ENGLISH FOR SPECIFIC PURPOSES
Influences:
Needs Analysis
Defines: specific sets of skills, texts, linguistic forms, communicative practices.
Learner needs
What the learner must do in order to learn.
Focused on: lexical and syntactic features of texts
Rights analysis
Refers to a framework for studying power relations in classrooms and institutions.
Ethnography
Gives a participant-oriented description of individuals' cultural practices.
Focuses on a holistic explanation of communicative behavior.
Helps to identify the discursive practices.
Useful in exploring student practices.
Used to argue for pedagogic appropriacy.
Critical perspectives
Develop:
a growing sense in ESP to make discourses.
a critical awareness of how language works to support institutional hierarchies and inequalities.
Contrastive Rhetoric
Influenced the study of academic and professional cultures.
Assume that such differences may influence how students write in English.
Social Constructionist Theory
The mainstream theoretical perspective.
Knowledge and social reality are created through daily interactions.
Discourse Analysis
Involved attention to features of texts and their rhetorical purposes.
Influenced by Systemic Functional Linguistics.
Practices of particular social groups.
Specific communicative needs.
Goals:
Discover how people use discourse to create, sustain, and change social communities.
Allow learners to have language skills on order to carry out a role.
Meet specific needs of learners.