I have been supervising MA TESOL and Applied Linguistics students this summer as they write their dissertations and I have most recently been marking them. May of the students have focussed on ESP (both EAP and EOP) for their research, but most of them have concentrated on general English (EGP). I also attended a Business English conference in the summer. I saw some interesting presentations at the conference and have have seen some interesting MA studies and it has made me realise that the distinction between EGP and ESP may not be so clear.
Many general English teachers or courses seem to take the needs and interests of the students very seriously and try to tailor the courses to match these needs. They consider what they are doing to be general English. In contrast many ESP (EAP and EOP) courses or teachers do not. They often seem to take a published EOP or EAP textbook and use it without a proper needs analysis. They think that is what ESP is. I have often wondered why, for example, English for hotel workers is considered to be ESP, but English for tourists staying in the hotel is not!
So it would seem to me that the important distinction we need to make is not between ESP and EGP, but between teachers and courses that take the interests and needs of their students seriously and those that do not.
ESP books are rare, but Routledge have recently published a series called: Routledge Introductions to English for Specific Purposes, edited by Brian Paltridge and Sue Starfield – well know joint editors of the Handbook for English for Specific Purposes (Wiley, 2013).
According to the blurb: Routledge Introductions to English for Specific Purposes provide a comprehensive and contemporary overview of various topics within the area of English for specific purposes, written by leading academics in the field. Aimed at postgraduate students in applied linguistics, English language teaching and TESOL, as well as pre- and in-service teachers, these books outline the issues that are central to understanding and teaching English for specific purposes, and provide examples of innovative classroom tasks and techniques for teachers to draw on in their professional practice. Continue reading →
At the ESP Special Interest Group (SIG) meeting at the IATEFL conference in Brighton this year, there seemed to be some lack of agreement as to whether EAP was a type of ESP. This was shown in several presentations – and committee discussions – when ESP seemed to be contrasted with EAP. People would say and write things such as “In ESP and EAP” and “it is true in ESP, but what about EAP?”
I’m preparing a presentation in commemoration of the 50th Issue of the IATEFL ESP SIG publication for the IATEFL conference IN Brighton in April Here are a few more images that I plan to use, plus some figures and charts drawn from an analysis of article titles from 50 issues of the publication:
In a piece of work that a student handed in recently, I found the following sentences. The assignment was for a research methods course and the task was to analyse some questionnaire data using IBM SPSS Statistics. Continue reading →
The journal of the IATEFL ESP SIG – Professional and Academic English – which I have edited for a while is coming up to its 50th issue. I thought it would be interesting to look back over the 50 issues to see how ESP – including EAP – has developed.
Language for Specific Purposes. Sandra Gollin-Kies, David R. Hall, and Stephen H. Moore. London: Palgrave Macmillan, 2015.
Theoretical and practical books about ESP teaching are rare, so I was happy to see this book available recently. Although the title is “Languages for Specific Purposes”, most of the examples are from English and as well as that useful research from other languages is included. The book is highly recommended to all ESP, including EAP, teachers.
In Language for Specific Purposes, Gollin-Kies, Hall, and Moore provide a good overview of the history, concepts, application, pedagogy and research of language for specific purposes (LSP).
I have recently received a large amount of work from my students of international business that is very messy, very badly organised – pages in the wrong order, tables not fitting on the page, even pages upside down and at 90 degrees. I have been wondering why. Most of the students I am thinking of were second or third language speakers of English and there seemed to be an inverse correlation between English language competence and quality of presentation of work, but I do not think it is direct. It has reminded me of several other experiences I have had and I wonder if there is a connection. Continue reading →
I remember a number of years ago, after a morning of evaluating student oral presentations with a colleague and wondering why they sometimes said strange things, I mentioned that it seemed to me that people lost their common sense when they were speaking a language they were not very confident in. My colleague – who was a good linguist and had never experiences such issues – disagreed. Continue reading →
My daughter was recently given a series of 8 books with the title Mastery of Speech, written by Frederick Law and published in New York in 1919.
It is described as: A course in Eight Parts on General Speech, Business Talking and Public Speaking, What to Say and How to Say It under All Conditions.
The titles of the eight books are:
Book One: How to Speak Correctly and Pleasingly
Book Two: How to Use Words Correctly
Book Three: How to Speak Well Under All Ordinary Conditions
Book Four: How to Speak in Daily Business Life
Book Five: How to Speak under Trying Conditions
Book Six: How to Speak In Private Life and in Public Places
Book Seven: How to Speak on Public Occasions
Book Eight: How to Find Material for Talking and Speaking
Book 4 might be useful in ESP business contexts! Books 5, 6 & 8 might be useful in EAP situations! Continue reading →