Types of ESP
This type of ESP focuses on language used in specific contexts such as air traffic control or waiter service.
English as a restricted language
These are the specific language skills and communicative abilities learners need for their professional or academic goals.
target needs
The strategy of using multiple methods, data sources, or perspectives to cross-verify findings.
triangulation
The ESP role that involves building opportunities for learning and using authentic materials.
teacher
Anything that facilitates language learning, including coursebooks, videos, and websites.
materials
According to Hutchinson & Waters (1987), the three branches of ESP are EST, EBE, and this.
ESS (English for Social Studies)
These are the individual needs and preferences of learners that influence their learning process.
learning needs
In triangulation, using multiple researchers to reduce individual bias in data collection and analysis.
investigator triangulation
The ESP role that requires collaboration with subject teachers and other professionals.
collaborator
This language aspect focuses on intelligibility, stress, intonation, and connected speech.
pronunciation
This third type of ESP identified by Carter (1983) shifts emphasis from purpose to topic.
English with specific topics
The three main techniques for gathering information about target and learning needs.
surveys/questionnaires, interviews, and language tests/assessments
Denzin’s type of triangulation that involves combining qualitative and quantitative methods.
methodological triangulation
The ESP role that involves designing the syllabus and selecting or creating teaching materials.
course designer and materials provider
The process of modifying, adding, deleting, or reordering content in a textbook to better suit learners’ needs.
adaptation
The scholar who identified three types of ESP in 1983.
David Carter
The two main categories of needs in ESP: target needs and these.
learning needs
The four types of triangulation according to Denzin (2006).
data, investigator, theory, and methodological triangulation
The role that requires the practitioner to research learners’ goals and prepare target materials based on the target situation.
researcher
The materials adaptation strategy where an activity is shortened to give it less emphasis.
reduction
This term describes the language used in a specific vocational environment that is strictly limited and situationally determined.
restricted language
The three methodological issues in needs analysis: defining needs, selecting methods, and these two others.
representative sampling, objective analysis, and aligning with institutional goals
This type of triangulation involves applying multiple theoretical frameworks to interpret the same set of data.
theory triangulation
The five roles of an ESP practitioner according to Dudley-Evans and St. John (1998).
teacher, collaborator, course designer/materials provider, researcher, and evaluator
The eight strategies of materials adaptation: omission, addition, reduction, extension, rewriting, replacement, re-ordering, and this.
branching