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ESP Course Design: English for Occupational Purposes Paper

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ENGLISH FOR OCCUPATIONAL PURPOSES PAPER

English for Specific Purposes Course Design

Compiled by:

Deviyola Febriana 172122110

Dewi Rara Ayu Intan 162122036

Dhika Rahayu Oktaviani 162122066

Yadi Supriadi 172122067

ENGLISH EDUCATION DEPARTMENT

FACULTY OF SCIENCES AND TEACHERS TRAINING

SILIWANGI UNIVERSITY

2019
 PREFACE

Thank to the Almighty God for His bless and grace to the writer for accomplishing the English
for Sepecific Purposes paper with the title “English for Occupational Purposes”. Furthermore, the
writer also wants to deliver sincere thanks to all people who has given their hands to help completing
this paper including Dr. Dian Kardijan, M.Pd. as the lecturer of this course.

This paper is written to complete the mid-term project of ESP Course Design subject. It is
the project to discuss about english for occupational purposes and how it differs form other english
for specific purposes branches. Moreover, in this paper you will find the definition, function, and the
implementation of ESP at school.

The writer realize that it is still imperfect but the writer has an expectation that this work may
help reader to learn about english for occupational purposes. Besides, to bettering this paper the writer
open for any suggestion and critics.

Tasikmalaya, March 2019

Writer

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 Table of Contents

PREFACE ..........................................................................................................................................................i
CHAPTER 1..................................................................................................................................................... 1
Introduction ..................................................................................................................................................... 1
A. Issue Background ................................................................................................................................ 1
B. Problem Identification ........................................................................................................................ 1
C. Limitation of Problem ......................................................................................................................... 2
D. Problem Formulation .......................................................................................................................... 2
CHAPTER 2..................................................................................................................................................... 3
Discussion ......................................................................................................................................................... 3
A. Definition of English for Occupational Purposes ............................................................................. 3
B. English Occupational Function .......................................................................................................... 3
C. English Occupational Purposes to the Implementation of ESP Course Design in School ............ 4
D. Differentiating English for Academic Purposes (EAP) and English for Occupational Purposes
(EOP) ............................................................................................................................................................ 4
E. The Principles of English for Occupational Purposes (EOP) .......................................................... 5
F. Characteristics of English for Occupational Purposes (EOP) ......................................................... 5
G. The specifics and generals of English for Occupational Purposes .............................................. 6
CHAPTER 3..................................................................................................................................................... 7
Conclusion ........................................................................................................................................................ 7
A. Knot ...................................................................................................................................................... 7
B. Note ....................................................................................................................................................... 7
BIBLIOGRAPHY............................................................................................................................................ 8

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 CHAPTER 1

Introduction
A. Issue Background
English for Specific Purposes (ESP) can be defined as the teaching of English for
students who need to learn English in their specific field. Moreover, Esimaje (2012: 24) states
that English for Specific Purposes (ESP) is “the language used for a utilitarian purpose,
whether occupational, vocational, academic or professional”.
ESP is divided into two major areas, namely English for Academic Purposes (EAP)
and English for Occupational Purposes (EOP). In terms of the terminology, English for
Academic Purposes is English for academic purposes is defined as a set of skills that include
a formal academic style, a general academic English register, proficiency in English, as well
as English study skills (Jordan, 1997; Gunduz, 1999). Besides, English for Occupational
Purposes (EOP) has its focus and its own characteristics in which regarding the definition
English for Occupational Purposes (EOP), Sezer (2004) defined English for Occupational
Purposes [as] a recent and developing branch of English Language Teaching which aims to
meet occupational English language needs of learners in their occupational settings.
Therefore, English for Specific Purposes also has sub-category i.e. English for Academic
Purposes (EAP) and English for Occupational Purposes (EOP).
This paper will only focus on the in-depth explanation of English for Occupational
Purposes (EOP). Since the term English for Academic Purposes has emerged as well, it may
arise some confusion in which one of aims in this paper is to differentiate between EOP and
EAP. Furthermore, there will be some other explanation about the principles of EOP, the
characteristics of EOP, and general-specific EOP.
A bit further explanation, EOP is a type of English for specific purposes (ESP). EOP
can be further divided into English for professional purposes (EPP) and English for vocational
purposes (EVP). EOP also includes English for medical purposes (EMP) and English for
banking industry. EOP is used both in the university context by students preparing for future
careers and in the business context (Dudley-Evans and St. John, 1998).
B. Problem Identification
Based on the description above, it is clear that many students encounter problem in
speaking ability. Therefore, the problems are identified based on the following questions:

a) What is the difference between English for Academic Purposes (EAP) and English for
Occupational Purposes (EOP)?

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 b) What are the principles of English for Occupational Purposes (EOP)?

c) What are the characteristics of English for Occupational Purposes (EOP)?

d) What are the specifics and generals of English for Occupational Purposes (EOP)?

C. Limitation of Problem
The limitation on this paper is perhaps there are many assumptions that are different
because some of the several sources are contradicted when it comes to the hierarchy of ESP
in which some researchers stated that ESP and EOP is in the same level while EAP is different
from both ESP or EOP. This paper will only focus on one side of two issues that is based on
as the common perceptions and derives from credible sources and experts in ESP field such
as Hutchinson, Waters, Evan, etc.
D. Problem Formulation
Based on the background of the problem before, the formulation of the problem can
be formulated in the following questions:

a) Is there any significant difference between ESP, EAP, and EOP in terms of function and
terminology?

b) Is there any significant difference of the implementation of EAP and EOP?

c) Is there any significant characteristics and principles of EOP that makes it distinguished
from EAP?

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 CHAPTER 2

Discussion

A. Definition of English for Occupational Purposes

English for Occupational Purposes is a branch of ESP (English for Specific Purposes)
and covers situations in which learners are studying English for work related reasons. The
courses are based on an analysis of their specific communicative needs in their work. For
example, a waiter dealing with foreign clients might need to:
- describe the content of dishes on the menu and the way they are cooked (It's pasta with
seafood cooked in a white wine and cream sauce)
- understand and respond appropriately to requests and orders (Can we have a bottle of
the house white?)
- ask about requirements (Would you like coffee?) etc.

EOP courses will therefore have often titles like: English for Nursing, English for Shop
floor Staff, and English for Accountants. Where communicative needs become more complex,
the courses may become more specific, not aiming to deal with the full range of needs
involved in the job, but just with one area. This is particularly true in Business English, which
may focus on e.g.: English for Sales Presentation, English for Business Report, and
Negotiation Skills in English

Alternatively, the courses may focus on the more general needs of a specific industry:
English for Banking and Finance, Legal English, English for Military Purposes, English for
the Oil Industry.

B. English Occupational Function

The function of EOP is concern with enabling a learner function in English particular
job or profession. EOP design for someone who wants to ready for get work. Functional
analysis - the best approach to teaching occupational English. My recommended starting point
for teaching English for Specific Purposes is to consider the functions of the specific language
variety. This may be difficult to do until you really get to know your learners and their duties,
but there is quite a lot of literature now on how particular varieties of English work. An
appreciation of the function of occupational registers, will make linguistic description of
syntax, lexis and phonological features much easier, because you will be able to bear in mind
why particular constructions, collocations and literary devices are being used. Teaching
special English is much more interesting than word-level vocabulary study; in any case, good
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 vocabulary practice materials, as exemplified by books in the English Vocabulary in Use
series go beyond the role of simple reference dictionaries by marking out functional territory
and supplying a framework for language use.

C. English Occupational Purposes to the Implementation of ESP Course Design in School

Qing (2014) states that the theoretical work on course design has provided the
foundation for evaluating workplace EOP program design effectiveness (p.27). Therefore,
what is the characteristics of EOP? One of the characteristics of EOP, like ESP, is that it is
learner-centered (Hutchinson and Waters 1987, 19), i.e., learner wants and needs are taken
into consideration in developing the curriculum (of English as a subject) (see also Gatehouse
2001, 7). Thus, it is essential to ensure that an ESP curriculum is not based on mere
perceptions and intuitions, but on a proper EOP needs analysis. Belcher (2004, 166) suggests
that, because ESP pedagogy is driven by needs analysis, unlike other more theory-based
pedagogical approaches, its practitioners should gather “empirical needs assessment-data”, to
make sure that learning materials meet the specific needs identified.

Learners need to learn English in order to improve their job performance that was the purpose
of existence of EOP.

D. Differentiating English for Academic Purposes (EAP) and English for Occupational
Purposes (EOP)
To begin with, English for Academic Purposes (EAP) English for academic purposes
(EAP), commonly known as Academic English, entails training students, usually in a higher
education setting, to use language appropriately for study. It is one of the most common forms
of English for specific purposes (ESP). While English for Occupational Purposes has been
mentioned above, it is a branch of ESP (English for Specific Purposes) and covers situations
in which learners are studying English for work related reasons. Moreover, Tan (2016) in his
thesis explained that EAP is geared towards learners who are studying to enter professions
focused on academic language, whereas EOP is tailored for those who are already employed,
with an emphasis on the language used in job performance. An example to distinguish
between English for Academic Purposes (EAP) and English for Occupational Purposes is in
the case of biology students who is still pursuing their bachelor degree, the branch of ESP
course they will enroll is EAP in which they need to hone English skills to support their study.
Meanwhile, some workers who are employed already in biology field and they have achieved
their bachelor degree, but they still need to enhance their English skills to support their job
performance, then the branch of ESP they are going to enroll will be EOP. However, since
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 there is a clear difference between EAP and EOP, Huntchinson and Waters (1987) stated that
this is, of course, not a clear distinction: people can work and study simultaneously; it is also
likely that in many cases the language learnt for immediate use in a study environment will
be used later when the student takes up, or returns to, a job.
E. The Principles of English for Occupational Purposes (EOP)
The key principles of English for Occupational Purposes (EOP) is stated by Swales (1990,
in Salmani-Nodoushan 2002, 8) and it is recited by Rautenbach et. al (2018) mentions five
“enduring” conceptions as the underlying, essential principles of ESP:
- authenticity – the use of authentic materials to learn ESP (based on the real-life field
of specialisation of learners in their chosen occupation);
- research base – the register analysis of corpus, in terms of texts utilised in the learners’
chosen field of occupation and specialisation;
- language/text – register considered, in terms of lexicon and grammar, instead of
discourse analysed for the purposes of communication;
- learning needs – needs determined by means of needs analysis for the learners’ field
of specialisation, or occupation;
- learning methodology – this should be chosen, based on the fact that ESP is learner-
centred.

As the term ‘register’ arised above, register can be defined as a variety of a language used
for a particular purpose in a particular situation. Generally speaking, a register can be defined
by its lexical and grammatical features. The forms of register starts from informal to formal
which are intimate, casual, consultative, formal, frozen.

F. Characteristics of English for Occupational Purposes (EOP)

According to Kim (2008, 76) and recited by Rautenbach et.al. (2018), data from
interviews with employees of some Korean companies suggests that, in more recent times,
the following characteristics of ESP/EOP have emerged:

- There is a clear purpose (e.g., business skills for presentations in English, business
letter writing, etc.);
- It addresses needs in proficiency, as revealed by a needs analysis, of workplace
needs;
- It tantamount to responding to, and satisfying, educational needs;
- The relevant vocabulary and expressions related to their workplace; and,
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 - It is more suited to immediate needs, and serves more practical purposes than GE
in the workplace.

Fatihi (2003, 39) describes needs analysis as a process employed to identify and facilitate the
design of a suitable curriculum, with relevant teaching/learning and management objectives,
so as to ensure learning in an environment that closely simulates real-life situations in which
the learner should be able to perform roles in a specific setting (i.e., actual and relevant
linguistic, lexical, and discoursal needs). Le Ha (2005, 7) suggests that wants should also be
considered, in order to enable learners to master a language, but that learner needs are essential
for learning a language.

Since there still emerges ambiguity why abovementioned ESP characteristics and
principle are the same. Qing (2014) stated that [t]he theoretical work on course design has
provided the foundation for evaluating workplace EOP program design effectiveness (p. 27).

G. The specifics and generals of English for Occupational Purposes

a. Specifics of English for Occupational Purposes (EOP)
English for Occupational Purposes (EOP) is a branch of English for Specific Purposes
(ESP) and covers situations in which learners are studying English for work-related
reasons. The courses are based on analysis of their specific communicative needs in
their work. Moreover, the specifics of EOP takes where communicative needs become
more complex, the courses may become more specific, not aiming to deal with the full
range of needs involved in the job, but just with one area. This is particularly true in
Business English, which may focus on English for presenation, Negotiation skills in
English, and English for Business reports. EOP courses will therefore have often titles
like English for nursing, English for shop floor staff, and English for accountants.
b. Generals of English for Occupational Purposes (EOP)
Alternatively, the courses may focus on the more general needs of specific industry.
Some of these course examples are English for Military Purposes, English for banking
and finance, and English for the oil industry. This what makes it become general rather
calling it as specifics of English for Occupational Purposes.

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 CHAPTER 3

Conclusion
A. Knot
English for Occupational Purposes is a branch of ESP (English for Specific Purposes) and
covers situations in which learners are studying English for work related reasons. The courses
are based on an analysis of their specific communicative needs in their work.
In this course, students learn the skills of effective oral and written communication at the
workplace. They learn to prepare, process and produce relevant documents and conduct activities
commonly practiced at the workplace. Since the course is designed with the aim of equipping
students to meet the English language needs and demands at the workplace, it provides
opportunities for students to go through simulations of the work environment throughout the
semester. Among these activities are practicing relevant expressions used at the workplace;
preparing formal and informal documents; giving informative presentations; and developing job-
seeking skills.

Thus, learning English for Occupational Purposes often be learnt by the student who is
studying in the vocational and practical field. Besides, the learner can also come from the
occupational field for taking a short course.

B. Note

This paper is aimed for those who are looking for understanding English for
Occupational Purposes field. Therefore, we compiled the content tracery, so that the reader
may be helped.

However, the sources talking about English for Occupational Purposes is still limited.
Although we have searched it on google and the source book given by the lecturer, still did
not enough. The issue was, the sources only explain EOP in general and sometimes
assimilated with EAP.

Nevertheless, we have given our best understanding of this paper. Therefore, when the
reader found another sources that may help our paper we expect you to give a suggestion.

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 BIBLIOGRAPHY

Belcher, D. 2004. Trends in teaching English for specific purposes. Annual Review of Applied
Linguistics 24: 165–186.

Dudley-Evans, T. & St. John, M. (1998). Developments in ESP: A multi-disciplinary approach.

Cambridge: Cambridge University Press.

Esimaje, A.U. (2012). “A corpus-based lexical study of sermons in Nigeria. English Language
Teaching, 5(9), 24-32. http://dx.doi.org/10.5539/elt.v5n9p24 [accessed 28 August 2012].

Gatehouse, K. 2001. Key issues in English for Specific Purposes (ESP) curriculum development. The
Internet TESL Journal vii (10). http://iteslj.org/Articles/Gatehouse-ESP.html (Accessed 8 December
2011).

Gündüz, N. (1999). An Analysis of Students’ English Needs in the English Language and Literature
Department of Selçuk University. Unpublished Master’s Thesis), Ankara: Bilkent University.

Fatihi, A. R. 2003. The role of needs analysis in ESL program design. South Asian Language Review
XIII, 1&2, January–June: 39–59. http://www.geocities.ws/southasianlanguagereview/
SecondLanguage/fatihi.pdf (Accessed 25 November 2014).

Jordan, R.R. (1997). English for specific purposes: a guide and resource book for teacher. Cambridge;
Cambridge University Press.

Kim, D. 2008. English for occupational purposes. London: Continuum.

Le Ha, P. 2005. Munby’s “needs analysis” model and ESP. Asian EFL Journal 6: 1–8. http://asian-
efl-journal.com/pta_october_07_plh.php (Accessed 5 March 2012).

Qing, Xie. 2014. Investigating the Effectiveness of English for Occupational Purposes (EOP)
Training: Corporate Programs in China. Hong Kong: Institute of Education.

Sezer, S. (2004). An investigation of the occupational English language needs of Turkish police
officers. Unpublished Master’s Thesis. Bilkent University, Ankara.

Swales, J. M. 1990. Genre analysis: English in academic and research settings. Cambridge:
University Press.

Tan, S. W. (2016). English for Occupational Purposes: Elastomer English (Kent State University).
Retrieved from https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ETD_SUBID:115274
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