2. taught according to any pre-ordained methodology p.12.
Equally, Dudley-Evans and St. John 1997 modified these characteristics. They postulate as follows:
1. ESP may be related to or designed for specific disciplines;
2. ESP may use, in specific teaching situations, a different
methodology from that of general English; 3.
ESP is likely to be designed for adult learners, either at tertiary level institutions or in a professional work station. It could, however, be
designed for learners at a secondary school level; 4.
Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners 1998, pp. 4-5
On the variable characteristics, the researcher can conclude that indeed it is true that ESP may be designed for specific disciplines just like the present study
did, may use a different methodology from that of general English because of its aim to attain some competence required either in the learning or target
situation. Equally, the assertion that ESP can be designed for adult learners at tertiary level, institutions or in a professional work station can be attested by
the present study that is analysing needs for learners in the tertiary level. ESP can also be said to be geared towards successfully imparting knowledge about
the learning and target situation albeit in a more cost effective way as opposed to general English.
2.2.2 Features of ESP Courses
There are features that distinguish ESP courses from the other courses and these help an ESP practitioner to judge whether a course is tailored to meet
learners‟ specific needs or it is just a duplication of a general English course. They include the following:
1. authentic materials: use actual text from the discipline or
occupation in modified or unmodified form books, forms,
charts, graphs etc
2. purpose related orientation: simulating real tasks required of
the target setting such as reading of papers written by others,
practise note-taking etc.
3. self direction: learners must have a certain amount of freedom
to decide what to study and how they will approach the topic. Facilitating this freedom might include teaching specific
learning strategies related to the discipline or occupation
Carver, 1983; Gatehouse, 2001.
From these features, one can conclude that the use of authentic materials is entirely feasible in that authentic texts and teaching materials that are entirely
comprehensible are introduced into the language situation. Also, purpose related orientation of tasks aims at creating a real purpose for language use and
provide a natural context for language study. On self direction, learners are turned into language users and this is done by giving them a certain degree of
freedom to decide when, what and how they will study. They become language users by learning to communicate through interaction, utilizing the target
language and making use of their own linguistic resources, knowledge and
experience.
2.2.3 Types of ESP
There have been a number of attempts to draw up a classification for the different branches of ESP. Consequently, Strevens 1977 identifies two main
types of ESP:
1. English for Academic Purposes
2. English for Occupational Purposes.
The figure below shows the branches of ESP and thereafter follows the explanation.
Figure 1: Branches of ESP
2.2.4 English for Occupational Purposes EOP
