Introduction
This chapter analyses the literature review concerning the
different notions and concepts related to the present work. As it is already
mentioned, the investigation is about Needs Analysis and course design in the
field of ESP. Thus, the first section of this chapter defines and explains the
meaning of ESP, the different types of ESP, its characteristics, as well as the
role of ESP practitioners. The second section attempts to explain Needs
Analysis and course design, as well as their role in business English settings.
The third and last section is concerned with the theoretical framework of the
study.
Section One: English for Specific Purposes (ESP) 1.1
Definition of ESP
There are many definitions of ESP that are proposed by many
scholars. Most scholars have defined ESP in terms of what it should and what it
should not be. However, the most important thing is to know what ESP really
means. First, Robinson (1991) defines ESP as the teaching of English to the
learners who have specific goals and purposes. According to him, these goals
might be «professional», «academic»,
«scientific», etc. Robinson (1991) argues that ESP courses generally
take place with a limited time period and are taught to adults in homogeneous
classes. Second, according to Hutchinson and Waters (1987) «ESP is an
approach to language teaching in which all decisions as to content and method
are based on the learners' reason for learning» (P.19). For them the
approach to ESP should be based on the learners' needs in their respective
specialized subjects. Hutchinson and Water's view of ESP points to the
importance and roles of the learners both in the design of the course and its
implementation in the teaching and learning process.
El-Minyawi (1984) points that ESP courses focuses on the need
to express the facts and ideas of some special subjects after which the student
should be able to read the specialized subjects confidently and speak about
them fluently. This definition means that
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The Review of Literature
ESP learners do not necessary learn English because they want
to, but rather they learn it because they need it to perform job related
functions in their profession and workplace .
1.2 Types of ESP
ESP is an approach of language teaching in a specific field.
It is divided into different branches according to the needs of the learners
that differ from one person to another. David Carter (1983) categorizes ESP
into three main types:
1.2.1 English as a Restricted Language
It is to teach with a very limited vocabulary and grammar in
one given field related to a specific situation. It is only related to a
specific context. Thus, knowing this type of English may not help to
communicate effectively outside the specific context. The language used by air
traffic controllers or by waiters are examples of English as a restricted
language (Carter, 1983) .
1.2.2 English for Academic and Occupational Purposes
It includes three branches.
§ English for Science and Technology (EST) .
§ English for Business and Economics (EBE) and ,
§ English for Social Studies.
Each of these subjects areas is further divided into two
branches: English for Academic Purposes (EAP), English for Occupational
Purposes (EOP).
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The Review of Literature
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