ESP:Approach not Product

ESP: Approach not Product

The survey above shows that in its relatively brief history there have been several major shifts in the development of ESP both in theory and practice. However, we have tried to show that, in spite of their differences, the successive stages have all concentrated on the linguistic aspect of ESP: they are all essentially language-centred approaches. In later chapters we shall look in greater detail at how this has shaped the way in which people see ESP. For now let us return to the question posed at the beginning of this section: 'What is ESP?' To answer this question fully, we need first of all to establish a context which will help us to see how ESP at the present time relates to the rest of EL T. What exactly is the status of the citizens of ESP and its satellite settlements-Iii. Relation to the general world of ELT?

In the time-honoured manner of linguistics, we shall represent the rlationship in the form of a tree (see figure 3).

The tree represents some of the common divisions that are made in ELT. The topmost branches of the tree show the level at which individual ESP courses occur. The branches just below this level indicate that these may conveniently be divided into two main types of ESP differentiated according to whether the learner requires English for academic study (EAP: English for Academic Purposes) or for work/training (EOP /EVP /VESL: English for Occupational Purposes/English for Vocational Purposes/Vocational English as a Second Language).This is of course not a clear-cut distinction: people can work  and study simultaneously; it is also likely- that in many cases the language learnt' /for immediate use in a study environment will be used later Where the Student takes up, or returns to, a job.

At the next: level down it is possible to distinguish ESP courses by the general nature of the learners' specialism. Three large categories are usually identified here: EST (English for Science and Technology), EBE (English for Business and Economics) and ESS (English for the Social Sciences). This last is not common, probably because it is not thought

What is ESP?

To differ significantly from more traditional humanities-based General English.

As we go down the tree, we can see that ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language Teaching in general. ELT, in turn is one variety of the many possible kinds of language teaching.

But, of course, there is more to a tree than is visible above ground: a tree cannot survive without roots. The roots which nourish the tree of EL T are communication and learning.

The analogy of a tree can help us to get a bit closer to a definition of ESP not so much by showing what ESP is, but rather by showing what ESP isn’t.

a.    ESP is not a matter of teaching ''specialized varieties'' of English because the fact that language is used for a specific purpose. There are some features which can identified as ''typical'' of a particular context of use, and which , so, the learners is more perhaps to meet in the target situation. But these differences should not be allowed to obscure the far larger area of common ground that underlies all English use, and indeed, all languageuse.

b.    ESP is not just a matter of science words and grammar for scientist, so on. When we look at the tree, there's actually much hidden from view inside and beneath the tree although we know the leaves and the branches. They are supported by a complex underlying structure. The point is we need much more communication than just the surface features of what we read and hear and also we need to distinguish between performance and competence in relation to what people actually do with the language and the range of knowledge and abilities which can enables them to do it (Hutchinson and Waters, 1981).

c.    ESP is not different in kind from any other form of language teaching. It based on the principles of effective and efficient learning. Even though the content of the learning is different, the processes of learning should be any different for the ESP learner than for the general English learner.

ESP must be seen as an approach not as an product. ESP is not a particular kind of language or methodology not does it consist of a particular type of teaching material. Understood properly, it is an approach to language learning, which is based on learner need. The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language? From this question will flow a whole host of further questions, some of which will relate to the learners themselves, some to the nature of the language the learners will need to operate, some to the given learning context. Rut this whole analysis derives from an initial identified need on the part of the learner to learn a language. ESP then is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.

Conclusion

The ELT tree diagram shows that ESP is the only branch of EFL /ESL where the main branch is ELT in general. It is also a key to communication and learning. ESP is not necessarily a language fact product but as a learning to teach a language that is shown with specific and clear reasons for learning.
 Tree analogy can help us to be a little closer to ESP definition not so much by showing what ESP is, but rather by indicating whether it is ESP or not.

A) ESP is not about 'special varieties' of English teaching. Language is used for specific purposes rather than language-specific forms, different types from other forms.

 B) ESP is not just a matter of scientific and grammatical words for scientists

 C) ESP does not differ in its kind from some other form of language teaching.

 It is concluded that ESP is an approach to teaching a language in which all its firmness as content and method is based on the reason of the learner to study it.

Reference

ESP : Approach not product (ESP : Pendekatan Bukan Produk) ...09inggris2crian.blogspot.com. Access on 25-April-2017

ESP : Approach not product (ESP : Pendekatan Bukan Produk) Oleh . Rorona November 22, 2015. Access on 25-April-2017

ENGLISH FOR SPECIFIC PURPOSE (MATERI KULIAH ESP) egaginanjar79.wordpress.com/2015/05/23/english May 23, 2015 by egaginanjar79. Access on 25-April-2017

Hutchinson Tom and Waters Alan. English for Specific Purposes: A learning-centred approach