5. The Basic Conceptions/Principles of ESP Five conceptions are considered to be the foundations, essential features or basic principles of ESP. ESP. Swale (!!"# uses the ter$ %endurin& conceptions% to refer to the$. These five conceptions are' authenti cit, research)base, lan&ua&e/te*t, need and learnin&/$ethodolo&. These five conceptions or i&inate fro$ both the real world (the %tar&et situation% of the ESP# and ESP peda &o&. +t is therefore cr ucial to discuss each of the$ in an atte$pt to surve the devel op$ent and directions of ESP. s a $atter of
broader definition of ESP is that pr ovided b -utchinson and aters aters (!0# who theori1e ESP as an approach to la n&ua&e teachin& which ta 2es into account the learners% reasons for learnin& in $a2in& d ecisions related to content and $ethod. Co$$entin& on this definition, nthon (!!0# states that it is not clear where 3P fends and ESP starts. 4u$erous non)specialis t ES instructors use an ESP approach in that their sllabuses are based on anals is of learner needs and their own personal specialist 2nowled&e of usin& E n&lish for real co$$unication.
bstract' En&lish for Specific Purpose (ESP# is a $ar2et driven, need oriented and purpose driven course but a snap shot of an ESP classroo$ in &ulf countries will reveal that it is often tau&ht on the line line of teachi teachin& n& 3eneral 3eneral En&lish En&lish focusi focusin& n& on
lan&ua&e teachin& $ethods. ESP teachers often for&et that ESP has so$e distin&uishin& features unli unli2e 2e 3ene 3enera rall En&l En&lis ish. h. ESP ESP is a sepa separa rate te acti activi vit t with within in En&l En&lis ish h an&u an&ua&e a&e Teachi achin& n& (E (ET# with with its its own own appr approa oach ch,, $ate $ateri rial al and $ethodolo& b adaptin& and inte&ratin& with othe otherr disc discip ipli line ness and and it encou encoura ra&e &ess lear learner ner invest$ent invest$ent and participation participation.. Since ESP uses distincti distinctive ve approaches, approaches, $aterials $aterials and $ethods $ethods based on learners6 specific needs, ESP practitioners $ust assess learners6 needs, desi&n course, course, develop $aterials, $aterials, choose appropriate appropriate inst instru ruct ctio ion n and i$pl i$ple$ e$ent ent it to sati satisf sf the the identified needs of the learners. Therefore, 7ust 2nowle 2nowled&e d&e of lan&ua& lan&ua&ee sste$ sste$ and abilit abilit to deliver this is not enou&h for an ESP teacher. This article is &oin& to delineate how to teach an ESP course successfull. Keywords' Keywords' ESP, ESP, need, need, desi&n desi&n course course,, develo develop p $aterials, evaluation
The for$ative purpose of such assess$ent is reflected in the possibilit for the learners to use it as feedbac2 on how the can i$prove their perfor$ance, and for the teacher on how s/he can adapt his/her teachin & to better fit with the needs of the learners. Finall, an ESP pro&ra$ that ai$s to $eet the ever)chan&in& needs of the learners will include an on)&oin& sste$ of evaluation, ai$in& to provide infor$ation on how the pro&ra$ itself can be i$proved throu&h the introduction of chan&es that are dee$ed necessar.
