Faculty of Languages and Letters Department of English University of Bejaia Faculty of Languages and Letters Department of English Subject: ESP/EAP   File one: introduction to ESP

Definition Since its appearance fifty years ago, the concept of ESP has known continuous evolutions and refinements narrowing down in perspective at times and widening at others. What comes in the following is a review of the main ESP definitions to which most reference has been made in the last three decades.

1- Robinson “It is a course that is…..purposeful and is aimed at the successful performance of occupational or educational roles. It is based on a rigorous analysis of students’ needs and should be tailor-made. Any ESP course may differ from another in its selection of skills, topics, situations and functions and also language. It is likely to be of a limited duration.” (Robinson 1980, p. 13) Robinson (1991) included two main features in her definition of ESP: the homogeneity of ESP classes, and the limitedness of ESP classes to adult learners in academic settings or in work settings.

Hutchinson and Waters (1987) ESP is an approach not a product - ESP is not restricted to the teaching of specialised varieties. - It is not related to a particular methodology nor does it consist of particular materials. - ESP courses have not to be based on the surface features of the language but rather on the underlying competence

Hutchinson and Waters (1987) Hutchinson and Waters (1987): an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” (1987:19).

Dudley-Evans and St. John (1998) In their 1998’s Developments, Dudley-Evans and St. John proposed a definition of ESP based on seven main characteristics (absolute and variable): Absolute characteristics: ESP is defined to meet specific needs of the learner; ESP makes use of the underlying methodology and activities of the disciplines it serves; ESP is centred on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities.

Dudley-Evans and St. John (1998) 2. Variable characteristics: ESP may be related to or designed for specific disciplines; ESP may use, in specific teaching situations, a different methodology from that of general English; ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be used for learners at secondary school level; ESP is generally designed for intermediate or advanced students. Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners.” (Dudley-Evans and St. John 1998: 04)

II- Emergence of ESP Historical reasons, 1- the shift of the balance of power after Second World War (henceforth WWII) to the USA and the immense demand for a world lingua franca 2- the strong demand to a wide efficient and rapid English language teaching during the 1970s’ oil crisis (focus on the wishes, needs, and demands of the learners)

II- Emergence of ESP The developments made in the field of linguistics (in the 1970’s): -discourse-rhetorical analyses and communicative approaches: - The language we speak and write varies considerably from one context to another. - The adaptation of the language instruction to meet learners’ needs was now made possible (Hutchinson and Waters, 1987)

III- Emergence of ESP The developments made in the field of educational psychology the importance of learners’ needs and attitudes to the effectiveness of learning, and strongly contributed to teachers and course developers’ interest in the needs of the learners.

Classifications of ESP: Tree Diagramme

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