What is British for Specific Purposes (ESP)? Why ESP? Those are some typically common questions that are often arise when we talk about the area of English language. We typically know that the most typical area of English is General British (GE) or British as a Second Language (ESL) or even British as a SPANISH (EFL) but some individuals don't have a idea of what ESP is. In fact they do not even understand that the word exist in British language. If you can spend a few minutes and try to focus about British in a wider perspective, you will start to realize that British is used just about everywhere! We tend to think that British is only needed by linguists, grammarian and the ones who are in the English linguistics field however, the simple truth is English is greatly used in almost all profession. For example, medical students need British for their Medical classes and even pilots need English because of their aviation courses. Therefore, English for Medical Purposes and English for Aviation were established to suit those specific needs. Relating to Crystal (1999), British for Specific Purposes (ESP) can be simplified as the utilization of a particular variety of the dialect in a specific context useful. In addition, Robinson (1991) has discussed ESP as a 'vocabulary in context' and the courses are designed based on the learners' communicative needs (Munby, 1978). Robinson (1991) in addition has stated that:
"ESP lessons are those where the syllabus and materials are motivated in all requirements by the prior examination of communicative needs of the framework. " Robinson (1991: 20)
However the key question is how is British for Specific Purposes (ESP) not the same as English as another Language (ESL), also called General English? To have a better understanding about English for Specific Purposes (ESP), I am going to talk about the chronological development of British and through this basis then we will be able to trace the annals and development of ESP as a field of language.
To begin with I am going to talk about the development of English, particularly British as an international language. When a language is named the lingua franca, we obviously know that it is a words that is trusted as a means of communication among sound system of other languages. The acknowledgement of English dialect as the lingua franca of all activity in the international setting up has been generally regarded (Faiz, 2010) and it is not a stunning phenomenon that most people learn British just to communicate with British speaking people. In the era of globalization, folks have now realized the importance of English and the need to master the British language which means role British has expanded tremendously. This can be seen in the use of English at an increased degree of education just as 'specialized portion of research and scholarship or grant' (Faiz, 2010) and the most obvious proof is seen in the number of English speakers. Estimations of the amounts of English audio system are difficult to make however, regarding to Fennel (2009) the numbers of English native sound system are around 350 million.
According to Hutchinson and Waters (1987), ESP was not a 'planned and coherent activity' but it includes emerged because of several unified trends predicated on notably three significant reasons which have been discovered in the introduction of ESP: the needs of a Brave " NEW WORLD ", a trend in linguistics, and give attention to the learner. Hutchinson and Waters (1987) have emphasized two key historical times that gave life into ESP. In 1945, it was the finish of the next World Warfare which had helped bring with it an ". . . age of enormous and unprecedented growth in scientific, technical and financial activity on an international scale" which was then got given go up to the creation of two pushes: technology and commerce world which then acquired initiated a 'demand for a global language'. Due to the importance of technology and business in this era, the demand for English to match those needs acquired vastly expanded and people now learn English because of very specific reason: because British had become the words of technology and commerce. Long time ago, the learning of English (or other terms) was never this lucid. People used to ponder why it is vital to learn a dialect, now that British experienced become so powerful and important; corporate people used British to promote their product globally, technicians who possessed to use English to learn the manuals, experts who needed British to have the ability to read books and journals in English for his or her research. Because English was crucially essential, it possessed created a brand new kind of learners who indeed understand why they need English for and they surely learn how to strike as the iron is hot. In addition, the Oil Problems of the first 1970s was one of the factors that added to the development. British had all of a sudden become a huge business and for this reason it acquired created money and time constraints that lead to 'the need of cost effective courses which evidently defined goals'. British has become 'subject to the wants, needs and needs of people apart from language professors' (Hutchinson & Waters, 1987, p. 7).
Another factor that plays a part in the introduction of ESP is a revolution in linguistics. In this period of energy, the requirements of English training for specific need were increasing while at the same time new ideas started to take place in neuro-scientific review (Hutchinson & Waters, 1987). The traditional linguists sought to describe the features of language (grammar), whereas the radical pioneer in linguistics put a give attention to the ways in which language is used in real communication (Widdowson, 1978). The outcome of the research was that dialect, whether it is spoken or written, varies in certain ways and contexts. In another words, the dialect use will varies in given this context in which English can be used, the version of English will change. This idea was taken one step farther. If language in different situations varies, then it is possible to tailor language instructions to meet up with the needs of learners in specific contexts. Hence, there was an tremendous increase of in the late 1960s and the first 1970s in exploring particular regions of English as we can easily see in the tries of describing English for Technology and Technology (EST) by Ewer and Latorre (1969), Swales (1971), Selinker and Trimble (1976) and many more. In this phase, it can be figured by examining the linguistic characteristics of the precise area of analysis or work, we would have the ability to identify the British needed by a specific group of learners. Therefore, the guiding concept suggested for ESP by Hutchinson and Waters (1987: 8) "Tell me what you need English for and I will let you know what English you need" is precisely true to its interpretation within the ESP framework. I am absolutely decided to their saying because we can only just give what they want by knowing what they want (the term 'they' identifies the learners of English).
The other reason that leads to the origin of ESP is the concentrate on the learner, which is in cases like this in the area of psychology. The introduction of educational psychology has added to the emergence of ESP by focusing on the learners and their learning behaviour. It had been clear that different learners have different needs and passions that will then affect their learning motivation and the effectiveness of learning. Quite simply, learners were seen to hire different learning strategies, apply different skills, come up with different learning schemata, and all those things were determined by different needs and hobbies. As a result, concentrate on the learners' needs and hobbies were of paramount importance to the techniques hired to disseminate linguistic knowledge that may then donate to the better and faster learning. The thought of designing specific classes to meet these individual needs was a remarkable yet effective thought. It is listened to that ESL is learner-centered or learning-centered as one of its main concentrate is on the learner. Succinctly, the progression of ESP was led to the combination of three factors which have been discussed above and everything the three factors appeared to target towards a solitary point: the necessity for increased specialization in vocabulary learning (Hutchinson & Waters, 1987).
Let us get back to the questions asked at the start: What is ESP and why ESP? Even though it has been discussed at the start, the necessity of more information regarding ESP is still needed to be able to have a much better understanding towards this subject. It is quite evident that the learners of English as a Second/ Foreign Language are quite numerous than other language however a large number of them don't realize why the necessity to learn it. Knowing the fact that English is an important world terms, this drive drive them to learn English and besides that some research English because they're forced to take action as it is a compulsory subject at institution or even in the university. Taking Malaysia as the nearest and apparent example, English terms has been made mandatory since the starting of principal school, which is Standard One. Actually some kindergartens in Malaysia have started to teach British compulsorily with their kids from the very beginning of university life if the kids enjoy it or not. Alternatively there's also a large number of learners of British who learn British because of specific reasons. For example, one would need the data of English in order to endure socially and appropriately in an British speaking community.
I have previously explained about this is of ESP in a straightforward way, however the extended explanation of ESP is essential so a more reflective in the field of review and practice and it'll also be useful to separate it with Basic English or British Language Teaching (ELT). There are some views and positions of ESP that we can look further. Strevens' (1988) meaning makes a distinction between four utter and two varying characteristics. In his action, he says that ESP involves English language teaching that comprises complete characteristics, which can be:
designed to meet specified needs of the learner;
related in content (i. e. in its themes or templates and matters) to particular disciplines, occupations and activities centred on the terminology appropriate to people activities in syntax, lexis, discourse, semantics, etc. , and analysis of the discourse; and
in distinction with General British.
Besides that, there are also adjustable characteristics of ESP as ESP may be, but is definitely not restricted regarding the words skills to be learned (e. g. reading only); which is not taught according to any pre-ordained methodology. Dudley-Evans and St. John (1998) have offered a modified description of ESP by summing up their position in a two groupings like Strevens (1988). Their modified position is really as follows:
Absolute Characteristics
ESP is identified to meet specific needs of the learner;
ESP makes use of the underlying technique and activities of the discipline it functions;
ESP is centred on the dialect (sentence structure, lexis, register), skills, discourse and genres appropriate to these activities.
Variable Characteristics
ESP may be related to or suitable for specific disciplines;
ESP may use, in specific teaching situations, a different technique from that of basic English;
ESP is likely to be made for adult learners, either at a tertiary level organization or in a professional work situation. It might, however, be for learners at extra college level;
ESP is normally suitable for intermediate or advanced students. Most ESP programs assume some routine knowledge of the language system, but it can be used with rookies (1998, pp. 4-5).
In their action, Dudley-Evans and St. John (1998) have removed the complete attribute that 'ESP is on the other hand with General English' and added more adjustable characteristics. They may have asserted that ESP is not necessarily related to a particular willpower. Furthermore, ESP may very well be used in combination with adult learners though it could be utilized with adults in a second school setting. Corresponding to Karklina (2002), she argued that what distinguishes ESP from Standard British is not the lifestyle of a need therefore but rather a knowledge of the necessity. She also added that if learners, sponsors and professors know why the learners need English, that consciousness will affect on exactly what will be accepted as affordable content in the words course and, on the other hand, what potential can be exploited. Thus, though it might look on the top that the ESP course is seen as a its content (Research, Medicine, Commerce, Travel and leisure, etc. ), this is, in reality only a second consequence of the principal matter of being able to identify why the learners need English (Hutchinson and Waters, 1987).
We have now explored British for Specific Purposes (ESP) comprehensively and carefully beginning with its history and development and we have had better understandings towards this area of British. We're able to say that British for Specific Purposes has developed out of the need to provide specific lessons for students who got to learn English more as a way to a finish rather than for the sake of learning English itself. All in all, ESP can be simply deduced as the use of specific variety of English in a specific context to meet specific needs of the learner. The guiding principle proposed for ESP by Hutchinson and Waters (1987: 8) "Tell me the thing you need British for and I'll let you know what English you need" is within perfect accord with the above mentioned statement combined with the background and development of ESP. Predicated on the history and development of ESP talked about above, we can see that the learners' needs of English play an important role in expanding and designing the learning materials to fulfill their specific needs.
