Definition and Criteria of ESP

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CHAPTER II REVIEW OF RELATED LITERATURE

The discussion in this chapter is divided into two subjects. First is the theoretical description that supports the research and the second is the theoretical framework of the research. On the first discussion, it explains about theories and concepts as the foundation to solve the problems in this research. In the theoretical framework of the research, the researcher presents her summary on the theories performed in the first sub-topics.

A. Theoretical Description

This section covers the theories and or concepts behind the terms used in this study. It explains successively: English for Specific Purposes ESP, Instructional Materials Design, and Teaching Speaking using Communicative Language Teaching CLT.

1. English for Specific Purposes

In this study, the writer discusses the definition and criteria of ESP, classification of ESP, and ESP course design. By presenting this part, the writer gives an overall view of what makes this study becomes a part of ESP.

a. Definition and Criteria of ESP

According to Pauline C. Robinson 1980: 5, English for Specific Purposes or ESP focuses attention on the purpose of the learner and refers to the whole range of language resources. In order to understand what is implied by ESP we can continue the quotation from Mackay pg. 73, as cited in Pauline C. Robinson, 1980: 6: It here ESP is generally used to refer to the teachinglearning of a foreign language for a clearly utilitarian purpose of which there is no doubt. Hutchinson and Waters 1987: 18 give definition of ESP not so much by showing what ESP is, but rather by showing what ESP is not. They stated that: 1 ESP is not a matter of teaching „specialized varieties’ of English. The fact that language is used for a specific purpose does not imply that it is a special form of the language, different kind from other forms. 2 ESP is not just a matter of Science words and grammar for Scientists, Hotel words and grammar for Hotel staff and soon. Differentiating between performance and competence, between what people do with the language and the range of knowledge and abilities which enables them to do it, is very crucial necessities for us. 3 ESP is not different in kind from any other form of language teaching, in that it should be based in the first instance on principles of effective and efficient learning. Furthermore, Hutchinson and Waters 1987: 18-19 suggested that ESP must be seen as an approach not as a product. It means that ESP is not a particular kind of language methodology, nor does it consist of a particular type of teaching material. ESP is an approach to language learning, which is based on learner need. ESP is an approach to language teaching in which all decisio ns as to content and method are based on the learner’s reason for learning Hutchinson and Waters, 1987: 19. Robinson 1991 discusses another side of ESP that is the criteria of an ESP course. She states the criteria as follows: 1 ESP is normally goal directed. People learn English is not merely because they are interested in English generally, but because they really need it for study or work purpose. Considering this, the materials and activities for ESP course must be appropriate with the purpose of their study or work. 2 ESP course is based on a needs analysis. A needs analysis is carried out to specify as closely as possible what exactly the people have to do in learning English. Therefore, needs analysis should be obtained first before conducting the course. 3 There is usually clearly period for the course. The time available depends on and after the objectives have been specified. 4 People who learn ESP are usually adults rather than children. 5 People who learn ESP in class should be identical. It means that people studying in the same class must have the same kind of job or specialist. Strevens 1980: 108-109, makes of his criteria for defining ESP: ESP entails the provision of English language instruction: i devised to meet the learner’s particular needs; ii related in themes and topics to designated occupations or areas of study; iii selective i.e. „not general’ as to language content; iv when indicated, restricted as to language “skills” included. The course is designed to satisfy the identical needs which will be fairly specific and which will be occupation or study based Robinson, 1980: 12.

b. Classification of ESP