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Lecture Five. Language issues in ESP. 
Plan: 
·
Grammar in ESP. 
·
Key Grammatical forms. 
·
Vocabulary in ESP. 
·
Discourse and genre analyses. 
Aims 
In this lecture we will look at various language issues in ESP, focusing on both EAP and
EBP and considering in detail the questions of grammar, vocabulary and discourse. This will 
also involve some discussion of recent developments in ‘ genre analysis’ and its relevance
to the teaching of writing in particular, as well as to the teaching of reading and speaking. 
We will begin by looking at the tricky question of grammar and vocabulary in ESP. 
Grammar in ESP 
There are many misconceptions about the role of grammar in ESP teaching and, indeed, it 
is often said that ESP teaching is not concerned with grammar. 
While much of the skills- oriented work in EAP or EBP does not concentrate on grammar
in itself, it is incorrect to consider grammar teaching as outside the remit of ESP. Where 
students have grammatical difficulties that interfere with the essentially productive skills of 
speaking and writing, or the essentially receptive skills of listening and reading, it is necessary to 
pay some attention to those difficulties. How much priority is paid to grammatical weakness
depends on the learners’ level in English and whether priority needs to be given to 
grammatical accuracy or to fluency in using the language. If priority is given to accuracy, then 
direct teaching of grammatical forms in express particular meanings will be required. 
For reading where the learners’ grammatical weakness interfere with comprehension of 
meaning, the relationship between meaning and form can be taught or revised in context
through analysis and explanation. This often includes the verb form notably tense and voice;
modals, particularly in relation to the expression of certainty and uncertainty; logical
connectors such as ‘however’, ‘therefore’ and ‘moreover’; noun compounds; and various 
expressions related to the notion of ‘cause and effect’(this list arises from discussion with 
Brazilian teachers working on the ESP reading project there). Where English is used as the 
medium of communication and students are expected to present written work make oral 
presentations in accurate English, various weakness in grammar require more specific help.
This may mean allocating time to concentrate on the given difficulty, teaching both the form and
its use in contexts relevant to learners’ needs.