1|Page

Problems in teaching ESP at Secondary Education in Context

Pakistan

Credit Assignment
Submitted By:

Muzfar Ali Naich

Roll No (22MS-ENG-21)

Submitted to:
Ma’am Rosy Ilyas

Subject:
English for Specific Purpose
Date of submission

08-12-2022

MEHRAN UNIVERSITY OF ENGINEERING & TECHNOLOGY,

JAMSHOR
2|Page

Abstract

This research paper will mainly focus on the problems faced by teachers at secondary level in
educational institutions. There are many researchers who have focused at various topics such
as; higher level, English for Specific Purposes at vocational level, and English for academic
purposes and so on so forth. This topic was invisible among the researchers and was not
focused by any researchers. Therefore, it even has not been investigated before anywhere in
the world. The aim of this research article will analyze problems at secondary level while
employing various factors of ESP. However, analysis will focus on particular two teachers’
perception from public sector; who have experience of around ten years teaching at
secondary level. To put it an end to this, this article is taken to find out the issues mostly
faced by the secondary level teachers. Thus, this research will help the course designers in the
designing the curricula.

KEYWORDS: English for Science & Technology, Occupational, overshadow, Collaborator.

3|Page

Introductions

English for specific purposes (ESP) embodies the effect of the global concern in the Study of
English. Among the factors road surface the way for the conception of this academic subject,
Bolitho and Kennedy (1984:1) consist of: growth of business and amplified occupational
mobility and sometimes only foreign language.

I. Definition

English for specific purposes (ESP) is a term used to describe the teaching and learning of
English as a second or foreign language when the learners' aim is to utilize English in a
specific domain. In its early years, the teaching of English for particular purposes was largely
driven by the necessity for inter-language communication in fields like technology and
commerce. English for academic purposes (EAP), English for occupational purposes (EOP),
English for vocational purposes (EVP), English for medical purposes (EMP), English for
business purposes (EBP), English for legal purposes (ELP), and English for socio-cultural
purposes (ESCP) have all been added to the list of areas that this has now been expanded to
cover (Belcher 2009).

Since the first, classic edition by T. Hutchinson and A. Waters, the word "ESP" has been in
use for more than 25 years, and its definition may be found in many issues on the topic that
followed (1987).

Hutchinson and Waters used a picture of a tree to convey their ELT concept. In the
illustration, ESP is pitted against General English, which is typically taught for exam reasons.
The first inference we may make is that ESP is instructing students on the use of English for
other purposes, such as employment or study. These two are sometimes referred to as
academic purposes and professional (also occupational or vocational) reasons. The division
claims that the majority of secondary schools instruct General English only because it is
necessary for a certain exam (a GE exam, of course, such as the FCE or the standard Russian
school exam). A student needs a different kind of English that must meet certain
requirements if they want to continue their academic education or utilize English in their
future vocation.
4|Page

2. Problems in ESP

Who teaches ESP classes? They are educators who work with their students' professional
growth at Secondary, higher, vocational schools, colleges, universities, and any other
settings. Professional ESP teachers are professionals in teaching English for all professions
and are capable of creating lesson plans based on the information provided by professors or
subject-matter experts. How do they instruct? Future (or current) professionals are given
academic skills instruction by ESP teachers. They urge their pupils to apply both their
previous knowledge and academic skills in dealing with a variety of real-world facts in their
professions as they teach English for the workplace. The professional needs of their pupils
are taken into consideration while ESP teachers create their course materials.

3. Research Questions
3.1 Teachers’ perception about Problems in ESP teaching at secondary level at a
government Secondary school.
3. II Issues face by teachers’ faced by secondary school teachers.
3. III DO ESP/EST (English for science and technology) works at secondary level.

4. Methodology

In this research paper especially qualitative method is used to collect data and material
according to the questions. There was dire need to take interview from the teachers to know
their views and opinions they face while teaching ESP at secondary level. Qualitative method
includes mainly three categories which includes;

1. Interviews: one-on-one talks in which questions are directly asked of participants.

2. Observations: writing down in-depth field notes what you have observed, heard, or
come across.
3. Focus groups: a forum for discussion and question-and-answer sessions.

5. Instrument/tool/method

Direct interviews were taken from two teachers of secondary school teachers who have
experience of more than ten years teaching ESP at secondary schools. Later, their points were
noted on note book which they opined in their own verbal interviews. This direct interview
helped to meet with teachers and to see their student’s levels at the point.

6. Rationale of the study

Teaching "specific kinds" of English is not what ESP is. The fact that a language is utilized
for a certain purpose does not indicate that it is a unique form of the language that is
unrelated to other forms in kind. Undoubtedly, there are characteristics that might be
considered "typical" of a specific context of usage and that the learner is therefore more likely
to encounter in the target setting. However, these differences should not be permitted to
overshadow the far broader area of shared ground that underlies the use of both English and
all other languages.
5|Page

Teaching "specific variations" of English does not fall within the category of ESP. The mere
fact that a language is utilized for a certain purpose does not indicate that it is a unique form
of the language that is distinct from other forms. There are characteristics that can be
considered "typical" of a specific context of use, and learners are therefore more likely to
encounter these characteristics in the target circumstance. Although there are some
differences, they shouldn't be permitted to overshadow the much broader area of shared
ground that underlies all language use, including English.

In that it should be based first and foremost on the principles of effective and efficient
learning, ESP is no different in kind from any other method of language education. There is
no reason to believe that the methods of learning should be any different for the ESP learner
than for the General English learner, even though the learning content may vary. In other
words, there is no such thing as an ESP methodology; rather, there are methodologies that
have been employed in ESP classes but that could have been used to the study of any type of
English. (1987, p. 18; Hutchinson and Waters)

7. Results and Discussion

1. Results

Q. No 1: Teachers’ perception about Problems in ESP teaching at secondary level at a

government Secondary school.

Perceptions
Teacher 1 Teacher 2
He asserted that they have many problems in He opined that teachers are not trained in
teaching ESP such as; lack of needs analysis, ESP at any level. There is need to trained
improper course designed traditional- before appointing teachers for esp.
teaching approach. Specialization is very important for ESP
teachers at every level.

Explanation: Both teachers’ points are interrelated that that there is need to recruit ESP
trained teachers. Therefore, there is dire need of needs analysis (T1) and the course should be
updated yearly (T1). T2 says that specialization in ESP is very impertinent and plays vital
role at secondary level.

Q. No 2: Issues face by teachers’ faced by secondary school teachers.

Perceptions
Teacher 1 Teacher 2
Teaching pedagogy lacks the knowledge of Lack of Planning Time, Non-Teaching Tasks,
necessary of the concerned subject, large Inefficient Professional Training, Challenges
classes. in The Classroom, Work-Life Balance, and
Lack of clarity about career growth.
6|Page

Explanations: T1 says that teaching pedagogy is very important. However oxford dictionary
defines teaching pedagogy, “the method and practice of teaching, especially as an academic
subject or theoretical concept.” Besides, he says another big problem is large classes. The
seats are limited but due to lack of extra class rooms; students are seated in a single room
more than 100. So it becomes difficult to teach large classes. Lastly, T1 tells that there is lack
of knowledge in ESP Teachers about the concerned subject. For instance, if ESP teacher
teaches EST (English for science and technology) he lacks knowledge about the scientific
and technological terms and vocabulary. This problem brings a lot of barrier in teaching ESP
at secondary level. T2, while answering, spells out various problems such as; Lack of
Planning Time, Non-Teaching Tasks, Inefficient Professional Training, Challenges in The
Classroom, Work-Life Balance, and Lack of clarity about career growth at secondary school
level.

Q. No 3: DO ESP/EST work at secondary level at a government Secondary school?.

Perceptions
Teacher 1 Teacher 2
He stated that they don’t work enough He declared that science is very important for
ESP/EST at secondary level. Because, they every learner in academic area. But they have
don’t have technology and scientific material lack of scientific machines. They lacks so
and machines to teach learners at secondary EST doesn’t work at secondary level.
level.

Explanation: Both T1 and T2 meant that there is lack of scientific machines and technology
in their governmental schools. So that they feel many problems and issues in ESP and EST at
secondary level

2. Discussion

Needs analysis is not limited to language teaching or languages

education. However, needs analysis is the cornerstone of ESP and is very
intensive course. What does Needs and Needs Analysis mean?
There is a confusing set of terms. Needs are described objectively and subjectively (2:65),
perceived and felt (1:55), goal situation/goal orientation and learning, process and product
orientation (2:63); In addition, there are necessities, desires and desires. Missing (5:55), these
terms were introduced to describe various factors; a perspective that has helped the notion
that you needs to grow.
A course is ``a series of integrated teaching and learning experiences whose ultimate aim is to
bring the learner to a particular level of knowledge'' (Hutchinson and Waters, 1987, p. 65). So
this is the process of planning and deciding to add courses for learning languages. In the
context of ESP, course design is the preparation of effective tasks and activities, the
preparation of effective tasks and activities, and the acquisition of data to create the most
appropriate environment for ESP learners to achieve their goals. The process of data
collection to create a collection (Richards, 2001). Therefore, more attention should be paid to
the needs and expectations of ESP learners. The learner's needs definitely play an important
role. This means that course design in ESP settings is not a teacher-centered approach. So her
7|Page

ESP teacher job in designing an ESP course involves more than just teaching. Dudley-Evans
and St. John (1998) propose the term "ESP practitioner" as this definition is more detailed
and complete. The primary roles of the ESP practitioner are distinguished as follows:
As a teacher, course designer, material provider, collaborator, researcher and reviewer. All of
these roles exist in some form. However, a needs analysis, conducted to determine the "what"
and "how" of a course, is the first step in ESP (English for Specific Purposes) course
development, followed by curriculum design, material selection, and methodology. , rating,
followed by rating.

8. Conclusion

Needs analysis is very impertinent in English for specific purposes to find know the
“lacks”, “wants” and “needs” of the specific course. However, it deliberately evaluates very
closely the problems in the concerned course which is being targeted by the researcher or a
scholar who is investigating on the topic. In a matter of fact, a researchers tries to find out the
problems as upcoming course can be designed while keeping these circumstances a head. It is
important because everywhere in ESP teachers face many challenges such as; designing
course needs analysis, large classes, lack of knowledge and strong command on the particular
subject. Therefore, there are many other challenges which are faced by ESP teachers at every
level in primary, secondary, and higher level of education.
8|Page

References

1. Problems in teaching English for Specific purposes at higher education by Gita

Andriani Sriwijaya University; published 2014 NOBEL: JOURNAL OF
LITERATURE AND LANGUAGE TEACHING

2. Berwick, R. 1989. Needs assessment in language programming: from theory to

practice. // In R.K. Johnson (Ed.) the Second Language Curriculum. Cambridge:
Cambridge University Press.

3. Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A Learner-

Centred Approach. Cambridge University Press, Cambridge.

4. Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge

University Press, Cambridge.

5. Dudley, E. and St. Johns, A. M. (1998). Developments in ESP a Multi-Disciplinary

Approach. Cambridge University Press, Cambridge.

6. Challenges in Designing ESP Course for First Year Students of Engineering Faculty at
Malikussaleh University Rasyimah, Juni Ahyar, and Dewi Kumala Sari 
Proceedings of MICoMS 2017 (2018 published in journal)

7. Dorda S.V. Ukrainian Academy of Banking (Sumy) Needs Analysis and Evaluation in ESP.

8. Holliday,A. and T.Cooke. 1982. An ecological approach to ESP. In issues in ESP. Lancaster
Practical Papers in English Language Education 5. Lancaster: Lancaster University.