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Teaching English for Specific Purposes

This document discusses the differences between teaching English for Specific Purposes (ESP) and English for General Purposes (EGP). It outlines that ESP focuses more on out-of-class communication and varying language levels, while EGP focuses more on grammar and has the teacher as the classroom expert. The document then describes the roles of an ESP practitioner as a course designer by conducting needs analyses, a teacher by considering appropriate methodologies, and an evaluator by assessing students and evaluating the overall course.

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rahmadyanti
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23 views8 pages

Teaching English for Specific Purposes

This document discusses the differences between teaching English for Specific Purposes (ESP) and English for General Purposes (EGP). It outlines that ESP focuses more on out-of-class communication and varying language levels, while EGP focuses more on grammar and has the teacher as the classroom expert. The document then describes the roles of an ESP practitioner as a course designer by conducting needs analyses, a teacher by considering appropriate methodologies, and an evaluator by assessing students and evaluating the overall course.

Uploaded by

rahmadyanti
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

UNIVERSITAS

MUHAMMADIYAH
SIDOARJO

TEACHING ENGLISH
FOR SPECIFIC PURPOSES
Ristha Octhavia 188820300049
M. Fajar Alamsyah 188820300058
Rahmadyanti Y. 188820300068
DIFFERENCES BETWEEN TEACHING ESP & EGP
ASPECTS English for Specific Purposes (ESP) English for General Purposes (EGP)
Communication Goal Focuses on out-of-class communication Usually only in the classroom
Language level ESP learners may have varying levels of Organised into language levels (beginners-
linguistic proficiency advanced)
Focus Focus on skills rather than grammar Have a strong focus on grammar
Classroom Management Continuity throughout the whole course Organised in stages (warm up – closing)
Relationship with students ESP Practitioner is rarely an expert in the The teacher has a very high status and is
disciplinary field which may make them respected by the students, as he/she is the
feeling insecure and influence the expert
relationship w/ students
Appropriate Teaching Disciplines in ESP have their dominant Communicative-language teaching (CLT) and
Methodology methodologies and these may applied to task-based learning (TBL)
the ESP classroom.

2
ROLES OF THE ESP PRACTITIONER

3
THE TEACHER AS A COURSE DESIGNER

An ESP practitioner does not usually follow an established ESP course with a set of
materials. More often than not the ESP practitioner is expected to play a central role in all
aspects of course design, from needs analysis and materials preparation to evaluation.
Starting with needs analysis: at the very least, the ESP practitioner will supplement a needs
analysis with a short survey of his or her own focusing on the areas he or she feels need to be
included in the course outline. Some ESP practitioners play a central role in course design by
collecting and analyzing needs data and collaborating with stakeholders; course aims and
objectives are then generated.

4
WHAT MAKES AN ESP PRACTITIONER?

• The ideal person


• Most ESP practitioners move from EGP to ESP without any training in ESP.
• ESP teachers need to consider the appropriateness of the methodology and
methods they choose to deliver the ESP course.

5
THE TEACHER AS AN EVALUATOR

• Assesment
Student Assessment is very important in ESP because it relates to the
ability to perform certain communicative tasks.
• Evaluation
Evaluating an ESP course helps determine whether or not it is meeting
its objectives

6
THE TEACHER AS AN EVALUATOR

Course evaluation is an essential part of the course-design cycle.

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