Abstract
English for Specific Purposes, known as acronym-'ESP', has been a distinct activity in the field of English Language Teaching (ELT) since 1960s. The flowering period of ESP has been identified due to many incidents like the second world war in 1945, the rapid expansion in scientific, the growth of science and technology, the increased use of English as the international language of science, technology and business, the increased economic power of certain oil-rich countries and increased numbers of international students studying in English Speaking countries. Needs analysis is the key essence of ESP. The paper reviews the history and development of ESP, the notion of needs analysis in ESP setting and some important components of ESP needs analysis. Finally the paper critically reviews the ESP needs analysis models. TSA (Target Situation Analysis), PSA (Present Situation Analysis), LSA (Learning Situation Analysis), MA (Means Analysis) and Language Audit are the salient features of needs analysis in any ESP context. In the field of ESP, there are a number of models of needs analysis such as Munby (1978), McDonough (1984), Hutchinson & Waters (1987), Robinson (1991), West (1994), Jordan (1997) and Dudley-Evans & St. John (1998). These theoretical models are s imilar to a certain extent that they aim at identifying the English language needs of the learners. The paper provides the readers with a solid review on some ESP needs assessment models.
Highlights
English for Specific Purposes (ESP) is not General English (GE) teaching and learning, but it is specialized English
Many ESP scholars suggest that TSA (Target Situation Analysis), LSA (Learning Situation Analysis), PSA (Present Situation Analysis) are the fundamental components for assessing language needs of learners
Are the following statements developed by Dudley-Evans & St John [5, p124] under the headings TSA (Target Situation Analysis), LSA (Learning Situation Analysis), PSA (Present Situation Analysis): 4.4
Summary
English for Specific Purposes (ESP) is not General English (GE) teaching and learning, but it is specialized English. The most important difference between ESP and GE (General English) is that the learners and their purposes for learning English. An ESP course is developed based on an assessment of purposes and needs and the activities for which English is needed. The emergence of English for Specific Purposes (ESP) teaching movement resulted from the English language needs of the learners for specific purposes in accordance with their professions or job description. Her key criteria are that “ESP is normally goal-directed’ and that ESP courses develop from a needs analysis, which aims to specify as closely as possible what exactly it is that students have to do through the medium of English” [4, p3]. According to Hutchinson and Waters (1, p17], “EOP is known as EVP (English for Vocational Purposes) and VESL (Vocational English as a Second Language)”
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
