Course Content (Syllabus)
Definition, origins and types of ESP ,The roles of the ESP teacher. Characteristics of ‘specialised’ language (e.g. academic, scientific and technical) the relevance of register, discourse and genre analysis to the teaching of ESP , needs analysis models, Approaches to ESP syllabus and course design, ESP materials design and evaluation.
Additional bibliography for study
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press. Chapters: 1, 2, 4 (4.4., 4.5, 4.6), 6, 7, 8, 9, 10
Jordan, R.R. (1997). English for academic purposes. Cambridge: Cambridge University Press. Chapters: 7, 16, 17, 18.
Chung, T. M. & Nation, P. (2003). “Technical vocabulary in specialised texts”. Reading in a Foreign Language (15)2, pp. 103-116. Freely downloadable from http://nflrc.hawaii.edu/rfl/october2003/chung/chung.pdf
Ferguson, G. 1997. “Teacher Education and LSP: The Role of Specialised Knowledge”. In Howard, R. & Brown, G. (eds.), Teacher Education for Languages for Specific Purposes. Multilingual Matters, 80-89. (COURSE READING PACKET in the library)
Trimble, L. 1985. English for Science and Technology: A Discourse Approach. Chapter 9. (COURSE READING PACKET in the library)