خلاصة:
In recent years a great number of books have appeared in various fields of ESP, and the number is increasing every year. These books are specially prepared and adapted for foreign students possessing varying degrees of language skills.Experts believe that the production of ESP books is a vital task that requires several stages and procedures. To produce these materials, special attention should be paid to the age of the learners their English background, their level of knowledge in specialist field and the teaching method. The best should be done to provide materials which enable the learners to increase their English proficiency, learn the required skills for communication, and achieve their terminal behavior.Since the majority of university graduates in Iran are not equipped with sufficient knowledge of English to read and understand the original specialized textbooks, this paper aimed to test the appropriateness of materials used in ESP classes, based on a study conducted at Chabahar Maritime University.The finding of this research rejected the null hypothesis, because the observed t. was 2.83 and the value of critical t.’ with the 49 degrees of freedom at the .05 level was 2, and this signifies that the novel content
ملخص الجهاز:
"Key terms: ESP Materials, English Proficiency, Content-Based Texts Introduction A Comprehensive Definition of ESP Strevens (cited in Gatehouse 2001) defines ESP as English language teaching which is: • designed to meet specific needs of learners; • related in content to particular disciplines, occupations and activities; • centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, and analysis of this discourse; In contrast with General English ESP may be, but is not necessarily: • restricted as to the language skills to be learned (e.
They further add: • ESP may be related to or designed for specific disciplines; • ESP may use ,in specific teaching situations, a different methodology from that of general English; • ESP is likely to be designed for adult learners; • ESP is generally designed for intermediate or advanced students; • Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners (pp.
From all the cases of ESP curriculum design described, it can be concluded that General English language content, grammatical functions and acquisition skills are dominant in curriculum development and course design, while terminology and specific functions of discipline content are integrated in the course to meet the learners’ specific needs.
Dudley-Evans and St. John (cited in Gatehouse 2001) define ESP as being generally designed for intermediate or advanced students and is likely to be suited to adult learners, either at a tertiary level institution or in a professional work situation."