A History of English for Specific Purposes (ESP) Research

Posted on Aug 25, 2024 in Teaching & Education

The History of English for Specific Purposes Research

Problems and Solutions

The history of English for Specific Purposes (ESP) research presents three key problems:

  1. When did ESP research begin? Following John Swales’ movement history, Episodes in ESP, we can trace its beginnings to the early 1960s.
  2. How do we account for the diverse publication landscape? While much ESP/LSP research appears in international journals, a significant portion remains unpublished, is published in other languages, or resides in local journals. This makes it challenging to identify clear research trends or determine which articles to cite.
  3. How do we distinguish between research and practice in ESP? As a practitioner-driven field, ESP focuses on identifying the needs and relevant discourse features of specific student groups through rigorous research. To address this, consulting diverse sources and drawing upon personal experiences is crucial.

Research and Methods

Freak and Swales, in their pedagogical works, bridge current ESP research with teaching practices. They define research as “a systematic way of searching for answers to appropriate questions,” essentially a study aimed at explaining a particular phenomenon. Common research methods in ESP include:

  1. CARS Model (Creating a Research Space): This involves establishing a research territory, identifying a niche within that territory, and establishing a presence within that niche.
  2. IMRAD Pattern: This traditional structure consists of an Introduction, Methods, Results, and Discussion.
  3. Topic-Based Studies: These typically follow an Introduction – Subtopics – Conclusion format.
  4. “Text-First” or “Context-First” Approaches: These approaches prioritize either the analysis of discourse patterns within texts or the examination of the contexts in which those texts are produced and consumed.

Four Periods, Topics, and Research Trends

  1. The Early Years (1962-1981): From Text-Based Counts to “Rhetorical Devices”: This period focused on English for Science and Technology, with research primarily involving statistical (analytical) grammar counts within written discourse.
  2. The Recent Past (1981-1990): Broadening the Scope/Introducing Central Concepts: Key topics included needs assessment, linguistic devices and their rhetorical purposes, technology, and error analysis.
  3. The Modern Age (1990-2011): New International Journals, Genre, and Corpus Studies Take Center Stage: Research explored writing processes, student errors, academic argumentation, text analysis, and intercultural rhetoric. This era saw a rise in article publications in international journals and corpus-based research.
  4. The Future: Emerging trends include a focus on international authorship, researcher roles, diverse methodologies and triangulation, multimodalities, and varied locales.

Key Concepts in ESP

Let’s define some central concepts in ESP:

  • Needs Assessment: Analyzing students’ learning requirements to tailor instruction effectively.
  • Linguistic Devices: Strategies employed by writers to convey meaning and engage their audience.
  • Rhetorical Devices: Language choices aimed at producing a specific effect on the reader.
  • Rhetorical Moves: Recognizable structures or patterns within texts.
  • Error Analysis: Examining deviations from established norms in second language acquisition.
  • Genre: A category of text characterized by specific language conventions and purposes.
  • Intercultural Rhetoric: Investigating how one’s native language and culture shape writing in a second language.
  • Metadiscourse: Language used to signal the organization and purpose of a text.
  • Evaluative Language: Words conveying opinions or judgments.

Genre Volatility

“Genre volatility” refers to variations in rhetorical purposes among texts belonging to the same genre.

Predictions for the Future of ESP

  • International Authorship: ESP research will become increasingly globalized.
  • Researcher Roles: ESP researchers will continue to wear multiple hats, including those of teachers, course designers, and collaborators.
  • Varied Methodologies and Triangulation: The field will see ongoing efforts to critically examine existing approaches and embrace a wider range of methodologies.
  • Multimodalities: The integration of visual information in ESP will continue to be a significant area of exploration.
  • Varied Locales: Research will expand beyond traditional settings to encompass vocational and professional schools, acknowledging the diverse contexts in which ESP is taught and learned.

Key Roles of the ESP Practitioner

Dudley and St. John (1998) identify five key roles for ESP practitioners:

  1. Teacher
  2. Course Designer and Materials Provider
  3. Collaborator
  4. Researcher
  5. Evaluator

Dynamic, Situated, and Intertextual Nature of Genre

The statement that genre is “dynamic, situated, and intertextual” highlights that genre conventions are constantly evolving, specific to particular contexts, and interconnected with other genres.

Multimodality in ESP

Multimodality in ESP refers to the incorporation of visual elements, recognizing the increasing importance of visual communication in various ESP contexts.

Vocational ESP

“Vocational” in ESP refers to courses designed to equip students with the language skills needed for specific occupations.

Locales in ESP Research

“Locales” encompass the diverse settings where ESP research takes place, including vocational schools, professional schools, and secondary classrooms.