

This video will broaden your perspective on English for Specific Purposes. First it
provides a general idea about ESP and then it especially focuses on the way in which
it can be evaluated.

Business English

Business English. (n. d.). British Council.

https://learnenglish.britishcouncil.org/business-english

In this website you will find resources and information related to Business English.
There are podcasts, videos, lessons, a magazine with articles connected to Business
English, etc.

Methodologies

Basturkmen, H. (2006). Chapter 9: Methodologies. In Ideas and options in English for

specific purposes. ESL and Applied Linguistics Professional Series. (pp113-132) London:
LEA. http://ebookcentral.proquest.com/lib/univunirsp/detail.action?docID=274514
© Universidad Internacional de La Rioja (UNIR)

This chapter provides an overview with practical examples on how to implement

specific methodologies in the ESP classroom.

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Unit 5. In depht
 Test
1. What does ESP stand for?
A. English for Special Purposes.
B. English for Special Principles.
C. English for Specific Purposes.
D. English for Specific Principles.

2. When did ESP start developing?

A. 1950s.
B. 1960s.
C. 1970s
D. 1980s.

3. Which one is NOT a stage of the development of ESP?

A. Register analysis-based approach.
B. Register learner approach.
C. Discourse analysis approach.
D. Skill-centred approach.

4. ESP is…
A. A special variety of the English language.
B. A product.
C. A matter of vocabulary.
D. An approach.
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5. We help our students acquire academic and professional genre by

A. Giving them long lists of specific vocabulary.
B. Translating specialised texts.
C. Using a competency-based approach.
D. None of the answers is correct.

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Unit 5. Test
 6. How can we raise critical awareness?
A. Discussing with our students the way in which norms and communicative
practices in the target environments are established and making them aware
of how to try to change the situation.
B. Presenting them with situations for them to interact and practise.
C. Helping our students be able to ask questions in English to elicit questions.
D. All the answers are correct.

7. Which one is NOT a stage to follow when teaching ESP?

A. Needs Analysis.
B. Course design.
C. None of the answers is correct.
D. Evaluation.

8. Which of the following statements is true?

A. You should familiarise with the materials in advance.
B. You need to be an expert in the specific field you are going to teach.
C. Teaching ESP is the same as teaching EFL.
D. All the answers are correct.

9. Which ones are ‘macrostrategies’ proposed by Basturkmen to teach ESP?

A. Input-based strategies.
B. Audiolingual strategies.
C. ‘Macrostrategies’ should not be used.
D. All the answers are correct.

10. In Business English, which one is a particular feature we should teach?

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A. Idioms and proverbs.

B. Very elaborate structures.
C. Lots of general vocabulary.
D. Specific terminology connected to the field.

Further Training on Disciplinary Knowledge of Foreign languages

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Unit 5. Test