Филологические науки /

1.Методика преподавания языка и литературы

Gluschenko T.I., Kosinoha L.V.

National University of Life and Environmental Sciences of Ukraine, Kyiv

General Aspects of English for Specific Purposes

Most Universities in Ukraine teach English for Special Purposes (ESP) rather than General English. That is made in order to facilitate better access to information, more effective international communication and deeper mutual understanding, greater mobility for students, and competitiveness in the job market. ESP is for those who intend to use English in their future profession or want to continue their academic studies.

As a sphere of English teaching it has its distinctive characteristics and challenges. The main characteristics are the following: ESP is defined to meet specific needs of the learners; it makes use of underlying methodology and activities of the discipline it serves; it is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre; it is generally designed for intermediate or advanced adult students.

ESP is probably the most challenging branch in language teaching. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. Therefore an ESP program must be built on an assessment of purposes and needs and the functions for which English is required.

ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world; instead, it is integrated into a subject matter area important to the learners.

In ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.

As a matter of fact, ESP combines subject matter and English language teaching. Such combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it is accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.

ESP teachers have to set learning goals and then transform them into an instructional program with the timing of activities. One of the main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.

For those who teach ESP it is necessary to remember that they are not specialists in the field, but in teaching English. They should help their students develop the skills which are essential for them in understanding, using, and/or presenting authentic information in their profession.

The material should be provided by the experts in the subject. It should always be authentic, as the main purpose of teaching academic skills is to enable students to deal with authentic information despite their level of English; up-to-date, as the informational exchange is growing more and more intense; and relevant for the students’ specializations, as they ought to be given the information representative for their target language use situation.

But the biggest challenge may be that the students’ level of proficiency in English is not equal. Besides ESP is not a core subject for its learners. So, it is more likely that if a student is not able to connect to what is being taught he/she may lose interest. This levies another set of responsibilities on the teachers. They must play diversified roles to establish a positive learning environment in the classroom and evaluate students’ progress. Variations in the discourse based on ESP lesson plan and to make it a comprehensive study beneficial to all is a challenge for a teacher. He yearns to boost the confidence level of the learners, as ESP requires from the learners to be self-confident.

References

1. Irina Korotkina (2005). “English for Specific Purposes (ESP)”

http://eng.1september.ru/2005/03/2.htm

2. Lyudmyla Havrylyuk-Yensen and Lidiya Kurant (2010). “Ukraine: English for Specific Purposes (ESP) curriculum reforming processes”. http://www.anglohigher.com/magazines/magazine_detail/45/25

3. Lorenzo Fiorito (2005). “Teaching English for Specific Purposes (ESP)”

http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html

4. Sumangal Haldar (2010). “English for Specific Purposes: A Challenge”

http://www.teachingenglish.org.uk/blogs/sumangal-haldar/english-specific-purposes-a-challenge

5. Kristen Gatehouse (2001). “Key Issues in English for Specific Purposes (ESP) Curriculum Development”

http://iteslj.org/Articles/Gatehouse-ESP.html