Classification of ESP English for Specific Purposes

b. Classification of ESP

Hutchinson and Waters 1987: 16-17 divide ESP into two main types differentiated according to whether the learner requires English for academic study EAP: English for Academic Purposes or for worktraining EOPEVPVESL: English for Occupational Purposes English for Vocational Purposes Vocational English as a Second Language. At the next level, it is also possible to distinguish ESP courses by the general nature of the learner’s specialization. Here, the levels are usually identified into three large categories namely: EST English for Science and Technology, EBE English for Business and Economics, and ESS English for Social Sciences. Times of learning are pre-study, in-study, and post- study. The clearer explanation about ESP is in the following figure: English Language Teaching ELT English as L1EMT English as Foreign Language EFL English as L2ESL General English GE English for Specific PurposesESP English for Business English for Science English for Social Sciences and EconomicsEBE and TechnologyEST ESS EAP EOPEVP EAP EOPEVP EAP EOPEVP Figure 2.1. The Branch of ELT, taken from English for Specific Purposes by Hutchinson and Waters 1987: 17 ESL can be divided in the same way as EFL The writer classified „A Set of English Instructional Speaking Materials for the Registration and Information staff of Panti Rapih hospital using CLT ’ into English for Occupational or Vocational Purposes EOP under the English for Business and Economics EBE since the Registration and Information staff need English for their occupation. Mackay and Mountford as cited in Robinson, 1980: 6 suggest three kind of purpose in ESP: 1 Occupational requirements, e.g. for international telephone operators, civil airline pilots, etc. 2 Vocational training programs, e.g. for hotel and catering staff, technical trades, etc. 3 Academic or professional study, e.g. engineering, medicine, law, etc. Strevens as cited in Robinson, 1980: 6- 7 suggests that „All special purpose language teaching courses are either occupational or educational in nature.’ He makes a further three-way distinction according to the timing courses, and produces the following figure: Figure 2.2. Three-way Distinction According to the Timing of Courses by Strevens pg. 81, as cited in Robinson, 1980: 7 Pre - experience Simultaneous In - study Post - experience Pre - study Post - study Occupational Educational SP – LT or ESP ESP course Syllabus Methodology Nature of particular target and learning situation HOW? Learning theories WHAT? Language descriptions WHO? WHY? WHERE? WHEN? Needs analysis

c. ESP Course Design