2.2.3 Types of ESP
There have been a number of attempts to draw up a classification for the different branches of ESP. Consequently, Strevens 1977 identifies two main
types of ESP:
1. English for Academic Purposes
2. English for Occupational Purposes.
The figure below shows the branches of ESP and thereafter follows the explanation.
Figure 1: Branches of ESP
2.2.4 English for Occupational Purposes EOP
Anthony 1997 defines EOP as the portion of the curriculum which prepares students for gainful employment in occupations ranging from low-skilled to
sophisticated jobs in technical fields. According to him, most EOP classes will ESP
EOP EAP
VSL Vocational
English e.g. English for
Auto Mechanics
Professional English for
Business, Economics
etc EAP
English for Academic
Purposes EST
English for Science and
Technology
consistently expose students to sufficient training in reading, writing, speaking and listening. From the trainings, the students explore their specific job
functions that are required and necessary in their field of work.
In EOP, instructors are more interested in exposing learners to work place skills which are needed to enter, maintain and advance in the world of work
Bukhart, 1996. This is because the learners are more interested in preparing themselves for better and more opportunities for success in the work place.
Dominguez and Rokowski 2002 pointed out that EOP emerged due to the fact that English has become a necessary tool in order to obtain a job, get promoted,
and perform effectively in the job market. Similarly, Swales 1990 noted that EOP is where English is used for finding or keeping a job, or more generally
any activity that is related to work.
In many EOP studies and modules, needs analysis leads to a well structured and organised programme. The Tour Guide ESP course falls under EOP since
its aim is to equip learners with the necessary communicative skills to enable them function competently in the work place target situation. This can be
reinforced by Dudley-Evans and St. John 1997 who argued that the teaching process of any kind of language for occupational purposes should take as a
starting point the analysis of the four language skills within an appropriate context. Generally, one can argue that EOP is more general than ESP because it
does not focus on the specific job disciplines but more general on basic skills required by students in order to prepare them for the work place.
2.2.5 English for Academic Purposes EAP