Language learners
who are in the process of developing expertise in their fields need English
communication skills as tools in their training.
Language learners
who are already experts in their fields need English communication skills as
tools in their work.
Learners: Studying
to enter professions, focusing on the language of
academic
performance in specific discourse communities (and sometimes
preparing for
near-future identified workplace needs)
Learners: Employed
in industry sectors, focusing on the language of job performance (or
preparing for
identified employment opportunities) [Are already experts in their fields
need English communication skills as tools in their work]
Academic
institutions (e.g., universities, vocational schools, language schools, etc.)
Public and private
sector organizations (e.g., company headquarters, factories, government
offices, etc.).
General terms and
meaning (For education purposes)
Specific terms and
meaning are used(Based on their occupation EX: Doctors, Air traffic
controller and Engineer
Varies from
children to adult
Adults who already
have been exposed into english
Syllabus-centred
Learner-centred
Report writing, final project report
Report writing, organizational structure
Focus on communication
Focus on contents
Not restricted English (academic)
build skill sets that bridge to workplace
Restricted English(professional)
improve profession standards and quality
Focusing on the language of academic performance in
specific discourse communities (and sometimes preparing for near-future
identified workplace needs)
Focusing on the language of job performance (or preparing
for identified employment opportunities)
Before we discuss further about the fundamentals of
ESP training, let’s take a look on the definition of ESP itself. ESP or English
for Scientific Purposes is a branch of English Language Teaching (ELT).Some
people described ESP as simply being the teaching of English for any purpose
that could be specified. Others, however, were more precise, describing it as
the teaching of English used in academic studies or the teaching of English for
vocational or professional purposes. According
to Dudley-Evans (1997) in his one hour speech in a conference in Japan, he defined
ESP in terms of ‘absolute’ and ‘variable’ characteristics.
The
division of ESP into absolute and variable characteristics, in particular, this
is very helpful in determining what is and is not ESP. From the definition, we
can see that ESP can but is not necessarily concerned with a specific
discipline, nor does it have to be aimed at a certain age group or ability
range. ESP should be seen simple as an 'approach' to teaching, or what
Dudley-Evans describes as an 'attitude of mind'. Similarly, Hutchinson et al.
(1987:19) who state, "ESP is an approach to language teaching in which all
decisions as to content and method are based on the learner's reason for
learning".
Meanwhile, ESP training is any training that is
related to language and its objective is to achieve goal in the specified
purposes. There a lots of ESP Training that has been designed in many fields
for example; English training for Oil and Gas, Aviation,
Automotive, Engineering, Finance, Insurance, Law, Marketing, Medical and
Military. In
fact, you could find hundreds of sites that offered you a variety of ESP training's just with a click.
Here is a list of site that provides ESP Training:
In order
to design ESP training, we need to know more about its fundamentals.There are three fundamentals in ESP Training which
are centrality of training need analysis, authenticity of language & tasks
and interactivity and communication. All
of these three rudiments will be explored thoroughly in another posts. However,
the main focus would be related to the question which is “Discussing the role
of needs analysis, authentic language and tasks and communicative purposes?”
Overall, fundamentals of ESP training can be translated as
the core, or the basics of ESP training, which brings our understanding that
fundamentals of ESP training, is keys in doing ESP training. In this topic, we
had elaborated 3 basics in doing ESP training.
The first one is
centrality in need analysis, which means first we must centralized our needs
that is why we shall do need analysis, in this case we shall focus on what and
who we shall analyse before we conduct need analysis. The need assessment shall
help the trainer to identify the students’ needs before designing a module to
conduct the training.
Next is authenticity of language and task, this means in ESP
training it is compulsory to use real language; language that is used in
everyday and the tasks given should be relatable with real life action. For
example, while training a group of Malaysian tour guides, we as trainers we
should train them using Malaysia English or English that their oriented with.
It is not compatible if we use American English with them as they are not used
to it. For the tasks given, it is better if we give them real life oriented
task as this will help improve their understanding and easier for them to apply
it in their work field, for example, in training a group of tour guides it is
right to let them practice the language in environment they familiar with like,
giving description about a museum which they usually go to not just pick a
random place.
The third fundamental of ESP training is interactivity and
communication in other words, the students and trainers must cooperate with
each other. There must be communication between them, not only between trainers
and learners but also learners and learners, trainers and trainers. It is
essential to have our learners interact with each other as communication can
help develop the learning process. For example, the learners can have a group
discussion among themselves and trainers. This can be done through tasks given
and assessment at the end of lesson. In the ESP training it is crucial to have
two ways input and output, what is taught must be tested and used. Therefore,
in designing ESP training, a trainer must think ways to have their learners
interrelate with what they want and what is taught to them.
All these fundamentals are vital in ESP training and they are related to each others as they ensure the effectiveness of a training. Thus, we need to understand them before designing and developing an ESP training.
References
Dudley-Evans, Tony (1998).
Developments in English for Specific Purposes: A multi-disciplinary approach.
Cambridge University Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan
(1987). English for Specific Purposes: A learner-centered approach. Cambridge
University Press.