Graduate qualifying work

1.CHAPTER. General Overview of ESP

1.2.Types of ESP

According to the definitions below, ESP can be divided into two main areas depending on when they take place:English for Academic Purposes (EAP): it involves the pre-experience, simultaneous/in service and post-experience courses.
English for Occupational Purposes (EOP) it is needed for studies in a specificdisciplines (pre-study, in-study, and post-study) or as a school subject (independent or integrated). Pre-experience or pre-study course will omit any specific work related to the actual discipline or work as students will not yet have the needed familiarity with the content; the opportunity for specific or integrated work will be provided during in service or in-study courses.
Another division of ESP qualifies EAP and EOP according to discipline or professional area in the following way:

Figure n° 2: Johns (1991:71) and Dudley-Evans and St John (1998:6).
The division below crates a difficulty to distinguish between “common-core” EAP and EBP and General English - e.g. Business English can be seen as mediating language between the technicalities of particular business and the language of the general public (Picket:1986). In order to understand the ESP classification, Dudley-Evans and St John suggest a presentation for the whole of ELT in form of a continuum that runs from General English courses to very specific ESP courses as illustrated in Table 1.

Table n° 1: Continuum of ELT course types (Dudley-Evans and St John, 1998).

5. ESP is a Learning–centered Approach

Hutchinson and Waters (1987) described E.S.P. as a Learning-centered Approach since it doesn’t emphasize language use but language learning. Both authors presented ESP with a metaphorical image (Figure n° 1) showing the relationship between ESP and ELT under the form of a tree.

1.CHAPTER. General Overview of ESP