Chapter 1 What is English for Specific Purposes?

1.1 Introduction 3

1.2 The defining features of English for Specific Purposes 7

1.3 Why specificity? 9

1.4 Summary of the chapter 11

1.5 What should a teacher do after reading this chapter? 12

Chapter 2 Needs analysis in ESP

2.1 Introduction 15

2.2 Why do we need to analyse our students�� language learning needs? 16

2.3 What is needs analysis? 17

2.4 What methods can we use to do a needs analysis? 21

2.5 Summary of the chapter 29

2.6 What should a teacher do after reading this chapter? 30

Chapter 3 Qualitative approaches to investigating student needs

3.1 Introduction 33

3.2 Some examples of studies of ESP students�� language needs using qualitative methods 34

3.3 Summary of the chapter 47

3.4 What should a teacher do after reading this chapter? 47

Chapter 4 Curriculum development in ESP

4.1 Introduction 51

4.2 Developing the curriculum 53

4.3 Teacher professional development 62

4.4 Summary of the chapter 64

4.5 What should a teacher do after reading this chapter? 64

Chapter 5 Approaches to curriculum design

5.1 Introduction 69

5.2 A theme-based approach 70

5.3 A genre-based approach 74

5.4 An academic skills approach 77

5.5 A notional-functional approach 79

5.6 A critical approach 82

5.7 Collaborating with disciplinary experts 83

5.8 Summary of the chapter 87

5.9 What should a teacher do after reading this chapter? 87

Chapter 6 The use of genre analysis in ESP

6.1 Introduction: what is genre? 91

6.2 The linguistic features of a genre 95

6.3 How teachers can promote students�� genre awareness 101

6.4 Example of a written genre: email communication 108

6.5 Example of a spoken genre: nurse-patient communication 110

6.6 Summary of the chapter 112

6.7 What should a teacher do after reading this chapter? 113

Chapter 7 The contribution of register analysis to ESP

7.1 Introduction 117

7.2 Contribution of register analysis to teaching disciplinary texts at school 120

7.3 Contribution of register analysis to teaching vocabulary in a university course 122

7.4 Contribution of register analysis to course development for workplace training 124

7.5 Contribution of register analysis to teaching grammar and register of professional discourse 126

7.6 Teaching register features 131

7.7 Summary of the chapter 133

7.8 What should a teacher do after reading this chapter? 133

Chapter 8 Materials development in ESP

8.1 Introduction 137

8.2 The process of materials development 141

8.3 Evaluating materials 147

8.4 Some examples of materials design 149

8.5 Summary of the chapter 153

8.6 What should a teacher do after reading this chapter? 154

Chapter 9 Assessment in ESP

9.1 Introduction: why are specific purposes tests needed? 157

9.2 Authenticity of task 158

9.3 Specific purposes language and specific purposes background knowledge 159

9.4 Writing assessment tasks 164

9.5 Summary of the chapter 166

9.6 What should a teacher do after reading this chapter? 167

Chapter 10 Conclusion

Key principles of English for Specific Purposes that have been discussed in this book 171

Glossary 175

References 181