O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Part 2.
Procedure :
Warm up: teacher asks the following questions

1. 
   What types of specific English have you heard?
   
2. 
   Is there any of your friend study English in non filology faculty?
   

While activity:
Look at the following abbrevations. What do they mea? Discuss in pairs
EAP EGAP ESAP EGP
ELT EOP EGOP ESOP
EPP EGPP ESPP ESOL
ESP EST TESOL
Suggested answers
EAP English for Academic Purposes
EGAP English for General Academic Purposes
ESAP English for Specific Academic Purposes
EGP English for General Purposes
ELT English Language Teaching
EOP English for Occupational Purposes
EGOP English for General Occupational Purposes
ESOP English for Specific Occupational Purposes
EPP English for Professional Purposes
EGPP English for General Professional Purposes
ESPP English for Specific Professional Purposes
ESOL English for Speakers of Other Languages
ESP English for Specific Purposes
EST English for Science and Technology
TESOL Teaching English to Speakers of Other Languages
Discuss the difinitions given to ESP .
Below a selection of statements about ESP teaching by various writers. The terms 'English Language Teaching' (ELT) and 'English for General Purposes' (EGP) are used. A number of themes can be seen in these statements
1.1
The basic insight that language can be thought of as a tool for communica­tion rather than as sets of phonological, grammatical and lexical items to be memorized led to the notion of developing learning programs to reflect the different communicative needs of disparate groups of learners. No longer was it necessary to teach an item simply because it is 'there' in the language. A potential tourist to England should not have to take the same course as an air traffic controller in Singapore or a Columbian engineer preparing for graduate study in the United Slates. Tills Insight led lo the emergence of English for Specific Purposes (ESP) as an important subcomponent ol language teochln with ils own approaches to curriculum development, materials design, pedagogy, testing and research.Nunan (2004)
1.2
If ESP has sometimes moved away from trends in general ELT, it has always retained ils emphasis on practical outcomes. We will see that the main con­cerns of ESP have always been, and remain, will» needs analysis, text analy­sis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation(Dudley-Evans, T. & M-J. St John 1998)
1.3 ESP and General English
It is in the nature ol a language syllabus to be selective. The General English syllabus is based on a conception of the kind of reality that the student has to deal with in English. For example, a General English course for teenagers will probably be written around the language-based activities of a stereo­typical teenager. Finding out or even speculating on what these activities aie is like taking the first step towards a needs analysis. Consciously or unconsciously, tlierelore, all sensible course designers must begin by tryingto assess students' specific needs. ESP is simply a narrowing of this needs spectrum. The ESI process of specialisation should not result in the complete separation of one part of the language from another. One cannot simply hack of pieces of a language or of skills and then expect them to exist independently of anything else. Every discipline refers to others and each draws on the same reservoir of language. A science student who comes to grips with the past simple passive through the description of laboratory procedures is unlikely to lock that tense into that context for the rest of their English’speaking life” (Holme 1996)
In fact, the dividing line between ESP and EGP is not always clear; where do we place, for example, a course designed for a Korean businessperson who is to assume a post abroad in the near future? If the learner's proficiency level is very low, a great deal ol course content will probably be of a gen­eral English type with emphasis on survival situations. Most would probably agree that the course should be classified as ESP, simply because the aims are clearly defined, and analysis ol the learner's needs play an important role in deciding what to include in the course. However, we believe our example demonstrates that ESP should not be regarded as a discrete division of ELT, but simply an area (with blurred boundaries) whose courses are usually more focused in their aims and make use of a narrower range of topics.(Barnard and Zemach (2003, pp. 306-7)