Dudley-Evans, Tony  1943- <br/><br/>
Developments in ESP :  a Multi-Disciplinary Approach / 
 Developments in English for specific purposes 
Tony Dudley-Evans, Maggi Jo St John. 
 - 1st Ed. 
 - Cambridge :  Cambridge University Press,  1998. 
 - xv, 301 p. :  ill. ;  23 cm. 
 - Cambridge Language Teaching Library .
 - Cambridge language teaching library .
<br/><br/>Bibliogr.: p. 278-297. 
<br/><br/>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  <br/>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<br/>  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  <br/>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  <br/>8.1 Aims  8.2 Parameters of course design  <br/><br/>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<br/>  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 <br/>References Index 
<br/><br/><label>ISBN: </label>0521596750 (pbk) 9780521596756 (pbk) 
<br/><br/><label>Nat. Bib. No.: </label>GB99-07576 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Study and teaching--Foreign speakers.<br/>English language--Technical English--Study and teaching.<br/>English language--Business English--Study and teaching.<br/>Interdisciplinary approach in education.
<br/><br/><label>Index Terms--Curriculum Objective: </label><br/>English for specific purposes--DLS 3103.