23. What are the academic or occupational requirements of the target situation

English for specific purposes (ESP) is a subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need. As with any language taught for specific purposes, a given course of ESP will focus on one occupation or profession, such as Technical English, Scientific English, English for medical professionals, English for waiters, English for tourism, etc. Despite the seemingly limited focus, a course of ESP can have a wide-ranging impact, as is the case with Environmental English.

What is your own opinion about the researchers` ideas on ESP? In my opinion, there are certain characteristics that a ‘good enough researcher’ should be able to identify in him/herself. A good researcher should “have a genuine and strong curiosity about their topic” Thus, if a teacher has always been interested in the topic of motivation, s/he might make an attempt to investigate the relationship between interesting teaching materials and the rise of motivation in his/her law students. Another characteristic of a good researcher mentioned by me is common sense, which helps researchers “to keep their feet firmly on the ground”. Other indispensable features include: having good ideas and being disciplined and responsible .

What is the balance between research and practice? In other words, the goal of balanced instruction is to create a mix of direct, explicit, and active instruction focused on authentic learning experiences that involve individual and collaborative work, social interactions, and appropriate integration of technology.

What are the Authentic source materials in esp ESP instructors is locating potentially useful materials and carrier content before the materials evaluation stage begins. Fortunately, the Internet has helped signifi cantly in this respect. Now, all major publishers will list their ESP-related textbooks on their websites and provide relatively easy search functions to locate them. Some publishers also add a preview feature to a textbook listing, allowing you to look at the front material and perhaps review a sample chapter. If the publisher does not offer this preview feature, you might still be able to fi nd it as a service offered by companies like Amazon (www.amazon.com). Of course, you can also visit a traditional bookstore or contact the publisher directly.

What is the difference between EMP and ELP? The first is literature of particular relevance to English for medical purposes (EMP), a pedagogic and research enterprise, and the second is literature on health care communication, and especially doctor-patient communication. The existence of EMP owes much to the late twentieth-century emergence of English as the foremost international language of science and medicine. The chapter presents detailed accounts of a few EMP courses available. Teaching materials for EMP are based either on locally produced exploitations of authentic medical texts, or on commercially published textbooks, or some combination of both. There is considerable scope for future EMP research. Spoken genres – doctor-patient consultations, case conferences, and medical congress presentations – are also a fertile area for further research.

What is the form EAP in English speaking country? English for Academic Purposes (EAP) is applied for common core elements also known as „study skills‟. They basically consist of writing academic texts, taking notes and observations, listening to formal academic discourses and making presentations. The other realm in which ESP operates is English for Academic Purposes (EAP). Following a similar trend to that in industry, Friedman’s ten ‘fl atteners’ have had a profound effect on academia across the world, and again, this has led to a rapid growth in the importance of EAP. Since the early 2000s, universities across the world have had to come to terms with a smaller body of local students and an ever-increasing population of overseas students. When the global market share of overseas students is viewed, two features become apparent.

Give definition to Cooperation in EAP teaching. Give definition to Cooperation in EAP teaching. The other realm in which ESP operates is English for Academic Purposes (EAP). Following a similar trend to that in industry, Friedman’s ten ‘fl atten￾ers’ have had a profound effect on academia across the world, and again, this has led to a rapid growth in the importance of EAP. Since the early 2000s, universities across the world have had to come to terms with a smaller body of local students and an ever-increasing popula￾tion of overseas students. When the global market share of overseas stu￾dents is viewed, two features become apparent. The fi rst is that countries that have traditionally attracted the most overseas students, namely the UK and USA, continue to attract the majority of overseas students. In fact, the number of students going to the UK and USA is increasing ( OECD, 2014 ). These students are not, however, native English speakers. Asian students alone account for 53% of all students studying abroad ( OECD, 2014 ), and when you look at individual disciplines the numbers can be even higher. In fact, in 2014, it was estimated that overseas students accounted for 69% of the global population of students studying for Masters in Marketing and Communications degrees and 82% of students studying for Master of Finance degrees ( Estrada & Bruggeman, 2014 ). The majority of these students are coming from Asia. This means that educational institutions increasingly need to provide language instruction to this body of students in the form of pre-sessional courses, writing center guidance, academic writing and presentation courses, graduate thesis support, and so on. Clearly, the development of such courses, programs, and the instruction within them is in the realm of the ESP expert.

What is the characteristic of Business English? One fi nal example of an industry that has dramatically changed as a result of globalization and the increased mobility of people is the tourism industry. Today, non-English speaking countries have seen steady rises in the number of English-speaking tourists due to cheaper airline tickets and the increased abundance of English-based information about destination sites via the Internet. This is particularly true of countries in Asia, such as Japan, Korea, and China, but a similar trend is being seen in South-East Asia, North Africa, and Central and Eastern Europe. In response to these changes, many countries have seen rapid growth in the numbers of new ESP courses in tourism and hospitality. These are appearing in both vocational schools and universities and aim to train would-be tourist guides, hotel staff, and other people connected with the industry. As you can see, the EOP branch of ESP plays a very important role in the society of many countries and has led to many people seeking to develop strong EOP skills before or after they start work. The is especially true in the case of business, which has led to a huge market for English for Busi￾ness Purposes (EBP), a topic which is fully explored in Introducing Business English ( Nickerson & Planken, 2016 )

What is English for General Business Purposes? One fi nal example of an industry that has dramatically changed as a result Оf globalization and the increased mobility of people is the tourism industry. Today, non-English speaking countries have seen steady rises in the number of English-speaking tourists due to cheaper airline tickets and the increased abundance of English-based information about destination sites via the Internet. This is particularly true of countries in Asia, such as Japan, Korea, and China, but a similar trend is being seen in South-East Asia, North Africa, and Central and Eastern Europe. In response to these changes, many countries have seen rapid growth in the numbers of new ESP courses in tourism and hospitality. These are appearing in both vocational schools and universities and aim to train would-be tourist guides, hotel staff, and other people connected with the industry. As you can see, the EOP branch of ESP plays a very important role in the society of many countries and has led to many people seeking to develop strong EOP skills before or after they start work. The is especially true in the case of business, which has led to a huge market for English for Busi￾ness Purposes (EBP), a topic which is fully explored in Introducing Business English ( Nickerson & Planken, 2016 ).

Speak about the role of needs of analysis in Business English.Speak about the role of needs of analysis in Business English.All ESP courses start out with questions about the necessities, lacks, and wants of the target learners, as well as questions about the environment in which the learning will take place. Sometimes, the answers may only be available after carrying out lengthy and extensive surveys of the learners through collaborative efforts of administrative staff and colleagues. Other times, the answers may only become known on the fi rst day that you walk into class. Nevertheless, it is important to at least consider these questions and attempt to conduct a needs analysis as best you can (see Brown, 2016 ; L. Flowerdew, 2013 for further discussions of needs analysis).

What is the aim of the lecture?As we found in the discussion of reliability, it is often easier to design evaluations with a strong validity in an EAP setting than it is in an EOP setting. EAP knowledge and skills have been the focus of ESP research for decades. The components of academic reading, writing, lecture com￾prehension, presentation, and other academic skills are well understood. Also, identical courses and sections are often run in parallel and repeated yearly, which allows different assessment measures to be compared con￾currently and reviewed in terms of their predictive power. What’s more, it is relatively easy to design EAP evaluations that look like true EAP tasks. This is because they are conducted in the same institutional envi￾ronment, and created and conducted by instructors who are academics in their own right.

What is the characteristic of Business English?Perhaps the best example of an industry in which English plays a central role is the call-center industry. This industry perhaps refl ects all the positive and negative aspects of the ‘fl attening’ world of Friedman (2005 ). In the Philippines and India, the call-center industry has grown at a phenomenal rate since the early 2000s, as a result of cheaper Internet telephony sys￾tems, improved wireless networks, and a greater desire by companies in the West to outsource their services. The growth has been so great that the president of the Call Center Association of the Philippines, Benedict Her￾nandez, described it as ‘hypergrowth’ ( Magkilat, 2014 ). Call-center work￾ers can expect to receive some of the highest wages in the country provided they have good enough English skills to respond appropriately to the callers routed through to them from places like the UK and USA. The need to train call-center workers has also led to a new industry of ESP training centers in these countries. But, we should not forget that ‘hypergrowth’ also has its downside. For example, the result of outsourcing jobs to the Philippines and India has led to the loss of many jobs in the home country and a dramatic change in the lifestyles of people in the target countries. Also, callers may now have to explain problems to people working thousands of miles away, who have little understanding of the customer’s local situation or dilemma. And, both parties may need to work extra hard to clarify their meanings as a result of their widely different accents.

What is English for General Business Purposes?As you can see, the EOP branch of ESP plays a very important role in the society of many countries and has led to many people seeking to develop strong EOP skills before or after they start work. The is especially true in the case of business, which has led to a huge market for English for Busi￾ness Purposes (EBP), a topic which is fully explored in Introducing Business English ( Nickerson & Planken, 2016 )

In many settings, which instructors work as part of a team with the responsibilities for establishing the four pillars of ESP? In many settings, which instructors work as part of a team with the responsibilities for establishing the four pillars of ESP? In many settings, ESP instructors are working as part of a team, with the responsibilities for establishing the four pillars of ESP courses shared among the members, each with their own strengths and weaknesses. So, where might these strengths and weaknesses lie? ESP instructors usually come from one of two backgrounds. Perhaps the most common type of ESP instructors have backgrounds in the humanities, where they are likely to have gained undergraduate and graduate degrees in literature, education, linguistics, applied linguistics, TEFL/TESL, or one of many related subjects. On completing their studies, they may have joined a school or university department where they taught general English courses and perhaps only later became interested in ESP on exposure to ideas such as those presented in this book. With a strong background in teaching meth￾odology, these instructors are often best positioned to determine the types of materials and activities that will ‘work’ with learners. They are also in a good position to judge many of the immediate general language needs of the learners. On the other hand, they may not have a clear understanding of the specifi c target needs of the learners, especially if the learners are in a highly specialized discipline, such as a STEM subject, medicine, or nursing, with which the instructor has little experience.

Who plays a key role in determining the success of ESP courses and programs? Administrators play a key role in determining the success of ESP courses and programs. First, administrators usually decide if and when ESP courses will run, and will often determine the overall aims of courses. In EAP settings, they may decide to run courses to address language learn￾ing problems identifi ed by particular specialist departments. For example, a department may identify that its cohort of overseas learners is strug￾gling to complete essays and assignments and recommend EAP support courses for them. Other times, administrators may be encouraged to run EAP courses to attract overseas students, or increase revenue for the insti￾tution.

Who make the point that a need analysis must ultimately be useful in terms of the insight that provides on curriculum design?Answer: Notion and Macalister

When the study of registers has played an important role in determining what should be taught to learners in the ESP classroom?Answer: in 1960s

Write about the ESP? Since the 1960‟s ESP has become one of the most active branches of Applied Linguistics in general, and of Teaching English as a Foreign Language (TEFL) in particular. Among the factors that could explain its vitality and its expansion is, as previously mentioned, the emergence of English as a world language, for this reason the necessity to cope with the different teaching situations and needs that such a position brings about. Such necessity implies an understanding of its development, types and the different teaching concepts of ESP. However, it is of great importance to start with the main definitions stated by the linguists concerning ESP. “ESP is generally used to refer to the teaching of English for a clearly utilitarian purpose.” Mackay and Mountford (1978: 2). That is to say that English should be taught to achieve specific language skills using real situations, in a manner that allows them to use English in their future profession, or to comprehend English discourse related to their area of speciality.

Write the differences and similarities of ESP and EGP? Write the differences and similarities of ESP and EGP? The Difference between ESP and EGP Hutchinson and Waters (1987) stated that there is no difference between the two in theory; however, there is a great deal of difference in practice. ESP, like any other language teaching activity, stands on facts about language nature, learning, and teaching; it is, however, often contrasted with General English. ESP teaching approach is known to be learner-centred where learners‟ needs and goals are of supreme value, whereas General English approach is language-centred, and focuses on learning language from a broad perception covering all the language skills and the cultural aspects of the English speaking community

Give a describtion to the task based syllabus.Give a describtion to the task based syllabus. the „Analytic‟ one consists of the task-based, the learner centred and content- based syllabi which are considered as modern approaches in language teaching methodologies.Each one of them is based on a specific conceptual teaching ideology and not all of them received popular status, accordingly the researcher will deal only with the most known and largely used.