ESP(English for specific purposes)

ESP(English for specific purposes)

1. Types of ESP

   • (EOP) English for occupational purposes
   • (EAP) English for academic purposes
   • (EGAP) English for general academic purposes
   • (EGBP) English for general Business purposes
   • (EST) English for science and Technology
   • (ESAP) English for specific academic purposes
   • (EVP) English for vocational purposes
   • (ESBP)English for Specific business purposes
   • (EMP) English for Mediacla purposes

2. The ESP is entended to offer classes content that focb or study us on developing the language skills needed for success on the job or in study following the learner´s neeeds

   • learning centered approach
     • content
       • Satisfy learner´s needs
         • Developing communicative competence
     • Method

3. The EPS according to various authors

   • Acording to strevens (1977)"ESP concerns the emergence of a number of activities, movements and subjects that are carried out predominantly (though) not exclusively in English across the world)"It looks at the purpose for which the stedent needs to learn English for occupational or for study purposes.
     • It looks at the purpose for which the stedent needs to learn English for occupational or for study purposes.
   • Carter (1983) believes that self direction is important in the sense than an ESP course is concerned with turning learners into users of the language.
   • Lorenzo (2005)remind us that ESP"concentrates more on language in context than on teaching grammar and language structures". Thus, different factors must be taken into account to understand how the social, interpersonal and discursive context of language shapes its forms and uses.
   • Coffey (1985) observes that ESP is "a quick and econonomical use of the English language to pursue a course of acedemic study (EAP) or effectiveness in paid employment (EOP)."
   • Hutchinson (1987) state that:" ESP is an approach to language teaching in which all decisions as to content and method are based on the learner´s reason for learning"
   • Gledhill (2000)shows how introductions to medical articles about cancer reserach use a limited and predictable phraseology.This research has great potential, specially the potential of relating the more general findings of genre analysisto specific languge use, and thus to materials production.