Bibliogr.: p. 278-297.

CONTENTS:

Preface

Acknowledgements

Acronyms and definitions

1 Introduction 1.1 Aims 1.2 Overview 1.3 A definition of ESP 1.4 Classification of ESP 1.5 Carrier content and real content 1.6 Roles of the ESP practitioner 1.7 ESP as a multi-disciplinary activity 1.8 Summary 1.9 Recommended reading

2 A historical perspective on ESP 2.1 Aims 2.2 The balance between research and practice 2.3 Trends in English for Academic Purposes 2.4 Authenticity of text and authenticity of purpose 2.5 Trends in English for occupational purposes 2.6 ESP now 2.7 Summary 2.8 Recommended reading

3 English for Academic Purposes 3.1 Aim 3.2 Four types of EAP situation 3.3 English for General Academic Purposes and English for Specific Academic Purposes 3.4 Engaging with the disciplines 3.5 Professional disciplines: EAP or EOP? 3.6 Summary 3.7 Recommended reading

4 English for Business Purposes 4.1 Aims 4.2 Characteristics of Business English 4.3 English for General Business Purposes and English for Specific Business Purpose
4.4 The role of needs analysis in Business English 4.5 Teachers of Business English 4.6 Key Issues for Business English 4.7 English for Business Purposes versus English for Academic Purposes 4.8 Summary 4.9 Recommended reading

5 Language issues in ESP 5.1 Aims 5.2 Grammar in ESP 5.3 Vocabulary in ESP
5.4 Discourse and genre analysis 5.5 Summary 5.6 Recommended reading

6 The skills in EAP and EOP 6.1 Aims 6.2 Reading skills in ESP 6.3 Listening to monologue 6.4 Listening and speaking skills in ESP 6.5 Speaking monologues 6.6 Writing skills in ESP 6.7 Summary 6.8 Recommended reading

7 Needs analysis and evaluation 7.1 Aims
7.2 Needs analysis 7.3 Evaluation 7.4 Collecting data for needs analysis and evaluation purposes 7.5 Summary 7.6 Recommended reading 7.7 Extracts

8. Course design
8.1 Aims 8.2 Parameters of course design

8.3 Balancing the parameters 8.4 Case studies 8.5 Developing a course outline 8.6 Summary 8.7 Recommended reading

9 The role of materials 9.1 Aims 9.2 The purpose of materials 9.3 Writers or providers of materials? 9.4 Teacher-generated materials 9.5 Learner-generated materials 9.6 Materials and technology 9.7 Summary 9.8 Recommended reading

10 Classroom practice and beyond 10.1 Aims 10.2 Learners’ specialist knowledge 10.3 Class size
10.4 Beyond the classroom 10.5 Summary 10.6 Recommended reading

11 Assessment: Continuous assessment and testing 11.1 Aims 11.2 Why assess? 11.3 Classroom assessment 11.4 Classroom tests 11.5 Public examinations developed in the UK 11.6 Reporting test results: band descriptors 11.7 In-house test development 11.8 ESP test questions 11.9 Summary 11.10 Recommended reading

Epilogue

Extracts

Guidance for tasks

References

Index