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but it is “aware” of the need of the learners. In accordance with what is stated by Streven 1988 in Evans,1998 also distinguishes ESP based on two characteristics,
the absolute and variable characteristics. The absolute characteristics described that ESP: is designed to meet specific needs of the learners; makes use of the underlying
methodology and activities of the disciplines it serves; is centred on language grammar, lexis, register, skills, discourse and genres appropriate to these
activities. While the variable characteristics define ESP into four aspects: ESP may be related to or designed for specific disciplines; it may use, in specific teaching
situations, a different methodology from that of general English; it is likely to designed for adult learners, either at a tertiary level institution or in a professional
work situation. It could, however, be used for learners at secondary school level; it is generally designed for intermediate or advanced students. Most ESP courses
assume basic knowledge of the language system, but it can be used with beginners.
b. Classification of ESP
In terms of teaching ESP, need analysis on developing the teaching and materials, the activities that centred on language, skills, discourse as well as the
methodology become the defining features in ESP. Carter 2001 further states that ESP itself is divided into two main categories, namely English for Occupational
Purposes EOP and English for Academic Purposes EAP. While Kennedy Bolitho 1984, as stated in Khan 2011, categorize ESP into three types. First,
English for academic purposes EAP, which is taught in an academic context, in a target situation according to learner’s needs and sponsor’s targets as a school
subject independent or integrated and as a discipline-based pre-studypre- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
sessional or in-studyin-sessional. Second, English for Occupational Purposes EOP which is taught in a professional frame work. The learners learn English
according to their professional needs which are sometimes before starting their profession as a pre-experience or mid their work as a simultaneous or after starting
their work as a post-experience. Third, English for Science and Technology EST. Another classification is made by Robinson 1991 in Evans 1998 that divides
ESP into two main areas: English for Academic Purposes EAP and English for Occupational Purposes EOP. The division is made according to when they take
place as described in figure 2.3.
Figure 2.3. ESP classification by experience Robinson, 1991 in Evans, 1998
The distinction is important since it affects the degree of specificity that is appropriate to the course. A pre-experience or pre-study runs at any specific work
EOP
ESP
EEP EAP
Pre-experience SimultaneousIn-service
Post-experience
For study in a specific
discipline
As a school subject
Pre-study In-study
Post-study Independent
Integrated PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
