In the name of G OD

Objectives in teaching ESPO To reveal subject-specific language use To develop target performance competencies. To teach underlying knowledge. To develop strategic competence. To foster critical awareness.

The reference is made to Stern’s (1989, 1992) categorization of language education objectives. Stern distinguished four types of objectives: Proficiency objectives : concern mastery of skills Knowledge objectives : concern the acquisition of linguistic and cultural Affective objectives : concern the development of positive feeling toward the subject of study Transfer objectives : concern the ability to generalize something

This objective aims to show "How English is used in the target environment and to impart to students the knowledge about it that has been revealed by linguistic research in the field“ Bhatia (1982) give suggestions for teaching English to student of law, based on her research: Teacher are advised to discuss the organization of texts with students Teacher are advised to highlight the structure of the texts Teacher are advised to demonstrate the language of qualification in legal writing. The objective is linked to the linguistic knowledge objective and to a lesser extent, the cultural knowledge objective TO REVEAL SUBJECT-SPESIFIC LANGUAGE USE

TO DEVELOP TARGET PERFORMANCE COMPETENCIES The link between needs analysis and teaching to develop target performance competencies is straightforward Needs analysis reveals the demands and expectations of the target environment, and ESP sets out to help students meet those demands to the level of competency expected. For example, a hypothetical needs analysis reveals that one of the competencies needed by medical practitioners is the ability to ask questions to elicit personal medical histories from patients. The inventory of communicative events, speech acts, and language exponents became a specification for ESP course content.

Ball (1994) reports an ESP project developed by the British Council for bank tellers in an Arabic-speaking country. The 3-day ESP course was part of a month-long training program for bank tellers with good knowledge of banking procedures including currency transfers. The ESP course aimed to provide the tellers with English language skills to be able to process currency transfers for non-Arabic-speaking customers. The course targeted two key functions for the bank tellers: to elicit information from the customer in English and to issue a foreign currency draft in English. “This orientation can be categorized as a proficiency objective, according to Stern’s classification

TO TEACH UNDERLYING KNOWLEDGE The term underlying competencies in ESP was used by Hutchinson and Waters (1985) to refer to disciplinary concepts from the students’ field of study. They argued that ESP should focus on developing students’ knowledge of these disciplinary concepts as well as their language skills. Specific - purpose background knowledge Languag e ability Specific – purpose language ability Douglas 2000

Gimenez (2001) reports a cross-cultural study of business negotiation strategies. The study focused on the strategies of negotiators from a range of countries negotiating with an import–export company in the United Kingdom. “The objective of teaching underlying knowledge can be classified as a cultural knowledge objective, according to Stern’s categorization For Example, the Iranian negotiator used the approach of ‘extra benefits’ as a way of compensating for what the seller did not have, a strategy not used by negotiators from different cultures. The results led Gimenez (2001) to make two proposals for teaching negotiations in English for Business Purposes courses. The results led Gimenez (2001) to make two proposals for teaching negotiations in English for Business Purposes courses. First, teaching should incorporate an exploration of the status-bound behavior of negotiators (whether buyer or sellers). First, teaching should incorporate an exploration of the status-bound behavior of negotiators (whether buyer or sellers). Second, students should be required to role-play negotiations and teachers should use the role-plays as a basis for discussion on cultural differences in strategy choice. Second, students should be required to role-play negotiations and teachers should use the role-plays as a basis for discussion on cultural differences in strategy choice.

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