The course aims at developing professional skills of an ESP practitioner among the students. The students will be provided opportunities to practically apply their knowledge of important procedures as needs analysis, materials, evaluation, designing, and adaptation. Besides, this course attempts at keeping the students abreast of the latest ESP theory and practice.The course aims at developing professional skills of an ESP practitioner among the students. The students will be provided opportunities to practically apply their knowledge of important procedures as needs analysis, materials, evaluation, designing, and adaptation. Besides, this course attempts at keeping the students abreast of the latest ESP theory and practice.

Class: BS English-VII (Self Support)                  

Semester: Fall 2020

Credit Hours: 03

Assessment method: Mid Term 30%

                                     Sessionals 20% (Assignments + Presentations + Attendance)

                                     Finals 50%

Prerequisites: None

Objectives:

By the end of this course students should have a clear understanding of:

• the distinction between English for general purposes (EGP) and English for specific purposes(ESP);
• the various sub-disciplines of ESP;
• the factors leading to the emergence of ESP on the ELT scene and the theoretical and practical forces that have shaped its development;
• the various ways in which needs and genre analysis shape the ESP syllabus;
• the process of evaluating and adapting authentic materials (including web-based sources) for use in ESP courses; and finally
• assessment procedures that assist ESP practitioners in evaluating their course and their learners’ achievements.

Problems of Practice

This course addresses the following problems of practice:

• inability to define the field of English for Specific Purposes and provide its key characteristics
• lack of familiarity with its history and scope
• difficulty identifying and differentiating the various subfields of ESP such as EOP, EVP, EBE, etc.
• inability to effectively link theoretical knowledge about ESP to classroom practice
• insufficient thought given to theory and pedagogy when executing ESP lessons
• insufficient thought given to curriculum design principles when designing ESP courses