PhD in Philology Cheremisina Harrer I.A.

Tomsk Polytechnic University, Russia

Teaching and learning English for specific purposes

English for Specific Purposes (ESP) is normally taught to learners who have already done the General English course and are prepared to master their English communication skills in the areas related to the job-specific contexts and formats. An ESP program is therefore built on the 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 electrical engineering 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 comparison with courses in English as a second language, an ESP course depends on the 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. For engineering students it might be relevant to develop skills in writing essays and manuals and preparing spoken reports and presentations.

As a matter of fact, ESP combines subject matter and English language teaching. Such a 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 engineering, business management, economics, computer science or public relations. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.

The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.

The term "specific" in ESP may be understood as referring to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.

The role of the teacher who manages an ESP class becomes diverse and they should be able to create the learning environment that motivates learners to be active and creative participants of the course. The English teacher should also be aware of the subject matter in which his/her students specialize in order to design and use teaching materials to the most benefit. Apart from that, learners should be given relevant feedback on what they have already achieved (evaluating the progress) and what still needs improving (setting further objectives).

The learning atmosphere in the classroom is another important element of the successful language acquisition. The English-speaking atmosphere created by the teacher should allow learners freely and confidently communicate with each other. Non-native speakers of language are scared of making mistakes or being criticized for making mistakes in pronunciation, grammar or vocabulary combinations. The teacher should get learners understand that learning something new is normally associated with making mistakes, it doesn’t matter what we learn. Learning a language is a difficult but at the same time rewarding task, so students should feel the responsibility and build their self-confidence on it.

Any language learning process involves at least two sides – the teacher and the learner. They are both responsible for the success of the learning process and the outcomes. The motivation of the learner is directly connected with his/her needs of mastering the language.

People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting or involving. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting, relevant and motivating and what is also important, these materials can be used in their job-related contexts or further academic studies. The ESP student is particularly well disposed to focus on meaning in the subject-matter area.

As a result, the ESP teacher is bound to look for authentic materials where English is used in exact functions that the learners are supposed to perform in the particular area of professional activity. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already learnt about the subject matter to learn English.

Content-based learning of language makes an important feature of the ESP class. Learners are expanding special vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new contexts. When teachers select or design their materials they should be aware that these are relevant to learners’ needs (interests), language level and familiarity. Flexible approach to the use of materials depending on the particular English class can become a joint activity for both learners and the teacher. The learners are invited to choose from a variety of activities and assignments according to their interests and needs as well as teachers are allowed to recycle their innovative ideas and use the materials to meet the requirements of the programme and needs of learners.

References

1. Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.

2. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.