Faculty of english language and literaturee the department of the english language and literaturee course paper

REFERENCES
Anthony, L. (1998). Preaching to Cannibals: A Look at Academic Writing in Engineering. Proceedings of the Japan Conference on English for Specific Purposes (forthcoming).

Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press.

Hall, D., Hawkeye, R., Kenny B., & Store G. (1986). Patterns of thought in scientific writing: A course in information structuring for engineering students. English for Specific Purposes, 5:147-160.

Hansen, K. (1988). Rhetoric and epistemology in the social sciences: A contrast of two representative texts. In D. A.

Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.

Jenkins, S., Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12:51-67.

Jived, Choudhry. Z. (2013). English for Specific Purposes: Its Definition, Characteristics, Scope and Purpose. European Journal of Scientific Research, 112(1), 138–151.

John, A. M & Price-Machado, D. (2001). English for Specific Purposes: Tailoring Courses to Student Needs-and to the Outside World in Kelce-Murcia, M (Ed) Teaching English as a Second or Foreign Language. USA: Hinkle and Hinkle Inc.

Koyasan, A. (2009). The Evaluation of a Self-Access Centre: A useful addition to class-based teaching? System, 37, 731-740.

1^ Dudley-Evans and St. John, 1998; Hutchinson and Waters, 1987; Anthony, 1997; Gatehouse, 2001; Mackay and Mount ford, 1978). Dudley-Evans and St. John (1998: 19

2^ Dudley-Evans and St. John (1998, p. 19)

3^ Dudley-Evans and St. John (1998) pointed out that late 1970's and early 1980's was the period that consolidated ESP

4^ Harmer, Jeremy. The Practice of English Language Teaching. London:
Longman,2021

5^ Hutchinson and Waters, 1987; Dudley-Evans and St. John, 1998). Hutchinson and Waters (1987)

6^ Hutchinson and Waters, 1987) and “learner-centered”(West, 1984

7^ Mo, 2005 cf. Dudley-Evans and St. John, 1998, p

8^ Dudley-Evans and St. John, 1998 cf. Bowyers, 1980

9^ Milavic, 2006 cf. Hutchinson and Waters, 1987

10^ Mackay and Mountford (1978, p. 2

11^ Hutchinson and Waters, 1992, p 19, 22

12^ . This is a similar assumption to that proposed by Hutchinson & Waters (1987, p.19)

13^ The third, it serves as a means of evaluating an existing program (Richards, 1996).

14^ Mackay & Munford, 1978). Hutchinson & Waters (1993)

15^ Many linguists admit that the ESP teacher` work involves much more than teaching. Dudley-Evans and St.John (1998) prefer the term” ESP practitioner” as this definition seems to be more detailed and complete

16^ e.g., Bhatia, 1993, 2001; Joseph, 2004; Langton, 2002; Sarcevic, 1997, 2001; Weber, 2001

17^ Therefore, in many cases, ESP teachers should involve themselves in self-training programs based on the detailed needs analysis of ESP learners (Master, 1997)

18^ Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope,
TESOL Quarterly 25:2, 297-314.

19^ From a top-down perspective, background knowledge can take a number of forms, including knowledge of the topic of the discourse, the situation, and the script (Richards, 2001)

20^ Hutchinson and Waters, 1992, p 19, 22). Hutchinson and Waters (1992) speak about “learning theory” which provides the theoretical basis for the methodology, by helping us to understand how people learn. (Hutchinson and Waters, 1992, p 23

21^ Dudley-Evans and St. John, (1998) have divided EAP into two divisions: English for General Academic Purposes (EGAP) and ESAP

22^ Hutchinson and Waters, 1987; Gatehouse, 2001; Dudley-Evans and St John, 1998; Strevens, 1977

23^ Dudley-Evans & St John, 1998, p. 10

24^ Swales, 1985, p. 31). In Latin America, the description of Chilean science students (in Ewer & Hughes-Davies, 1971–1972

25^ Similarly, the team-taught courses in the UK described in Johns and Dudley-Evans (1980) grew out of a concern for ‘the total educational environment of the student’ (Swales, 1985, p. 138

26^ Swales, 1985, p. 188) of each ESP situation

27^ Students do benefit through participating in activities in which they learn from and with their peers and freely acknowledge this in course evaluations.
Koyasan, A. (2009). The Evaluation of a Self-Access Centre: A useful addition to class-based teaching? System, 37, 731-740.