


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 4, No. 3, 2023 

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12 
 

Original Paper 

An Integrated Approach to ESP Teaching: A Case Study 

Kassoum KONE
1
 

1
 English for Specific Purposes, Université Alassane Ouattara, Bouaké, Côte d’Ivoire 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

Received: May 5, 2023      Accepted: May 19, 2023       Online Published: September 14, 2023 

doi:10.22158/fce.v4n3p12                 URL: http://dx.doi.org/10.22158/fce.v4n3p12 

 

Abstract 

This article is about the relevance of the integrated approach in English for Specific Purposes (ESP) 

teaching. The purpose was to show the extent to which that teaching approach is essential in meeting 

ESP learners’ needs, as compared to a training based on grammar points and discrete items of the 

language. The study was grounded in the genre theory and it was made around main questions as 

follows: what is the appropriate approach to ESP teaching-learning? Should teaching ESP be about 

discrete items, grammar, or an integrated approach? What does the adoption of the integrated 

approach entail? To address these concerns, we conducted a research with the target population (6 

learners from two different companies), through a semi-structured interview guide. The findings 

revealed that the integrated approach gives to ESP courses more meaning. The implementation of 

authentic activities is a means of giving the possibility to the students to build and acquire global 

knowledge in the language, which is far better than focusing on grammar points and isolated and 

floating terminologies. 

Keywords 

approach, discrete items, ESP, genre, integrated, needs 

 

1. Introduction 

The growing need to prepare individuals capable of operating in a variety of socio-professional 

contexts has given English for Specific Purposes [ESP] a prominent place in the language classroom. 

With this new reality, researchers and practitioners in the field of ESP are constantly engaged in a 

process that seeks to develop the best approaches for more effective learning. 

Several approaches have thus emerged from this desire to make ESP easier to learn. Among these 

approaches, many practitioners tend to adopt the teaching of discrete items of the language. However, 

this approach has been extensively criticized for not giving enough space to communication. The 

integrated approach will thus come to the forefront because of the emphasis it places on both the needs 

of the learners and the communicative aspect of the language (Koné, 2022). 



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The researchers who defend this paradigm believe that the adoption of the integrated approach to ESP 

teaching offers better prospects for improving the training conditions of learners so as to meet the 

objectives that led to the emergence of ESP. Based on the ongoing debate on the best practices to be 

adopted in the ESP classroom, we are interested in the best approaches for the teaching of ESP. 

Therefore, what is the appropriate approach to ESP teaching-learning? Should teaching ESP be about 

discrete items, grammar, or an integrated approach? What does the adoption of the integrated approach 

entail? The answer to these questions will lead the following work. 

 

2. Review of Literature and Theoretical Framework 

2.1 Review of Literature 

English for Specific Purposes (ESP) has many definitions in the research community. Indeed, in their 

quest to popularize the term, many scholars have tried to give their points about the meaning of the 

concept. Robinson (1980) defines ESP as teaching intended for learners who need English for specific 

needs and objectives. These objectives can be professional, academic, and so on. 

The definition provided above is in perfect harmony with the one given by the International 

Organization for Teacher Education (IOTE, 2005). According to the tenants of this organization, the 

term ESP refers to the teaching or learning of English for a specific profession (Medicine, Law, 

Economics, etc.) or for business in general. Hutchinson and Waters (1992) maintain that the 

particularity of ESP lies in the fact that learners are aware of their needs in the language. 

Focusing on the different definitions, ESP teaching-learning seems to show interest in a variety of 

domains. Such a view is confirmed by Crystal (1987, p. 378) in the following terms: 

There is no theoretical limit to the number of special purposes to which 

language can be put. As society develops new facets, so language is 

devised to express them. In recent times, whole new areas of 

expression have emerged, in relation to such domains as computing, 

broadcasting, commercial advertising, and popular music. Over a longer 

time scale, special styles have developed associated with religion, law, 

politics, commerce, the press, medicine, and science. A detailed linguistic 

account of any one of these areas would itself require an encyclopedia, 

as the analysis of the language used would require an exposition of the 

conceptual system that gave rise to it. 

It, therefore, clearly appears that ESP continues to evolve with a view to embracing new professional 

fields as they emerge. In order to do so, ESP continually focuses on the learners’ needs. Described by 

Nunan (1988) as a “data collection process”, needs analysis plays a prominent role in ESP to the extent 

that it helps the practitioner identify the elements to be included in his curriculum. In the words of 

Hutchinson and Waters (1987), needs analysis accounts for the “necessities, wants, and lacks” of the 

learners with a view to coming up with useful data regarding what they know and what to include in the 



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teaching material. 

From the above, it stands out that ESP is primarily both learner-centered and learning-centered 

(Hutchinson & Waters, op. cit.) as it places great emphasis on the learner. Teaching ESP usually 

appears as a difficult task for many teachers. Such difficulties mainly rest in the approach used. Indeed, 

while some teachers believe it should be the teaching of discrete items and grammar points to meet 

learners’ needs, some others apprehend the approach to the teaching of ESP should be integrated. 

2.2 The Genre Theory 

In communication, a genre is a system of choices available to the user of the language which allows 

him to achieve or express meaning in a given environment. Swales (1990) is one of the first to apply 

genre theory to ESP. He asserts that like genre, ESP also stipulates that linguistics characteristics must 

be connected to the context of use. ESP aims at offering learners the means of communication that will 

increase their knowledge in a given academic and/or professional community. Swales (idem, p. 85) 

asserts that: “A genus comprises a class of communicative events, the members of which share a set of 

communicative objectives. These objectives are recognized by expert members of the parental discourse 

community”. 

Halliday (1978) thinks that language, by its use, is a form of socialization, which allows various forms 

of the interpretation of social and socio-cultural relations. He explains that the contexts of language use 

are never isolated. They are likely to reappear in other situations; which he (Halliday) calls the “types 

of situation”. This reproduction of usage situations allows users to develop, over time, types of semantic 

interaction in these contexts. 

This semantic development in a framework of use is, according to Halliday (ibid), the language register. 

By linking a context of use to a semantic situation and a grammatico-lexical model, the register refers 

to the description of the domain of use of the language, and how the participants (the tenors) are 

mutually linked. 

The domain is the system of activities in a given environment that takes into account the participants, 

their practices, and the circumstances. The concept of “tenors” sheds light on the social relationship 

that exists between the participants involved and their interactions in the conversation. In other words, 

genre theory aims at helping learners make appropriate language choices that match their needs or 

social positions. The approach thus emphasizes the active involvement of the learner during the 

learning process. 

It is about the creation of a discursive community, that is to say, a community that shares the same 

linguistic discourse in a given domain in order to achieve their goals and meet their communicative 

needs. The analysis of this communicative need generally represents the starting point in an ESP 

course. 

 

 

 



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Furthermore, communicative events must be a matter of mutual understanding by professionals. To be 

more explicit, the establishment of a kind of language code is necessary in order to allow learners to 

reflect and realize private intentions in their field of specialty, thus accomplishing social activities 

through communicative purposes. 

From what precedes, it is clear that genre theory focuses on the process of language learning and 

acquisition. Language skills and linguistics compounds are presented as a whole and not in separate 

elements (lexicon and grammar) because language is a whole set composed of structures, meanings, 

functions, and others. Therefore, none of these components goes without the others in a language 

acquisition process. 

 

3. Methodological Approach 

3.1 Context of the Study 

As a language specialist, we have been teaching ESP for years in several national and international 

companies. For instance, we taught English at the African Development Bank (ADB) and the 

Integrated Management Center (IMC) for more than one year. Through time, we had the opportunity to 

test various approaches to ESP teaching. From this experience, we have come to the conclusion that the 

best approach to meet learners’ needs is the integrated approach. 

3.2 Population of the Study 

Our learners were mainly composed of managers in different companies. We had to equip them with 

the language they need to deal with their daily tasks in order to be effective in their domain. Among 

many other tasks, they should be able to hold meetings, deal with conferences, read and understand 

emails and chat with their colleagues in English. 

3.3 Data Collection Procedures 

For the collection of data in this study, we have used semi-structured interviews in order to collect 

learners’ impressions of the teaching approach they have experienced. The purpose was to allow them 

to have opinions and say what they feel about it. In other words, they should be able to say whether the 

method helps meet their language need or not. 

In so doing, we did the interview with learners from two different companies. They were three from 

each company. We made the decision to make a synthesis of the opinions collected in company A, 

which allowed us to have a general view of the group, which we named group 1. We did the same with 

the other company, which we named group 2. The interview was conducted in French to allow the 

interviewees, express themselves freely and have much to say. Using the English language could lead 

to speaking anxiety. 

 

 

 

 



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4. Presentation of the Results and Discussions  

4.1 Presentation of the Results 

The question asked to our respondents was: What do you think about the teaching approaches you 

have experienced when learning English? The purpose was to have the respondents compare the 

teaching approaches they have experienced while learning English throughout their careers. 

During the interviews with Group 1, the respondents found that there have been considerable evolution 

when comparing the former approach used to teach them and the new one we introduced. In other 

words, they considered that the integrated approach is “more useful” to the extent       that they learn more 

aspects of the language. 

More specifically, they welcomed the fact that the integrated approach offers them more opportunities 

to learn English through “texts and videos that provide more information about their professional 

domain”. In a word, the respondents from Group 1 found the integrated approach more interesting and 

better than the former approaches their teachers used to teach English in their company. 

As regards Group 2, most respondents expressed a positive view about the integrated approach, which 

they described as “exciting”. In fact, they considered that the procedures brought in by the integrated 

approach were interesting because it “allows them to use information from their professional world to 

learn English and use it to communicate effectively”. 

Nevertheless, some respondents from Group 2 deplored the fact the integrated approach is much more 

demanding in terms of efforts from the learners. In their words, involving learners in completing such a 

variety of tasks, as is the case with the integrated approach, can be hindering for professionals learning 

English. Such a view is mainly based on the rationale that workers are too busy with their professional 

activities, which does not let them much time to spare for completing demanding English tasks. 

Despite their complaints, the respondents from Group 2 agreed that the integrated approach is much 

more beneficial for them in terms of opportunities to learn English. A summary of respondents’ 

opinions is presented in Table 1 below: 

 

 

 

 

 

 

 

 

 

 

 

 



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Table 1. Summarized Responses from Respondents in the Submitted Language 

Question Group 1 Group 2 

What do you think 

about the teaching 

approach you 

experienced? 

 

 

We think it is an approach, 

from which we learn several 

things at once. It allows us to 

study texts and videos which 

provide us with knowledge 

about our field and we find this 

very interesting. 

As compared to what we used to 

see before, where everything 

focused on grammar and 

vocabulary points, we feel 

learning more with approach 

and actually, it is a good one 

It is an exciting approach, because it allows 

us to use information from our profession 

while learning and communicating in 

English. We watched videos related to our 

job. 

However, it remains a bit complex. We use 

too many things at once. Meaning, we 

watch videos, study some texts and we have 

to make comments, exchange about all of 

those elements. We find that too 

demanding, because we are workers and we 

don’t have enough time. Apart from that 

point, the approach can be among the best. 

 

4.2 Discussions 

Genre theory states that the focus should be on the process of language learning and acquisition. 

Language skills and linguistics compounds should be presented as a whole and not in separate elements 

(lexicon and grammar) because language is a whole set composed of structures, meanings, functions, 

and others. 

Therefore, none of these components goes without the others in a language acquisition process. In this 

way, learning the language should allow learners to express meaning in various communication 

contexts they face, as argued by Halliday (op.cit.), Swales (op.cit.), and Bathia (2004) ESP students 

should therefore be equipped with means of communication that will increase their cultural background 

in the professional community. 

Concretely, the language forms taught must be specific to their domain and must, therefore, be 

associated with linguistic knowledge. In other words, Courses in ESP should aim at developing 

learners’ communicative skills and strategies according to their needs. We have to carefully identify 

these skills and communicative strategies in order to effectively develop them. 

The four main language skills should not be addressed in isolation during learning activities. Yet to be 

able to write or even speak a second or foreign language, it is not enough to claim to know it. Instead, it 

necessarily requires good oral comprehension without which it is not possible to communicate 

effectively. When language skills are therefore not addressed in an integrated way, from a 

communicative perspective, students cannot make a social use of it. 

 



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Our personal experience as a social learner-user of English edifies us on the possibility of fully and 

exclusively acquiring language skills. Communication in real-life situations requires more than one 

language skill. Therefore, teaching that integrates the four main language skills allows learners to 

acquire the four skills simultaneously. 

Two approaches to language teaching generally make it possible to integrate language skills. These are 

content-based teaching and task-based teaching. The first emphasizes learning the language through 

content that interests them (a subject, a theme, a series, a character, etc.), while the second insists on the 

execution of tasks (solving situational problems) requiring the communicative use of language. In both 

approaches, peer and group work is used to increase learner interaction and collaboration. In other 

words, it is about developing tasks whose completion requires the holistic use of English to solve 

problems related to real-life communication. 

 

5. Conclusion 

In conclusion, rather than focusing on terminologies and isolated grammar points, ESP teachers and 

practitioners must encourage the integrated approach to language teaching, especially ESP. In this way, 

learners will be able to use language related to their field as a whole. In this case, the courses will give 

students the opportunity to analyze both the formal and functional aspects of the language in social 

and cultural contexts. They will then be more comfortable in their production of the language in their 

professional life. 

ESP courses should have more meaning. The development of authentic activities (activities which reflect 

as faithfully as possible the use of English in the real life) is a means of giving the possibility to the 

students to build and acquire global knowledge of the language, and not essentially isolated and 

floating terminologies. As for the grammar rules, they will appear in contexts so that the learners can 

learn them implicitly during the learning process. These grammar rules and terminologies will no 

longer be the subject of decontextualized teaching. 

 

References 

Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. London:  Continuum. 

Crystal, D. (1987). The Cambridge Encyclopedia of Language. Cambridge: Cambridge University 

Press. 

Glmenze, J. (2000). Email Communication: Some Emerging Tendencies in Register. English for 

Special Purposes Journal, 19(3). https://doi.org/10.1016/S0889-4906(98)00030-1 

Halliday, M. K. (1978). Language as social semiotic: The social interpretation of language and 

meaning. London: Edward Arnold. 

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. 

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Hutchinson, T., & Waters, A. (1992). English for Specific Purposes: A Learning-centered approach. 

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