English for Special Purposes - Literature review Example

Running Head: ENGLISH FOR SPECIAL PURPOSES English for Special Purposes [Writer’s Name] [Institution’s Name] English for Special Purposes Introduction English for Specific Purposes is a larger movement within language teaching it gives concentration not only on teaching grammar and language structures but also gives an emphasis on language in context. It is basically a learner centered approach. English for Specific Purposes takes each and every subject under consideration from accounting or computer science to Tourism and business management. It’s main focus is to teach English not just as a subject with rules of grammar and literature which students cannot use when they enter the occupational lives, thus it includes the subject matter which is relevant to the student of the particular subject. This paper shall give a detailed analysis of English for Specific Purposes. It shall give a detailed overview of it’s practices, approaches and it’s importance in specific fields of study. Analysis In the past couple of years, English language programs have become extremely specific English for specific purposes is deeply rooted in vocational English for specific purposes. This is based on the developing of language skills according to the context of the particular job. It fulfils the requirement of the learner as well as the target language. After assessing such needs the ESP program is designed. In an attempt to make language more functional it such programs are developed by which it has made it’s place even in the work places. Almost all the ESP movements place their emphasis on domain specific grammar and vocabulary. However some recent programs have also been based on prior knowledge. Over the ages the concept of ESP has grown rapidly. According to Hewings (2000) an analysis of the studies and paper published in the English for Specific Purposes Journal gives relatively clear picture of hoe much ESP has grown in the last few years. It was found out that U.K and USA have developed greatly in this felid , they had a lot of articles printed in journals, approximately 40 percent of the article are written by American researchers , twenty five percent are written by researchers from U.K and the remaining thirty five percent are from various different countries Thus, English for Specific Purposes has become an interesting topic for language researchers all over the world; apart from this it is now considered as an important academic discipline in departs of Applied Linguistics and English. ESP has become apart of a lot of other related academic disciplines like sociology, psychology, learning theory and languages. It can be said that, this felid of study is maturing; this also means that ESP has gained a lot of respect in different academic fields. ESP has become more internationally recognized, more focused, and more reliant on the doctrine of Genre Analysis, Corpus Linguistics, Second Language Acquisition, and Discourse Analysis. Characteristics ESP consist of four absolute and two variable characteristics (Stevens 1988) Absolute characteristics: English for specific purposes basically is English language teaching. It is based on the following absolute characteristics: designed to fulfil all the specified requirements of the professionals and students ; correlated with the content of specific disciplines, professions and activities; Based on the language suitable for those occupations and disciplines in grammar, terminology, discourse, semantics, and study of this discourse; in comparison to General English. Variable characteristics: English for specific purposes can be, but is not essentially: limited to the skills required for learning language such as reading; it is not taught not by using any fixed or rigid methodology . Anthony (1997) observed that currently a lot debate has taken place regarding what English for specific purposes means . in spite of the fact that it is an intentionally recognized approach . Dudley-Evans (1997) gave a more valid definition. This detailed definition is given below as follows: Absolute Characteristics English for specific purposes can be defined as an approach which fulfils the specific requirements of the learner; ESP utilizes a basic methodology and activities of the field of study it is being studied in ; ESP is based on the language (syntax, terminology, and register), ability, discourse and genres suitable the particular discipline. Variable Characteristics English for specific purposes can be interrelated with or intended for specific disciplines; ESP can be utilized, in specific teaching situations, thus using a different kind of method from the normal method used in general English. Programs of English for specific purposes is mostly designed for adult learners, it’s programs are mostly used for a professional work situation. It can, however, be designed for students of at secondary school as well English for specific purposes is normally designed for students of intermediate or students for students who are doing advanced studies; the majority ESP courses take for granted various basic knowledge principals of the language system, however it can be utilized for students who are beginners as well. Dudley-Evans and St. John (1998) have removed the absolute characteristic that 'ESP is in contrast with General English' and added more variable characteristics. They assert that ESP is not necessarily related to a specific discipline. Furthermore, ESP is likely to be used with adult learners although it could be used with young adults in a secondary school setting. Hutchinson and Waters (1987) consider English for specific purposes to an approach to teaching English in which every decision as to context of the discipline and method are selecting according to the learners reason of learning English. According to Anthony (1997), it is difficult to find out where course of English for specific purposes end and general English courses start; a lot of non-professional English as second language instructors use the English for specific purposes approach in their curriculum as it is designed by first analyzing the needs of the learner and their own personal professional knowledge of utilizing English for real communication. Types of ESP 3 kinds of English for specific purposes were identified by David Carte r(1983) they are as given below: English as a constrained language English indented specially for academic and occupational purposes English consisting of specific subject matter. Good examples of English as a restricted language are the kind of language which waitress and traffic controller use. According to Mackay and Mountford (1978) there is a clear distinction between restricted language and unrestricted language. The language which is used by international air-traffic control can be considered as being special, similarly that the selection of terms used by the controller is extremely restricted and may be appropriately determined according to the situation , exactly like the linguistic requirements of a waiter at a restaurant . Nevertheless, such controlled repertoires can not be considered as languages, exactly a tourist phrase book cannot be considered as a source of grammar. Mastery over a restricted ‘language’ will not in any way let the speaker to communicate efficiently in a new situation, or in an environment apart from their work environment. The second kind of English for specific purposes is English intended for Academic and Occupational Purposes. ESP is divided into three parts: English for Science and Technology, English for Business and Economics , English for Social Studies . All of the above mentioned branches are future divided in to two branches: English for Academic Purposes English for Occupational Purposes (EOP) (Hutchinson & Waters, 1987),. A good example of English for Occupational Purposes is the branch English for Science and Technology in which a program for ‘English for Technicians' is usually designed while the example of English for Academic Purposes for English for Science and Technology is language program designed for English for Medical Studies. According to Hutchinson and Waters (1987) there is no difference between English for academic purposes and English for occupational purposes: people have the ability to do both work as well as study at the same time; it is also possible that in a lot of cases the language which they learnt for the study environment may also be sued when he enters the work environment , or when he starts a new job. Maybe this is why Carter's categorized both branches i.e. English for academic purposes and English for occupational purposes under the same category of ESP. It seems as if Carter is emphasizing on the fact that the end function of both .English for academic purposes and English for occupational purposes are exactly the same. Nevertheless, in spite of the fact that they have the same purpose, the method used to attain the purpose is without a doubt extremely different. It can be argued that English for academic purposes and English for occupational purposes are both have different purposes The last type of English for special purposes is English with specific topics. It may be noted that it is only in this category where the purposes shifts from purpose to topic. This kind of English for special purposes is distinctively concerned with the upcoming requirements of English for a particular topic. English , for instance, scientists who need English for postgraduate reading studies, as they attend conferences , and at times even work in foreign institutions. Nevertheless, It can be argued that this cannot be considered as a separate kind of ESP. to a certain extent it is an essential part of ESP courses or programs which is completely based on situational language. This particular kind of language has been intentionally based on the interpretation of results by using needs analysis of reliable language. This is usually utilized in the work environment in which it will be used. . Approaches for English for Specific Purposes According Alcaraz Varó (2000) and Dudley-Evans (2000), an extremely appropriate approach for English for Specific Purposes theory can originate from Genre Analysis, Corpus Analysis and Second Language Acquisition. It can be said that , they believe that like the teaching methods used for ESP are related to a view of language and learning, every one of it’s activities should be related to a view of text. A good example of this is the Genre Analysis; it made text analysis more sophisticated. According to the Moves and Steps recommended by Swales (1990) have turned into Applied Genre Analysis as they are based on the notion that all genres are alike. Therefore, the notion of prototypical genres is just something which could mislead the entire approach. In order to understand this approach of ESP one has to go beyond applied linguistics in an effort to understand the scope of genre theory and to redefine the traditional guidelines of Applied Linguistics. Thus keeping this in mind the goals of this prospect are as given below: to portray and account for the ostensibly disorganized realities of the world; to comprehend and account for the personal intent of the writer, in addition to socially accepted principals of communication; to have a clear understanding about how language is utilized and changed due to socio-critical environment; and, to provide efficient solutions to academic and other applied linguistic issues. (Bathia 2002) By the above objectives two of the most common myths of current times come to mind. the myths are regarding use of genre theory in ESP, which are that genre theory produces a simple imitation of discourse forms, and therefore portray an extremely simple view of the world, and that genre-based descriptions are inert and therefore their academic and other applied linguistic applications do not support the understanding and use of inventiveness and transfer of skills from one discourse form to the other. However, in reality genre theory is practical, adaptable and flexible in nature, extremely descriptive, narrow in focus however broad in vision and has an innate tendency for originality and development. lastly, the most vital questions regarding this approach i.e. “ does generic account portray reality or a convenient fiction made up by applied linguists for academic and other reasons?” From the above explained theory it can be said that disciplinary variation is extremely important. Therefore, according to Dudley-Evans (2000) it seems passable to create a theory that goes past the notion of prototypicality to accept that deviation in the discourse structuring of genres which portrays diverse epistemological and social practices in different fields is an important aspect of the above mentioned theory. Approaches Learning centered approach English for specific purposes is considered as learning centered approach as it’s Instruction involves a complex method of interactive procedures that use the five kinds of thinking and the five dimensions of learning. The instruction of English for specific purposes programs are usually focused on huge, interdisciplinary curricular themes as it is the best way to promote learning English. Thus, it’s curriculum includes a lot of teaching of a higher-level mind-set and awareness and mental habits that help in the entire learning process. Multidisciplinary Approach English for special purposes is also a multidisciplinary approach. Basically ESP involves two important aspects of multidisciplinarity they are the need and willingness to integrate English in other fields of study through teaching, and the need and willingness to research other disciplines to gain awareness regarding the terms used. Another reason why it can be called a is that it even encompasses all aspects of culture and needs of the disciplines in question while setting guidelines for it’s written and spoken English. Disciplinary variation and ESP It is quite obvious that every field of study has different manner of reporting their finding, different terms and different vocabulary, thus ESP tends to fulfil the requirement of every field of study. The above mentioned genre approach helps to fulfil these important requirements. A reach which explains how ESP helps to main the variation in language in different disciplines is may be noted in Rizomilioti (2000). After an in-depth analysis she found that Archaeology utilized more downtoners as compared to Biology and Literary Criticism. If was also found that, the most boosters were used in the field of Literary Criticism. A more interesting finding was that distinction in the same discipline as well as the same genre was also found to be present . Thus proving the fact that ESP has a different set of rules for every discipline. .Bloor and Bloor (1993) analyzed the field of economics related to ESP. They found that economic articles written by researchers in The Economic Journal consisted of claims that were linked to the real world or claims that were linked to problems of the subject itself. Bloor and Bloor found that the real world based was hedged whereas the subject based was not. Thus even in economics ESP had an important role in the presentation of claims. Hyland (1999) analyzed how integral vs. non-integral structures of citations were different, this was also related to ESP. He analyzed how the citation structures were different in humanities and science subjects. He found out that in social science and humanities more citations were used then in science and engineering .he found out that only Philosophy used a non-integral structure. ESP has become and important part of every discipline so much so that now every discipline has it’s own means of reporting verbs. Hyland studied the differences in the reporting verbs in different disciplines. He found out that due to ESP now science and engineering writers utilize a lot of neutral verbs like report, use, develop, where as the humanities and social writers use more tentative verbs like suggest. Metadiscourse is another important concept of ESP; it is related to the construction of meaning. It plays a very important role both in appropriately organizing the discourse and in attracting the attention of the audience; as a result it has become an important part of persuasive writing in ESP. suppose that metadiscourse depends on context and that it is related to the norms and expectations of a specific situation and genre, Fuertes-Olivera etal(2001), studied the importance of metadiscourse in ESP by studying how it infuses it self in the field of advertising . Advertising English aids advertising professionals to utilize covert communication effectively. Textual metadiscourse aids the audience in interpreting slogans and captions according to their epistemological perception and genre outlook; interpersonal metadiscourse helps copywriters in adopting prefect balance amongst providing information and persuading. First of all, the real world viewpoint is that discourse is complicated and disorganized because of factors like register variation, disciplinary variation, and diverse generic structures in different professional communities, diverse and embedded genres, and colonies of genres. For example, in Business English there are “memos,” “reports,” “case studies,” “letters,” “presentations,” “meetings,” etc. Even the writer’s socio-cognitive perspective play and important role in ESP genres are also disliked as they encourage professional genre writers utilize suitable rhetorical resources as well as other generic rules. For instance, cross-cultural variation and miscellaneous forms arise in a lot of genres used for promotions like advertisements.” The third one is the analytical perspective, study of discourse as genre at times involves the utilization of different research methods, a few which are current researches in the context of discourse and genre studies which are used in ESP. The last perspective is the pedagogical perspective , it is related to a lot of different concepts that are important to ESP like the management of disciplinary conflicts; increasing awareness related to rhetorical and genre consciousness; giving a tactical space and integrating method, product, rationale and elements involved in genre construction; “etc. Special-purpose corpora and ESP English for special purposes comes under the special-purpose corpora. According to Bowker and Pearson (2002) it is being made compulsory to help students in coping with the characteristics of language especially meant to a particular field of specialization. According to Hunston (2002), the lecturer of English for special purposes, the concern of ‘what to teach’ vs. which method to use is extremely important. According to her the language for specific purpose corpora can be thought in such a manner that the students can write a dissertation, a thesis, or an academic essay. Usage and frames and ESP An extremely important finding regarding ESP was made by Luzón Marco (2000) take into consideration the concept of notion frames and examines which frame is used the most in a corpus of medical research papers. on example of such a farmed is the…. of, this utilized with nouns which express meanings like quantification , for example the amount of, medical processes (e.g. the administration of), important characteristics (e.g. the capability of, the defect of), “existence or non-existence” (e.g. the absence of, the lack of), “a moment of time in a process” (e.g. the beginning of), and “focus on an aspect of the research” (e.g. the cause of, the effect of). A more detailed analysis of the research conducted in this area reveals that a lot of articles are being devoted to untangle interpersonal meaning in special communication. Hedging is also an important part of ESP. Hyland (1998) carried out an extensive research on “hedging” in a lot of Biology research papers , in comparison to a general corpus of scientific English along with the academic elements of the Brown and LBO corpora. These researches were mainly based on modal auxiliaries (can would, will, etc.), epistemic lexical verbs (recommend, specify, etc.), and epistemic adjectives, adverbs and nouns (probable, probably, probability, etc.) propose that hedging is present in all research articles. This is something is the same even though it is apart ESP. A better understanding of hedging as an important part of ESP can be understood by Poos and Simpson (2002) research. They carried out a similar of hedging only that they used a cross-disciplinary method. They studied the Michigan Corpus of Academic Spoken English and associated it with the gender and hedging. They came to a conclusion that in the field of academic speech, there is no noteworthy effect which may be associated to gender, hedging frequencies, however other then that there is an observable disparity in hedging frequencies depending on a particular subject. Thus this study proved the fact that ESP has an effect on hedging and that every subject has different hedging frequencies. Thus It can be said that, Poos and Simpson (2000) believe that, hedging is not essentially a gender-based phenomenon, and that hedges like kind of and sort of “are not just, and certainly not constantly, a sign of tentativeness. A lot of research has also been done on formulaic language and how it is utilized in English academic writing. By studying the functional and formal difference of the lexical phrases. it was found out that in articles from the British National Corpus consisting of 91 articles from the Social Sciences, 23 articles from the field of medicine, and 18 articles from various Technical and Engineering fields, it was concluded that this lexical phrase are utilized in ESP so that they may perform different functions. In addition topic priming, a lot of examples have been found in each of the 3 sub-genres where a particular saying is utilized for attributed and non-attributed support critically analyzed phrases, and reference which are part of the text. Moreover, English for special-purpose is also utilized for understanding some important text and phrases of Business English. Connor, Precht, and Upton (2002), for instance, try to find out the importance of combining the conventional text linguistic tools of genre analysis, like the classification of rhetorical moves, by a genre-specific corpus to create broader statements regarding how different writers write for a particular purpose. In order to do this they utilized the Indiana Business Learner Corpus , this consist of application for jobs and curriculum vitea of business students belonging America , Belgium and Finland. The objective of the corpus assignment is to study the utilization of language, and genre acquirement of students who speak the native language compared to those who do not. Particularly, the corpus assignment is based on To build an sophisticated ESP learner collection of application letters To make it easier for the comparison of students who know the native language and who do not. To study the genre in detail, by means of simulated letters of application, to generate a sample and then illustrate distinction based on business background as well as language background. Special-purpose corpora can also be utilized for removing those well-established theories which are like ESP theories. Contrary to a few theories, it can be concluded that gendered practices have a negative effect on specialized discourse like ESP. Fuertes-Olivera, etal (2003) studied 2 fundamental components of the ESP: the first one being lexical and the second grammatical. Lexical gives complete emphasis terms which are gender sensitive not only since the terms examined such as man, master, paymaster, and seigniorage or seignorag were words which were mostly male denominated, as eth context in which they were utilized clearly indicated that theses terms were associated to the male gander thus in this manner gender plays an important role in ESP , like“ man as provider,” “woman as reliant,” “man as proficient or would be proficient,” “woman as silence,” and “woman as delicate.” Thus it can be said that gender reference in ESP is something inconsistent: special grammatical devices are utilized for providing generic reference such as “generic he,” “generic she,” “generic it” and“ generic they.” In ESP the before mentioned different grammatical devices specify that language planning has attained a great deal of acceptance , especially in extremely institutionalized texts, for example the text used in United Nations Conventions. in this case the texts written in 1978 , only used “generic he” while not even one generic he” was used in the texts written since 1995. ESP and Jargons Jargons are mostly utilized by professionals in an attempt to portray their professionalism. It is an aspect of the English Language being used efficiently as a specialized language device. Jargons mostly consist of a range of acronyms. In order for communication involving Jargon to be successful both parties should have the knowledge of the words being use. Otherwise, that will result in a lot of confusions and misunderstandings. According to Walter Nash (1993), such terms and vocabulary is mostly included in to ordinary English. A good example this is the word IQ, this is the abbreviation of intelligence quotient. However it is used commonly by everyone. a few technical jargon words used in specialized English are borrowed by other languages as well . Like 'lizing'(leasing) and 'bankrotia' (bankruptcy) are used commonly by Russian business men, accountants and bankers. . Jargon is less specific and thus less clear than ordinary English. When the doctors use jargon to clarify a point it frequently obscures the truth. Likewise, new words are added to medical jargon all the time. Also, the meanings of individual phrases change over time too. In addition, it can be said that there is the jargon that you do not ever want to hear yourself using. You know that your training is changing you, but there are certain changes you think would be going a little too far. The mastery a student has over his subject matter will help him in easily acquiring the English related to the subject. The knowledge student gain regarding a particular subject helps them in understanding the vocabulary used in an ESP environment. Thus, students usually take advantage of the previously acquired knowledge to improve their English. According to Bell (2002) the amount of knowledge regarding a particular subject matter that a teacher is completely dependent on a few important factors. These factors are given below: The amount of knowledge the students have about their particular field of study. If students have any prior experience of such programs and courses or they are just beginners How precise and detailed is the subject matter of the language being thought and the ability of the students to grasp the language Even though one does not need to be a professional in a particular field of study. However awareness and knowledge regarding the vocational area of the particular field of study is extremely important. Three C’s of ESP According to Bell (2002) the three Cs are extremely important in ESP classrooms. These are given below: Curiosity The students and teacher both have to be interested in the particular field of study, so that they can gain knowledge regarding the terms used in that particular field. Collaboration Students should ask for collaboration from other specialist o the field of study. The teachers should also do the same Confidence Confidence is another important factor for ESP programs, confidence will grow in the students and the teachers if they associate the new language with their field of study. Without confidence it may be hard for the students to learn the language According to Harding (2007) ordinary skills which a English language teacher uses such as good and fluent communication , using valid materials and studying English in a practical manner may also be used in ESP class rooms . ESP and 4 basic language skills Listening, reading, speaking and writing are important skills for acquiring a language. in a lot of universities and colleges ESP helps students to acquire their language skills and thus their reading and writing skills need more attention. Students usually improve their listening skills in ESP class room by means of different activities. These activities may include mini-lectures and number recognition. However the best method for a higher education ESP class room is min lectures, as the students even learn how to pronounce the terms related to their specific field of study. Reading Skills For fluent reading it is very important that the students have a good vocabulary, knowledge regarding the subject, and the grammatical structures. Developing their vocabulary is an important part of the ESP program as without it they may only know the technical terms concerning their subject. Apart from this students should be thought to preview the text regarding their subject so that reading becomes easy for them Writing Skills Developing writing skills is also important for ESP students; they need to learn how to express themselves according to their particular subject. Thus ESP based writing skills depends on the subject itself , for example technical and scientific subjects usually require a lot of references apart from that grammar is not much of an issue, on the other hand. Subjects of humanities or social science pay else attention to references and more attention to grammar and the context of the text. Speaking Skills Speaking skills is another important skill which students can attain from ESP class rooms. Like writing skills even speaking skills in an ESP classroom is extremely difficult to develop. However, it can be done by providing students with activities regarding dialogues like in an ESP call for marketing executives the teacher should ask them to act out a situation in which they are selling their product. Certain pronunciation of words should be thought to the students, this should be done keeping in mind the vocabulary of the particular subject. Conclusion and Recommendations The approaches to ESP described in the paper have shed a lot of light on the important role of linguists and philologists must play in the study of special communication. Bearing in mind that university degrees are about to be given according to European guidelines, and that a lot of English philologists, particularly those who are involved in the felid of English for special purposes teaching, have to start involving themselves in research activities. ESP plays an important role in communication and an even more important role in writing of a particular field of research. Thus all traditional theories of language have to be replaced as they no longer study the different perspectives of special communication. Therefore, terminology ought to implement social, linguistic and cognitive perspectives which, in some way, are associated the workings of terminologists and linguists; (ii) the segmental dictionary must be used in order to implant a pedagogical approach, mainly as they must serve a new type of students who are going to be future professionals, and translators. ESP is completely based on two assumptions: (i) disciplinary variation is extremely important; (ii) as compared to the explanation of specialized discourse as uncongenial, objective, ideologically unbiased and unemotional, research with special purpose corpora is portraying exactly that. References Alcaraz Varó, E.,( 2000);El inglés profesional y académico. , Alianza Editorial, Madrid Anthony, L. (1997); ESP: What does it mean? http://interserver.miyazaki-med.ac.jp/~cue/pc/anthony.htm Retreived April 6, 2000 Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Bhatia, V.K. (2002); 'Applied genre analysis: a multi-perspective model', Ibérica, Vol. 4, pp. 3-19. 9 Bloor, M. & Bloor, T. (1993); ''How Economists Modify Propositions.'' In W. Henderson, T. Dudley-. Evans and R. Backhouse, eds., Economics and Language. 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(1999); Disciplinary discourses: Writer stance in research articles. In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, processes and practices (pp. 99-121). London: Longman. Luzon Marco, M.J (2000); ‘Collocational frameworks in medical research papers: a genre-based study' English for Specific Purposes 19: 63-86 Mackay, R., & Mountford, A. (Eds.). (1978). English for Specific Purposes: A case study approach. London: Longman. Nash Walter (1993); Jargon: Its Uses and Abuses Blackwell Poos, D., & Simpson, R. C. (2000) ; A question of gender? Hedging in academic spoken discourse. Paper presented at AAAL, Vancouver. Poos, Deanna & Simpson, Rita (2002); Cross-disciplinary comparisons of Some Findings from the Michigan Corpus of Academic Spoken English In Using Corpora to Explore Linguistic Variation, ed. Randi Reppen, Susan M. Fitzmaurice, and Douglas Biber, 3-23. Amsterdam: Benjamins. Rizomilioti, V. (2000).; Epistemic modality in academic writing. ELR: The University of Birmingham Stevens P (1988); ESP after twenty years: a re-appraisal . In: Tickoo M. ESP: State of the Art . Singapore: SEAMEO Regional Language Center, Swales, J.M. (1990); Genre Analysis: English in Academic and Research UK: Cambridge University Press Read More