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English 213-English For Specific Purposes

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110 views

English 213-English For Specific Purposes

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Joevannie Acera
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ENGLISH 213-ENGLISH FOR SPECIFIC PURPOSES

First Semester 2013-2014

HANDOUT 2: TYPES OF ESP

David Carter (1983) identifies three types of ESP:


 English as a restricted language
The language used by air traffic controllers or by waiters are examples of English as a restricted language.
Mackay and Mountford (1978) clearly illustrate the difference between restricted language and language
with this statement:
... the language of international air-traffic control could be regarded as 'special', in the sense that the
repertoire required by the controller is strictly limited and can be accurately determined situationally,
as might be the linguistic needs of a dining-room waiter or air-hostess. However, such restricted
repertoires are not languages, just as a tourist phrase book is not grammar. Knowing a restricted
'language' would not allow the speaker to communicate effectively in novel situation, or in contexts
outside the vocational environment (pp. 4-5).

 English for Academic and Occupational Purposes


In the 'Tree of ELT' (Hutchinson & Waters, 1987), ESP is broken down into three branches:
a) English for Science and Technology (EST),
b) English for Business and Economics (EBE), and
c) English for Social Studies (ESS).
Each of these subject areas is further divided into two branches: English for Academic Purposes (EAP)
and English for Occupational Purposes (EOP). An example of EOP for the EST branch is 'English for
Technicians' whereas an example of EAP for the EST branch is 'English for Medical Studies'.

Hutchinson and Waters (1987) do note that there is not a clear-cut distinction between EAP and
EOP: "· people can work and study simultaneously; it is also likely that in many cases the
language learnt for immediate use in a study environment will be used later when the student
takes up, or returns to, a job" (p. 16). Perhaps this explains Carter's rationale for categorizing
EAP and EOP under the same type of ESP. It appears that Carter is implying that the end
purpose of both EAP and EOP are one in the same: employment. However, despite the end
purpose being identical, the means taken to achieve the end is very different indeed. I contend
that EAP and EOP are different in terms of focus on Cummins' (1979) notions of cognitive
academic proficiency versus basic interpersonal skills. This is examined in further detail below.

 English with specific topics.

Carter notes that it is only here where emphasis shifts from purpose to topic. This type of ESP is uniquely
concerned with anticipated future English needs of, for example, scientists requiring English for postgraduate
reading studies, attending conferences or working in foreign institutions. However, I argue that this is not a
separate type of ESP. Rather it is an integral component of ESP courses or programs which focus on situational
language. This situational language has been determined based on the interpretation of results from needs
analysis of authentic language used in target workplace settings.

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