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Origins and Development of ESP

This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses three main factors that contributed to the emergence of ESP: 1) the increased global demand for English as the language of technology and business after World War 2, 2) revolutionary changes in linguistics that shifted the focus to how language is used in real-world contexts, and 3) developments in educational psychology emphasizing the importance of focusing instruction on learners' specific needs and interests to improve motivation and learning outcomes.

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Regina Fauqa Imani
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439 views3 pages

Origins and Development of ESP

This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses three main factors that contributed to the emergence of ESP: 1) the increased global demand for English as the language of technology and business after World War 2, 2) revolutionary changes in linguistics that shifted the focus to how language is used in real-world contexts, and 3) developments in educational psychology emphasizing the importance of focusing instruction on learners' specific needs and interests to improve motivation and learning outcomes.

Uploaded by

Regina Fauqa Imani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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THE SUMMARY OF ENGLISH FOR SPECIFIC PURPOSES

(A Learning- centered approach by Tom Hutchinson and Alan Waters)

Page 1 - 8

By:

Elih Permana BIB 150058

Regina Fauqa Imani BIB 150046

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

BALE BANDUNG UNIVERSITY

2018
SECTION I
WHAT IS ESP?

1. The Origins of ESP


There are three main reasons common to the emergence of all ESP, they are:

a. The Demands of a Brave New World


The end of the second world war in 1945 heralded an age of enormous and
unprecedented expansion in scientific, technical and economic activity on an international scale.
This expansion created a world unified and dominated by two forces, technology and commerce
which in their relentless progress soon generated a demand for an International language. For
various reasons, most natably the economic power of the United states in the post-war world, this
role fell to English.

The effect was to create a whole mass of people wanting to learn English, not for
pleasure or prestige of knowing the language, but because English was the key to the
International currencies of technology and commerce. As English became the accepted
international language of technology and commerce, it created a new generation of learners who
knew specifically why they were learning a language-businessman who wanted to sell their
products, mechanics who had to read instruction manuals, doctors who needed to keep up with
developments in their field and a whole range of students whose course of study included
textbooks and journals only available in English. All these and many others needed English and ,
most importantly, they knew why they needed it.

b. A Revolution in Linguistics
Traditionally the aim of linguistics had been to describe the rules of English usage, that is
the grammar. However the new studies shifted attention away from defining the formal features
of language usage to discovering the ways in which language is actually used in real
communication. One finding of this research was that the language we speak and write varies
considerably, and in number of different ways, from one context to another.

The view gained ground that the English needed by a particular group of learners could
be identified by analysing the linguistics characteristics of their specialist area of work or study
c. Focus on the Learner
New developments in educational psychology also contributed to the rise of ESP, by
emphasising the central importance of the learners and their attitudes to learning. Learners were
seen to have different needs and interests, which would have an important influence on their
motivation to learn and therefore on their effectiveness of their learning. This lent support to the
development of courses in which ‘relevance’ to the learners’ needs and interests was paramount.
The standard way of achieving this was to take texts from the learners specialists area – texts
about Biology for Biology students etc. the assumption underlying this approach was that the
clear relevance of the English course to their needs would improve the learners’ motivation and
thereby make learning better and faster.

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