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Period: to
Emergence of ESP
ESP emerges in the post-World War II era to address the specialized language needs of professionals in scientific, technical, and business fields (Hutchinson & Waters, 1987). -
Recognition as a Field
The term "English for Specific Purposes" starts gaining recognition as a distinct field within language education, marked by early publications and conferences dedicated to ESP methodologies and practices (Hutchinson & Waters, 1987). -
Formal ESP Course
The first formal ESP course is documented at Michigan State University, focusing on English for scientific and technical purposes (Hutchinson & Waters, 1987). -
Methodological Development
ESP methodology evolves significantly with a strong emphasis on needs analysis and course design tailored to specific learner groups and professions (Hutchinson & Waters, 1987). -
Focus on Communicative Competence
Communicative competence becomes a central focus in ESP teaching, influencing methodologies that prioritize language use in authentic contexts and functional tasks (Hutchinson & Waters, 1987). -
Rise of Task-Based Learning
Task-based learning gains prominence in ESP, encouraging learners to engage in language tasks that simulate real-world professional situations, fostering practical language skills (Hutchinson & Waters, 1987). -
Technology Integration
Technology integration in ESP becomes widespread, enhancing access to authentic materials, interactive learning platforms, and multimedia resources that support language learning in specialized contexts (Laborda & Litzler, 2015). -
Present: Digital Advancements
ESP continues to evolve with advancements in digital learning tools, adaptive technologies, and online resources, facilitating personalized learning experiences and global collaboration among ESP practitioners and learners (Laborda & Litzler, 2015).