Meeting 7, TASK 6 October 02

English for Specific Purposes (ESP)

NPM: A1B022086

SUPPLEMENTARY MATERIAL TO READ :

1. https://drive.google.com/file/d/1pIKpaZ6SongkAnLf76oeIALGSsDK6Hvl/view?usp=sharing
(Title: A Brief View of the ESP Approach)

Summary of the reading (maximum 100 words):

The article examines the English for Specific Purposes (ESP) approach, focusing on its relevance for
learners who need targeted language skills for particular professional contexts. ESP, originating in the
1960s, differs from General English by addressing specific learner needs through tailored courses based
on needs analysis. It emphasizes language use in real-life scenarios and adapts teaching methods to the
specific tasks and goals of each learner group. Effective ESP course design involves ongoing assessment
and flexibility, as well as collaboration with sponsors and stakeholders to meet learners' goals. The
article aims to encourage broader adoption of ESP in education.

2. https://drive.google.com/file/d/1ZuDNisqlEX6lw6GBg3Y3PucTWynQK9FW/view?usp=sharing
(Title: Needs-based course design: the impact of general English knowledge on the effectiveness
of an ESP teaching intervention)

Summary of the reading (maximum 100 words):

This article investigates the effectiveness of a needs-based English for Specific Purposes (ESP) course in
Greek tertiary education, comparing it to a traditional English teaching method. It assesses whether
students' general English proficiency affects their ESP learning outcomes. Two groups—one with the
needs-based ESP syllabus and one with traditional instruction—were tested pre- and post-intervention.
Results showed the ESP group performed better, gaining significantly in subject-specific skills and
vocabulary. These findings suggest that a focused, needs-based curriculum enhances ESP outcomes
more effectively than general English training, even when accounting for prior English proficiency.
Write minimum/ at least 100 words for each question:

1. What are new things you learned from the topic’s presentation and discussion?

Answer:

From this presentation, I understood several key steps in designing an ESP (English for Specific Purposes)
course. First, a needs analysis is essential to ensure that learning objectives align with participants'
specific needs. Developing Core and Standard Competencies is also critical in identifying the necessary
language skills, both broadly and in detail. Additionally, using specific, measurable indicators aids in
evaluating learning progress. This entire process ensures that the ESP course is relevant and effective in
professional or academic contexts.

2. How does the level of learners’ English proficiency impact the approach to teaching ESP?
Answer:

Students' English proficiency level greatly influences the teaching approach in ESP courses. When
students already have a solid foundation in English, instruction can concentrate more directly on the
specific language skills needed for their professional or academic fields. However, if their general
English skills are limited, instructors must first include more basic language elements before
transitioning to ESP content. This ensures students build the foundational knowledge needed to
grasp the specialized terms and advanced language skills that ESP demands.

3. What idea comes to mind for your needs analysis group project after learning about this topic?

Answer:

Our needs analysis project aims to create Core Competencies and Indicators that are more
closely tailored to participants' professional contexts. To do this, we could use surveys or
interviews with participants or English users in related fields to identify their specific language
needs. This information would allow us to set targeted learning objectives and develop materials
that help participants effectively build essential language skills, such as professional
communication or presentation abilities, relevant to their work.

4. What are the potential advantages of task-based learning or project-based learning in ESP
contexts?

Answer:

Task-based learning (TBL) and project-based learning (PBL) provide valuable benefits in ESP
(English for Specific Purposes) settings by closely mirroring real-world tasks that learners will
encounter in their professional fields. These methods allow students to practice a mix of
language skills, such as speaking, listening, reading, and writing, within meaningful contexts.
Engaging in practical tasks also improves vocabulary retention and enhances critical thinking,
collaboration, and problem-solving skills. By centering the learning experience on student needs
 and encouraging self-direction, TBL and PBL not only help learners meet their language goals but
also build essential skills for their careers.

5. What do you want to know more/further, regarding the topic?

Answer:

Effective ESP course design begins with a thorough needs assessment to identify the specific language
skills learners must develop. This process is crucial for determining the course content and ensuring that
it aligns with the learners' professional or academic goals. By connecting the results of the needs
analysis with core competencies and performance indicators, course objectives can be tailored to the
learners' context. Various assessment methods, such as surveys, interviews, and observations, play a key
role in accurately capturing learners' needs, helping to create a course that meets their expectations and
provides relevant, targeted instruction.