Jos Carlos Joel

ENGLISH FOR SPECIFIC PURPOSE/ ENGLISH FOR ACADEMIC PURPOSE

(ESP-EAP)

Licenciatura ensino de Ingls com habilitaes a Portugus.

Universidade Pedaggica
Maputo
2015

Jos Carlos Joel

ENGLISH FOR SPECIFIC PURPOSE/ ENGLISH FOR ACADEMIC PURPOSE

(ESP-EAP)

Trabalho a ser apresentado ao Departamento de

Cincias de Linguagem como requisito para
obteno do grau acadmico de Licenciatura em
ensino de Ingls com habilitaes a Portugus.

Universidade Pedaggica
Maputo
2015

EXECUTIVE SUMMARY
The present paper is part of the English Course plan and has as subject, English for Specific
Purpose and English for Academic Purpose, thus it aims from a general perspective, at
defining (a) key concepts of ESP, focusing on the nature implication, or consequences on
course design attempting then to (b) define what EAP is and as well as its implication on
course design.
The data obtained during the compilation process allow us to conclude that ESP and EAP are
different sides of the same coin, whereby the latter can be regarded as the extension or
subcategory of the former, secondly it was inferred that in order to come out with some
effective course or syllabi it is fundamental to carry out a good Needs Analysis in order to
meet the target students needs, given the nature of the ESP/EAP programs.

RESUMO
O presente projeto parte integrante do plano do curso de Licenciatura em Ensino de Ingls
com Habilitaes a Portugus e tem como tema Ingls para Propsito Especifico (ESP) e
Ingls para Fins Acadmicos (EAP), portanto, o trabalho tem como primeiro alvo, numa
perspetiva genrica, (a) olhar os conceitos chaves em volto de ESP, centrando-se mais nas
implicaes, ou consequncias na conceo dos cursos ou produo de materiais, tentando
em ultima instncia, (b) definir EAP, assim como as eventuais implicaes na conceo de
cursos
Os dados colhidos nos permitirem, em primeiro lugar, concluir que ESP e EAP so portanto
dois lados opostos da mesma moeda, onde vemos que o ltimo uma extenso ou
subcategoria do primeiro, em segundo lugar foi concludo que imperioso levar a cabo um
processo de avaliao das necessidades de forma a ir ao encontro das reais necessidades dos
estudantes visados, atendendo e considerando a natureza dos programas ESP/EAP.

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INTRODUCTION

This short essay was produced for the attainment of a degree in English Language Teaching
according to the Pedagogic University Academic Regulation revised and published in 2012
and in compliance with the 2015 state exams ruling terms, issued by the Language Science
Department in January 2015.
All around the world students of all ages are learning to speak English, their reasons for
wanting to study English can differ greatly. Some students only learn English because it is on
the curriculum at primary or secondary level, but for others, studying the language reflects
some kind of choice, therefore, this essay is going to go over this king of English learning
approach.
The essay is structured in three main parts: a) introduction, b) development, and a c)
conclusion, the paper will also be subdivided in some 3 different topics and subheadings
which are clearly outlined on the contents page. Lists of all key sources consulted for this
essay together with attachments are provided by the end of the paper.

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CHAPTER I
1.0-ORIGINS

According to Hutchinson and Waters (1987), ESP was not a planned and coherent
movement but it has developed following three main reasons:
(a) the demands of a Brave New World, (b) a revolution in linguistics, and (c) focus on the
learner.
Hutchinson and Waters (1987) have emphasized two key historical periods that fostered ESPnamely (1) the end of the Second World War (1945) which brought about enormous and
unprecedented expansion in scientific, technical and economic activity on an international
scale and (2) The Oil Crisis of the early 1970s.
English had suddenly become a big business and due to this it had created time and money
constraints that lead to the need of cost effective courses with clearly defined goals. English
has now become subjected to the wishes, needs and demands of people other than language
teachers (Hutchinson & Waters, 1987:7).
Another factor that contributed to the emergence of ESP was a revolution in linguistics. In
this period of time, the demands of English courses for specific need were increasing while at
the same time new ideas began to take place in the field of study (Hutchinson & Waters,
1987). It is generally known that traditional linguists were more focused on the description of
features of language; the contemporary theorists in linguistics began to focus on the ways in
which language is used in real communication. Hutchinson and Waters (1987) point out that
one important finding was in the ways that spoken and written English vary. In other words,
given the particular context in which English is used, the variant of English will change. This
idea was developed by other theorists. If language in different situations varies, then
preparing language instruction to meet the needs of learners in specific contexts is also
possible.
The final reason Hutchinson and Waters (1987) point as having influenced the emergence of
ESP has to do with psychology. Rather than simply focus on the method of language
delivery, more attention was given to the ways in which learners acquire language. Learners
were seen to employ different learning strategies, use different skills, and be motivated by
different needs and interests. Therefore, focus on the learners' needs became equally

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important as the methods employed to disseminate linguistic knowledge. Designing specific

courses to better meet these individual needs was a direct consequence of this perspective.
According to Mercer and Swann (1996:343) English for Academic Purpose (EAP) has been
traditional regarded as a branch of Teaching English as Foreign Language (TEFL) as such
EAP courses have typically been focused on teaching students the correct linguistics forms
for representing their knowledge in English, the authors went on to say that most of these
students were studying technical and professional subjects in areas such as science,
agriculture, engineering, and technology. This means that those students needs were treated
differently from those of general English teaching.
1.1 ESP TYPES

Carver (1983) cited by Al-Humaidi identifies three types of ESP: English as a Restricted
Language, English for Academic and Occupational Purposes (EAOP), and English with
Specific Topics, however, there is an attachment by the end of this paper with a figure
displaying a tree, based on Hutchinson and Waters (1987) ESP sub-categorisation, whereby
the different branches of ESP are well portrayed.
1.2-HOW ENGLISH FOR SPECIFIC PURPOSE (ESP) DIFFERS FROM ENGLISH AS SECOND
LANGUAGE (ESL)

What distinguishes ESP from General English is not the existence of a need as such but
rather, an awareness of the need. Hutchinson and Waters (1987:53)
The most important difference in fact, lies in the learners and their purposes for learning
English. 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. An ESP program is therefore based 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 (or wishes); instead, it is integrated into a subject matter area
important to the learners.

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However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of
instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading,
speaking, and writing, are stressed equally, 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.
1.3-2 KEY CONCEPTS

ESP/EAP as it has been mentioned are the initials which stand for English for Specific
Purpose and English for Academic Purpose accordingly.
Many theorists point out that this kind of English teaching programs have as main feature the
fact that it is based primarily on the target students immediate needs for example Richards &
Rodgers (2011:207) point out that Language for Specific Purpose (LSP) is a movement that
seeks to serve the language needs of learners who need language in order to carry out specific
roles (e.g.: engineer, technician, nurse) in their turn, Day and Krzanowski (2011:4) affirm that
ESP involves teaching and learning the specific skills and Language needed by particular
learners for a particular purpose. The P in ESP is always a professional purpose a set of
skills that learners currently need in their work or will need in their professional careers.
We use EAP English for Academic Purpose to describe courses and materials designed
specially to help people who want to use their English in academic context.( Harmer
2004:19) Therefore teaching of English for Academic Purposes (EAP) falls within the
framework of English for Specific Purposes (ESP), taking place in an educational
environment. The reasons for its increasing relevance are due to the fact that English has
changed from simply being another foreign language into having become a universal form of
communication in all walks of life.

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CHAPTER II
1.0- ENGLISH FOR ACADEMIC PURPOSE (EAP)

The term English for Academic Purposes is believed by different theorists such as Hyland
(2006), to have been coined by Tim Johns in 1974 who made its first published appearance
in a collection of papers edited by Cowie and Heaton in 1977. According to Hyland (2006:1),
it is a broad term covering all areas of academic communicative practice such as:
Pre-tertiary, undergraduate and postgraduate teaching (from the design of materials to
lectures and classroom tasks);
Classroom interactions (from teacher feedback to tutorials and seminar discussions);
Research genres (from journal articles to conference papers and grant proposals);
Student writing (from essays to exam papers and graduate theses);
Administrative practice (from course documents to doctoral oral defences)
According to Shing (2011:2) EAP was once called English for Educational Purposes (EEP)
in the past. This term was used when the concept was first introduced, and it is seldom used
now after being replaced by the term EAP. By the time the journal English for Specific
Purposes began in 1980, EAP was established as one of the two main branches of ESP,
together with the use of language in professional and workplace settings (sometimes referred
to as EOP or English for Occupational Purposes). Since then, EAP has developed flowingly
as English has expanded with the increasing reach of global markets. Therefore, EAP
emerges as a response to an ever increasing need of well-prepared candidates to pre-tertiary,
undergraduate or postgraduate teaching levels, thats why Hyland (2006:2) states that
students, including native English-speakers, given the fact that they have to take on new roles
and engage with knowledge in new ways, when they enter university, they find that they need
to write and read unfamiliar genres and participate in novel speech events.
1.1 EAP APPLICATION AND TYPES

The most relevant skills required to perform in an English-speaking academic context tend to
be the focus of many EAP programs across core subject areas generally encountered in a
university setting. Jordan (1997) cited by Shing (2011:3) states that EAP is needed not only
for tertiary educational studies in countries where English is the native language, but also in
the countries where English is the official language and medium of instruction in the higher
learning institutions, therefore, depending on each context or country educational policies,

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EAP interpretation and application may vary accordingly, Dudley-Evans and St. John (1998)
quoted by Shing (2011) propose four types of EAP situations at the tertiary level:
(1) An English speaking country such as UK or USA; (2) An ESL situation, such as in
former British colonies in Africa or in South East Asia; (3) A situation where certain subjects
are taught in English and the remaining in the national language; (4) A situation in which all
subjects are taught in the national language and English plays an ancillary role, this is the
kind which resembles the most the Mozambique case.
1.2-THE FOCUS OF EAP

We have been emphasizing the authenticity nature of ESP programs like EAP is, thus, it is
reasonable to crystalize the idea that ESP course content, objectives and the instruction must
readily respond and suit the need of these tertiary level candidates, it means that the
academic curricula of EAP courses has to be academic-oriented and presuppose solid literacy
abilities. Liyanage and Birch (2001) quoted by Shing (2011:5) strongly stress that any
English courses that are designed to prepare students to cope with the demands of university
study has to focus on what Cummins (1982, cited in Liyanage & Birch, 2001) refers to as
context-reduced language which is rather more abstract and rely less heavily on an
immediate context; and it has to be different from the content of general ESL courses that
focuses on the context-embedded language which emphasizes mainly on everyday
interaction. Therefore, a comprehensive list of (a) language system, (grammar) DudleyEvans and St. John (1998) quoted by Shing (2011:5) reveal that if grammatical difficulties
interfere with language skills, EAP instructors should spend time to concentrate on the
difficulties by teaching both the language form and usage; (b) Language skills (reading,
writing, speaking) Hutchinson and Waters (1987), on the other hand, emphasize on discourse
analysis which they believe can raise learners awareness of the underlying structure of a text
and the way in which the language is organized to construct the structure; (c) study skills
(note taking, summarizing, reference organization) Jordan (1997) quoted by Shing (2011:5)
outlines a reasonably comprehensive list of study skills in the study situations which are
likely needed in EAP programmes: lecture / talks, seminars / tutorials / discussions /
supervisions, practical / laboratory work / field work, private study, reference material, it is
underlined that since study skills are not intuitively acquired but consciously learned, they are
not to be underestimated by no means in a given EAP program, are all required to have a
close to perfect EAP programs.

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CHAPTER III
1.0-FACTORS AFFECTING ESP COUSE DESIGN

There are three main factors that can be considered of paramount importance proposed by
Hutchinson and Waters (1987):

Language description (what)

Learning theories (how)

Needs analysis (who, why, where, when?)

1.0 (a) Language description, according to Hutchinson and Waters (1987:23) is the way in
which language system is broken down and described for the purpose of learning. Hubbard et
al (1983:247) presents and proposes the so called functional-notional syllabus as alternative
to the traditional structural or grammatical syllabus which puts more emphasis on language
form over language functions which is the focus of functional-notional courses. According to
the authors, this recent approach to course design has some clear advantages:

It helps students to be more communicatively competent;

It can make the student sensitive to the need for appropriate language in given
circumstance;

It focus on the more important goal of using the language for a purpose;

It can enhance motivation, because of it obvious value in providing language which is

relevant to the learners;

It is suitable for specialist courses( e.g. scientist, doctors, airline, pilots e.t.c)

1.0 (b) Learning theories has more to do with the different theories underlying language
learning, Hutchinson and Waters (1987) point out that it is the learning theory which provides
the theoretical basis for the methodology, by helping us to understand how people learn.
Although much focus is placed on functional-notional approach to course design or on task
based approach to language teaching, teachers are invited to bear in mind that all theories or
principles are complementary to each other and cannot be seen in isolation, Hutchinson and
Waters (1987) point out that teachers needs to recognise that the various approaches are
different ways of looking for the same thing. They further outline that all communication has
a structural level, a functional level and a discoursal level. It is important therefore, not to
base any approach on one theory. As with language descriptions, it is wise to take an eclectic

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approach, taking what is useful from each theory and trusting also in your evidence as
teacher.
1.0 (c) Broadly defined, needs analysis (NA) is a procedure to collect information about
learners' needs the importance of NA is emphasized in English for Specific Purpose
(Hutchinson& Waters, 1987), therefore, some attention is going to be devoted to this factor, it
does not mean that the other two factors are of less importance, actually, the importance of
these factors are not found in isolation but in that balance that can be established among
them.
Those 3 factors are summarised above in a figure adapted from the book

1.1-NEEDS ANALYSIS

Need analysis is certainly one of the most fundamental steps to be taken to achieve successful
ESP programs. Day and Krzanowski (2011:9) affirm that if a NA for each and every learner
is conducted well, then the chances of delivering a quality ESP course that will satisfy its
participants are very high, we would still, maintain that any course should be based on
analysis of learner need. (Hutchinson and Waters 1987: 53), On the other hand, needs
analysis is referred as the activities involved in gathering information that will serve as the
basis for developing a curriculum that will meet the learning needs of a particular group of
students by Brown (1995) cited by Shing (2011:7).
There is a set of relevant questions to be answered by performing a NA, Hutchinson and
Waters (1987) have classified needs into (a) Necessities, (b) Wants and (c) Lacks. According
to them Necessities or target needs are concerned with the demand of the target situations (i.e.
what the learner needs to know in order to function effectively in the target situation). Lacks

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refer to the learners existing language proficiency in order to help determination of the
starting point of the teaching and learning process. And, Wants relate to what the learner
would like to gain from the language course. Therefore, course designers must be well
informed of the workplace culture, the vocational needs of the workers and the constant
changes that are taking place in order to help improve communication in the work place.
Some of the key questions:
Why is the language needed?

-for study
-for work
-for training
What will the content areas be?

-subject: e.g. medicine, biology, architecture, shipping, commerce

-level: e.g. technician, craftsman, postgraduate, secondary school
Who will the learner use the language with?

-native speakers or non-native

-level of knowledge of the receiver: e.g. expert, layman, student;
-relationship: e.g. alone, meetings, demonstrations, on telephone
Where will the language be used?

-physical setting: e.g. office, lecture theatre, hotel, workshop, library;

-human context: e.g. in own country, abroad.
1.2 WHAT SHOULD WE LOOK FOR WHEN CHOOSING AN ESP/EAP COURSE BOOK IN
GENERAL?

Day and Krzanowski (2011) suggest that one of the critical questions to ask when choosing a
course book is 'Does it cover my learners needs?' thus they outline some basic elements to
consider when choosing a course book:

listening exercises of realistic situational dialogues in which professionals are doing

their job, not just interviews with people about their jobs;

step-by-step guidance for learners on how to cope in similar situations and role-plays
to practise those skills what to say and how to act;

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authentic texts that represent the types of documents that your learners will need to
read and write in their jobs and which they are likely to have problems with;

guidance on how to use the model texts to inform the learners own writing.

There are many other elements that can and should be included in an ESP/EAP course book,
but these according to the authors tend to be easier to find from other sources. These might
include:

a grammar syllabus, which may come from a separate book (e.g. Grammar for
Business);

generic business skills, which may come from separate books(e.g. Dynamic
Presentations);

lists of vocabulary, which may come from online or printed dictionaries;

newspaper articles, which may come from online news sites, etc.

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CONCLUSION

In the present paper we have explored English for Specific Purposes (ESP) comprehensively
and thoroughly starting from its history and development. We could say that English for
Specific Purposes has developed out of the need to provide specific courses for students who
had to learn English more as a means to an end rather than for the sake of learning English
itself. All in all, ESP can be simply deduced as the use of specific variety of English in a
specific context to meet specific needs of the learner. The guiding principle proposed for ESP
by Hutchinson and Waters (1987: 8) Tell me what you need English for and I will tell you
what English you need is in perfect accord with the above statement along with the history
and development of ESP. Based on the history and development of ESP discussed above, we
can see that the learners needs of English play an important role in developing and designing
the learning materials to fulfil their specific needs. In conclusion, an ESP/EAP programme
should not be misunderstood as consisting of limited language of words and expression
selected from the whole language.

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Al-Humaidi M. M. English for Specific Purposes: Review of Literature

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Cambridge University Press.UK
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(2015).http://en.wikipedia.org/wiki/English_for_academic_purposes (Accessed 2015-02-10
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Harmer, J. (2007). The Practice of English Language Teaching. Cambridge: Longman. 4th
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Harmer, J. (2007). How to Teach English. Cambridge: Longman. New Edition.
Holmes, R. (1996) ESP Ideas: Recipes for Teaching Professional and Academic English
(Peligrim Longman Resource Book). UK
Hubbard, P. et all. (1983). A Training Course for TEFL.: Oxford University Press. New
York. 241-247.
Hutchinson, T & Waters, A. (1987). English for Specific Purposes: A learning-centered
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Hyland, K. (2006). English for Academic Purposes: An advanced resource book. Routledge
Mercer and Swann (1996). Learning English- Development and Diversity. Longman Open
University. (p343) New York.1
Richards, J. C & Rodgers, T S. (2001). Approaches and Methods in Language Teaching-2nd
ed. CUP. 204-207.
Shing S. R. & Sim T. S. EAP Needs Analysis in Higher Education: Significance and Future
Direction. English for Specific Purposes World. ISSN 1682-3257 Issue 33, Volume 11, 2011