OLEH Group 2:
Ananda Defi
Dewi nopita sari
Dwi astuti
Eti nur jannah
Fidia makhlufah
Hayinatul fahmiyah
Irma masfufah
Liga puspita sari
Nur Silviana
Titin sri wahyuni
Trisia kuntari purbaningsih
Nur Silviana
CHAPTER I
INTRODUCTION
The teaching of English for special purposes (ESP) has received considerable attention in the last few decades. Developments in the testing of ESP, however, have not been fast enough to cope with instructional advancements. In fact, there has been little or no practical attempt to construct language tests that would assess learners’ communicative performance in various academic and vocational areas.
There are two desirable principles underlie the teaching of ESP. First, the language to be taught should be related, as closely as possible, to the learner’s immediate and expected needs; and second, the language should be taught to prepare learners for authentic communication. To achieve these objectives, ESP teaching and testing attempt to focus on the elements of “communicative competence” (Hymes, 1968, 1971; Munby, 1978; Strevens, 1966, 1977; Widdowson, 1979; Wilkins, 1976).These requirements, however, are much easier to state than accomplish practically because both defining and measuring communicative competence are problematic.
Language learners under these conditions may need a kind of communicative competence, which has considerably different characteristics from those of illiterate native speakers. Such examples of various types of communicative competence could be expanded to include all specific fields in ESP. In other words, learners in a specified field would have to develop communicative competence for that field which is somewhat different from the communicative competence in other fields. To avoid some of these complexities in defining what type of communicative competence is appropriate for what group of learners, I have suggested using the term ‘functional competence’ (Farhady, 1980). It seems to me that communicative competence would be assumed as a totality of language knowledge in a theoretical sense. Based on their needs, language learners would perform certain communicative functions, and I propose that the knowledge of these functions be called functional competence.
CHAPTER II
The teaching of English for special purposes (ESP) has received considerable attention in the last few decades. Developments in the testing of ESP, however, have not been fast enough to cope with instructional advancements. In fact, there has been little or no practical attempt to construct language tests that would assess learners’ communicative performance in various academic and vocational areas.
There are two desirable principles underlie the teaching of ESP. First, the language to be taught should be related, as closely as possible, to the learner’s immediate and expected needs; and second, the language should be taught to prepare learners for authentic communication. To achieve these objectives, ESP teaching and testing attempt to focus on the elements of “communicative competence” (Hymes, 1968, 1971; Munby, 1978; Strevens, 1966, 1977; Widdowson, 1979; Wilkins, 1976).These requirements, however, are much easier to state than accomplish practically because both defining and measuring communicative competence are problematic.
Language learners under these conditions may need a kind of communicative competence, which has considerably different characteristics from those of illiterate native speakers. Such examples of various types of communicative competence could be expanded to include all specific fields in ESP. In other words, learners in a specified field would have to develop communicative competence for that field which is somewhat different from the communicative competence in other fields. To avoid some of these complexities in defining what type of communicative competence is appropriate for what group of learners, I have suggested using the term ‘functional competence’ (Farhady, 1980). It seems to me that communicative competence would be assumed as a totality of language knowledge in a theoretical sense. Based on their needs, language learners would perform certain communicative functions, and I propose that the knowledge of these functions be called functional competence.
CHAPTER II
THE CONTEXT OF ESP
A. Background and Development
A. Background and Development
Definition of English for Specific Purposes (ESP)
ESP is, basically, language learning which has its focus on all aspects of language pertaining to a particular field of human activity, while taking into account the time constraints imposed by learners.
ESP is identified two central areas :
1. Content: is concerned with how narrow or broad the scope of a particular course is, when compared with the totality of the language.
Ex:
· English for Business Purposes" will prove to have too broad a scope and for them, a course designed for their specialization within the field of business will be appropriate, for instance in Advertising, Accounting, Marketing or Human Resources.
2. Methodology: is also of crucial importance. Since ESP, courses aim to develop linguistic skills relating to particular spheres of activity, not only the nature of the linguistic items introduced, but also the ways in which they are introduced and how they are practiced, are highly significant.
Richards and Rod Rodgers (1982) opinion:
The authors attempt to set up a model whereby they can evaluate language teaching comparatively in terms of small number of general principles.
There are three purposes of methodology:
1. Approach: It means that a theory of language and language learning.
2. Design: Refers to the specification of actual content and a description of the role of teacher, leaner and teaching materials.
3. Procedure: Deals with technique and classroom practice.
The Benefits of English for Specific Purposes ( ESP):
· Learning speed.
ESP results in faster acquisition of required linguistic items. This is because it follows the pattern of native speaker acquisition of language for specific purposes, in which speakers learn what they need, when they need it, in authentic, content-based contexts. ESP not only follows this pattern, but also improves upon it by providing an opportunity to learn in an accelerated, intensive context.
· Learning efficiency
On an ESP, course trainees make the maximal use of their learning resources, all of which are brought to bear on acquiring specific, pre-identified linguistic items and skills. Obviously, the needs analysis is of vital importance here, since it enables trainers to determine the specific requirements of trainees.
· Learning effectiveness
On completion of an ESP course, trainees are ready to use language appropriately and correctly in job related tasks, tasks that have been identified prior to the course by means of a needs analysis. Therefore, upon completion of the course, English is usable immediately in the employment context. In addition, trainees are prepared for further job-related training in English, such as an MBA. Such preparation will result in greater academic performance since no time is wasted in acquiring necessary language.
B. A Data Base: Questions from the Classroom
Here we shall use some concrete examples of ESP classrooms as our straining point, and see what issues arise as a consequence. We shall take as our “data base” one of the films in the series “teaching observed”. The series was producing by the B.B.C. in conjunction with the British council and accompanied by a textbook {1977}.
The film has the following major sections:
* Part one : English for study purposes in schools
In schools where English is the medium of instruction, the language teacher is shown relating the language class to other subjects. In other schools, pupils are show learning a more restricted set of skills, such as reference reading and note taking.
* Part two : English for higher education and English for occupational purposes
This section of the film shows English classes within institutions of higher education, such as a “study skills” class, and lessons on note taking and report writing. It also shows people learning English in the context of their profession, for instance, hotel employees, a customs and Excise officer and office staff.
1 Principles of syllabus and materials organization
We can detect a number of different Principles on which whole programmers, or part of programmers, based on:
*Analysis of language structure
In one of the primary school classes, for instance, we see the children practicing superlative forms in the context of comparisons of measurement. A secondary school class observed working on the passive voice in relation to science classes, and the language teacher on a university study skills course helps students with the correction of grammatical errors in their written reports.
*Language function
Although the principal orientation of the language teaching and learning in these films is via grammatical items, an approach through what we have come to call the “functions” of language is sometimes discernable in the primary class already mentioned, example, much of the pupils’ work is organized under such heading as ‘ description’,’ observation’, and ‘measurement’. It is often out of these language functions that grammar practice develops.
*Language skills
The principle of structuring classes according to ‘study skills’, where activities appropriate to academic study are analysis and broken down to from the basis for language work.
*Integrated syllabus.
This type of syllabus is particularly relevant to ESL, where English is the medium of instruction and communication in other subjects. The notion of ‘language across the curriculum’ is therefore very evident. There are lesser degrees of integration in many other classes, often depending on the teacher’s perception of his/her role, and the location of teaching, whether in a classroom or ‘on site’, the actual workplace.
2 Views of language
Language has traditionally been a starting point: it is the first element to be analyzed. This can readily be complete by glancing at standard publications for language teaching. Language may be the second element to be analyzed and choice of language items than depends on a particular social situation, a study activity, or some other contextual framework.
LANGUAGE AS STARTING POINT LANGUAGE AS DEPENDENT
Language analysis Activity/ Situation analysis
Materials Language choice
Materials
3 Views of learning and ‘skill’
It is a particularly interesting area in ESP, with a lot of potential development. ESP has led to more advanced and complicated views of skill than the traditional four of reading, writing, speaking and listening. There are three points:
First: the integration of skills
Second: heading is “restricted skills” and concerns the selection of specific skills in relation to learners’ needs.
Third: takes into account the nature of the term skill itself (comprehension skill).
4 Classroom organization
The film shows us a wide range of possibilities for organizing classroom. In other lessons, students work in groups or pairs and the students work individually.
5 Role of the teacher
In many cases, the teacher is the focal point with the attention of the whole class directed at him/her. In others, after dividing the class into to groups or pairs, the teacher responds to queries, listen, and sums up at the end. Finally, (s) he is often required to give individual advice. Therefore, we can see the teacher in many roles: as director, manager, advisor and consultant.
CHAPTER III
CONCLUTION
This paper has described the concept of ESP by providing examples of the function of ESP than explain about learning speed, learning efficiency and learning effectiveness. A definition and methodology of ESP are to use to easy to learn ESP. methodology of ESP divide to be three subjects that are approach, design and procedure. Beside that ESP, have some examples of database in the classroom by using film as object that used for teacher training purposes and deal with variety of aspects of English language teaching, including lesson planning; teaching reading, listening and writing; and the introduction of new language items.
That's all
This paper has described the concept of ESP by providing examples of the function of ESP than explain about learning speed, learning efficiency and learning effectiveness. A definition and methodology of ESP are to use to easy to learn ESP. methodology of ESP divide to be three subjects that are approach, design and procedure. Beside that ESP, have some examples of database in the classroom by using film as object that used for teacher training purposes and deal with variety of aspects of English language teaching, including lesson planning; teaching reading, listening and writing; and the introduction of new language items.
That's all
Thank you
Questions and Answers
THE CONTEXT OF ESP
1. How many branches are English for specific purposes?
Questions and Answers
THE CONTEXT OF ESP
1. How many branches are English for specific purposes?
Answer:
There are two branches of ESP, they are:
• EAP (English for Academic Purposes) and EOP (English for Occupational Purposes)
2. How can we detect a number of different Principles on which whole programmers, or part of programmers, give explanation?
Answer:
1. Analysis of language structure
In one of the primary school classes, for instance, we see the children practicing superlative forms in the context of comparisons of measurement. A secondary school class observed working on the passive voice in relation to science classes, and the language teacher on a university study skills course helps students with the correction of grammatical errors in their written reports.
2. Language function
Although the principal orientation of the language teaching and learning in these films is via grammatical items, an approach through what we have come to call the “functions” of language is sometimes discernible in the primary class already mentioned, example, much of the pupils’ work is organized under such heading as ‘ description’,’ observation’, and ‘measurement’. It is often out of these language functions that grammar practice develops.
3. Language skills
The principle of structuring classes according to ‘study skills’, where activities appropriate to academic study are analysis and broken down to from the basis for language work.
4. Integrated syllabus.
This type of syllabus is particularly relevant to ESL, where English is the medium of instruction and communication in other subjects. The notion of ‘language across the curriculum’ is therefore very evident. There are lesser degrees of integration in many other classes, often depending on the teacher’s perception of his/her role, and the location of teaching, whether in a classroom or ‘on site’, the actual workplace.
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