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CONCLUSION
English for Specific Purposes (ESP) is learning English for a specific purpose to get special or specific goals. Needs assessment or need analysis in ESP should not be considered as a different kind of teaching the language but rather as an approach as it is also based on the common belief of teaching language for communicative purposes. ESP is focusing on the specific needs of the learners, concentrating more on language in context. In the field of ELT (English Language Teaching), ESP is concerned with the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals. The goal of ESP is oriented and focused on English teaching and learning, designed for the specific learners according to learners’ academic and professional needs. ESP course is developed based on an assessment of purposes and needs and the activities for which English is needed. However, in ESP it is a needs analysis that determines which language skills are most needed by the learners, and the syllabus is designed accordingly. In the implementation of ELT, there are some difficulties related to the teacher in teaching English for Specific Purposes (ESP) as follows: quality of lectures and textbooks, qualification and teaching methods of teachers and lack of a theoretical framework to support teaching ESP. Difficulties related to the students such as demographic characteristics and demands of learning ESP of students, English proficiency, differences between language to another, especially ESP, lack of vocabulary, dependence on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused examination.
In my paper I concerned with “English for Specific Purposes” (ESP). I introduced the theoretical background concerning ESP and mentioned some characteristic features closely connected with process of ESP learning. I drew the special attention to organizing ESP course and selecting material as an important phase to fulfill its demands and to achieve satisfying goals in ESP process of learning. I also pointed out some differences between the role of “ESP” and “General English” teacher and stressed the importance and possible ways of evaluation. I mentioned ´learning centered approach based on learners´ needs, expectations and learners´ way of learning language. They are mainly learners´ needs that must be met rather than teachers´ ones and it depends on learning strategies and teachers´ attitude to ESP course that is why a motivation was emphasized as a necessary part of a learning process as well. Moreover, the role of ESP teacher is studied in details and it seen as more complex and more responsible than teaching General English. The ESP teacher is more than e teacher, and he or she is rather a “practitioner” who apart from teaching, provides material, designs a syllabus, collaborates with subject specialists, conducts research and evaluates the course and the students. The teacher`s role is also to organize the class, to be aware of the class objectives, to have a good understanding of the course content, as well as to flexible and willing to cooperate with learners and have at least some interest in the disciplines s/he is teaching.
This study provides an overview of the various definitions of ESP and how they relate to each other. It gives a clear historical account of the development of this field starting with the Second World War and how the need for ESP and ESP teachers emerged. It covers the different stages ESP went through up to the present time discussing the most important characteristics of ESP, types of ESP as well as challenges facing ESP. The study also explores the relationship between ESP and English language teaching and how ESP is used as an approach in language pedagogy today. In short, research over many years in several countries has demonstrated that there is an interrelationship between ESP and English language teaching especially peer teaching. Students do benefit through participating in activities in which they learn from and with their peers and freely acknowledge this in course evaluations. Teachers and students in ESP classes usually share their roles with each other so that they can fulfill their tasks more effectively; and in doing so, they always take peer teaching into consideration seriously. ESP is a strong movement which has imposed its influence all over the world, but still there are many things to do for its future development. This perspective of expansion presupposes that there must be a constant improvement for better and more suitable programs and courses, of ffective teaching, of serious analysis and of more consistent theoretical work in varied disciplines and, particularly, in human and social sciences. The present article was a detailed elaboration on three essential roles of ESP teachers in both ESP for academic and occupational settings. In fact, as most of ESP learners are primary workers and secondary learners, following a more integrated approach, which deals with learners’ needs in more multidimensional way, is necessary. In other words, many ESP teachers should follow an adulthood-oriented approach and act as simultaneous teachers and counselors dealing with both linguistic and psychological needs of learners in a parallel way. Therefore, in such a balanced approach, learners are more motivated and involved in self-directed learning, which is the most fundamental purpose of ESP programs. The counseling role of ESP teachers should not be restricted to classroom settings. ESP teachers should develop an accepting attitude toward content teachers to get useful insights about the academic content, which they are going to teach. In other words, ESP teachers should closely collaborate with content teachers to design the syllabus and get better teaching tips, which enable them to fulfill the learners’ needs more effectively. Therefore, both ESP and content teachers should negotiate without any unreasonable biases against each other. Finally, as ESP programs are essentially learner-centered, the learning needs of learners are of priority. Because these needs are variable, following a pre-determined syllabus and methodology is unreasonable. In fact, an effective ESP teacher should be continually involved in action-based theorizing about all the relevant aspects and act as an active practitioner. In summary, ESP teachers have to take heavier responsibilities than EGP teachers; therefore, it is better for them to take part in ESP teacher-training programs and workshops. In this case, ESP teachers can share their experiences and knowledge with each other to improve their teaching quality in a short time.
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