Group 3:

Issue in History of ESP

DONA SURIZAL
LIZA HAGDA
INTAN RAHMI

I. Essay
1. Mantion the Various influences which is generate ESP courses?
2. Mention And Explain Five Phases In The Development of ESP?
3. The principal Analysis of study skills and strategies’ idea behind the
skills-centered approach is that underlying all language use. What are
focus of Analysis of study skills and strategies?
4. what are the weaknesses of the register analysis approach?

II. Multiple choice:

1. The following list are the trends in EAP (English for Academic Purpose),
unless?
a) Register analysis
b) Rhetorical analysis/discourse analysis
c) Communicative Approach
d) Analysis of learning needs
2. In target situation analysis, course focused on such following statement,
unless?
a) to enable learners to function adequately in a target situation,
b) to identify the target situation
c) to carry out a rigorous analysis of its linguistic features
d) guessing the meaning of words form context;
3. What age the course design of esp change from test-based counts to
“rhetorical devices”?
a) The early years 1962-1981
b) The more recent past: 1981-1990
c) The modern age: 1990-2011
d) Esp now
4. In phase the more recent past: 1981-1990, what concept being centralized?
a) The International and Importance of New International Journals
b) Needs Assessment and Analysis of Study Skills
c) Intercultural Rhetorics
d) Multimodalities
5. The target situation analysis is also known as . . . . . .
a) Teacher-centered approach
b) the learner-centered approach
c) corpus approach
d) need analysis
 6. The early beginnings of English for Specific Purposes (ESP) in the 1960s
emphasized in?
a) Discourse analysis
b) the grammatical analysis of technical texts
c) Engish for occupation purpose
d) Rhetoric devices

I. Answer of essay test:

1. Answer:
 The economic development in the 1950s and 1960s
 The growth of science and technology ( EST )
 English is the instructional language of science, technology and
business
 The economic power of certain oil-rich countries
 International students in the UK, USA and Australia

2. Answer:
1. Register analysis
In the register analysis phase the language teachers’ aim at the time was
to identify lexical and grammatical features of these registers. The
teaching materials focused on these linguistic features which
represented the syllabus.
2. Rhetorical and discourse analysis
Rhetoric was defined as the process a writer uses to produce a desired
piece of text.
3. Target situation analysis
The target situation analysis is also known as the learner-centered
approach. In this phase, ESP was based on the reasons why student
learnt English.
4. Analysis of study skills and strategies
The principal idea behind the skills-centered approach is that
underlying all language use. There are common reasoning and
 interpreting processes which enable learners to extract meaning from
discourse.
5. Analysis of learning needs (a learning-centered approach)
This is the next stage of ESP development: the learning-centered
approach. It involves considering the process of learning and student
motivation, working out what is needed to enable students to reach the
target, exploiting in the EOP/EAP classroom skills which students
develop from their specific academic study and taking into account the
fact that different students learn in different ways.

3. Answer:
The focus should be on the underlying interpretive strategies which
enable learners to cope with the surface forms:
 guessing the meaning of words form context;
 using visual layout to determine the type of text;
 exploiting cognates (i.e., words which ar e similar in the mother
tongue and the target language)
4. Answer
 The description of the long text on a technical topic is based on a
description from an encyclopedia. This leads to many exercises of
grammar and semi-technical language.
 The exercises focuses on a restricted range of voc. and the
linguistic form (semi-technical language, grammar, the passive
voice), ignoring the comprehension of the reading passage or
reading skills and authenticity.

II. Answers of multiple choice

1. C
2. D
3. A
4. B
5. B
6. B