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ENGLISH FOR SPECIFIC PURPOSES

Part I

Learning outcomes:

Upon completion of handout I, students will be able to:

- Define English for Specific Purposes (ESP);

- Know the reasons behind the emergence of ESP;
- Know the different stages of the ESP development;
- Understand the core differences between ESP and general English;

Contents

Origins and development of ESP

1. Definition of English for Specific Purposes (ESP)
2. Emergence of ESP
3. Developments in ESP
4. Classification of ESP

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Introduction

English for Specific Purposes (ESP) has been around since mid 1960s as a
branch of English Language Teaching (ELT) within the broader field of applied
linguistics. It has been developing ever since its emergence, and has been gradually
gaining researchers’ interest. From this standpoint, this handout aims to introduce
tertiary-level students to this new area of research; by equipping them with the basic
theoretical knowledge, which would allow them to take further steps in the future
(e.g. teach ESP courses).
This handout presents part I of the ESP course corresponding to the master’s
level; it summarizes part of our class discussions. It bears the title: emergence and
development of English for Specific Purposes. It is, as mentioned above, a
combination of early and more recent research work; hence, it is mainly based on
three key readings; Hutchison & Waters’ 1987 English for Specific Purposes: a
learning-centred-approach, Alousque’s 2016 article Developments in ESP: from
register analysis to genre-based and CLIL-based approach, and Liu & Hu’s 2020
article Mapping the field of English for specific purposes (1980 – 2018): A co-
citation analysis. Another part (part II), shall be soon prepared and made available.
This part is only one click away; it is accessible through the University e-
learning platform, by clicking on the link below:

http://elearning.univ-djelfa.dz/course/index.php?categoryid=235

It is also available on the official Facebook page of the department of foreign

languages.

I. Emergence and development of ESP

In this section, I will try to define English for Specific Purposes based on the
various definitions put forward by scholars and researchers. Also, I will try to shed
light on the reasons leading to the emergence of ESP, and on how it has evolved
through time, and on the scholars’ classifications of ESP. Another aspect that will
be discussed in this section is the differences between ESP and General English.

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i. Definition of English for Specific Purposes

English for Specific Purposes (ESP) is ―generally used to refer to the teaching
of English for a clearly utilitarian purpose‖ (Mackay and Mountford, 1978, p. 2). In
other words, ESP learners are learners who have specific reasons to take an ESP
course. This is a general view of what ESP is. In fact, since the emergence of ESP
in the 1960s (Hutchinson and Waters, 1987, p. 7), researchers’ views of what
English for Specific Purposes exactly is seem to have been marked by much
divergence. In this vein, Anthony (1997, pp. 9-10) noted that ―some people
described ESP as simply being the teaching of English for any purpose that could be
specified. Others, however, were more precise, describing it as the teaching of
English for vocational or professional purposes.‖ However, this dichotomy of views
seem to exclude a third view that ESP was also regarded as an ―approach to
teaching English according to the needs of the learners‖, as stated by Hutchinson
and Waters (1987): ―ESP is an approach to language teaching in which all decisions
as to content and method are based on the learner’s reason for learning‖ (19). This
emphasizes the learner and the learning process, and by extension, ESP is regarded
as the learning of English for specified needs. Later, more views of what ESP is
started to emerge; Johns and Price-Machado (2001, p. 43), for instance, consider it
―a movement based on the proposition that all language teaching should be tailored
to the specific learning and language use needs of identified groups of students—
and also sensitive to the socio-cultural contexts in which these students will be
using English.‖ In fact, the idea that the socio-cultural context is important has
much to do with the developments in ESP through time and the socio-cultural
context emerged as a new important variable in ESP teaching; this particular point
will be further explained later in a dedicated section.

Another recent definition that is widely cited is that of Paltridge and Starfield (2013,
p. 2), who see ESP as: ―the teaching and learning of English as a second or foreign
language where the goal of the learners is to use English in a particular domain.‖
This definition brings forward the idea that ESP courses can be taken both in
English-speaking countries (where non speakers of English learn English as a

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second language), and in non-English speaking countries (where non speakers of

English learn English as a foreign language).

At this point, based on the mentioned definitions, it could be argued that

English for Specific Purposes is the teaching and learning of English as a foreign or
second language that aims to achieve specific language needs, in a manner that
allows the learners to use English in a particular domain (e.g. medical sciences,
scientific studies, business, management, politics, social sciences, etc.)

Dudley-Evans (2001) defines ESP by offering a characterisation of ESP

courses. According to him, an ESP course has absolute characteristics and variable
ones; these are summarized as follows:

a) Absolute characteristics:
 ESP is designed to meet the specific needs of the learners;
 ESP makes use of the methodology and activities of the specialism it serves ;
 ESP is centred not only on the language (grammar, lexis, register), but also
on the skills, discourses and genres appropriate to those activities.

b) Variable characteristics:
 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, either at a tertiary level
institution or in a professional work situation. It could, however, be for
learners at secondary school level;
 ESP is generally designed for intermediate or advanced students;
 Most ESP courses assume some basic knowledge of the language systems.

Robinson (1991 as cited in Alousque, 2016, p. 192) defines ESP based on two
criteria: - ESP is goal-directed and develops from needs analysis, and two
characteristics: - ESP courses are taught to adults and are generally short.

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Through Dudley-Evans ESP characterisation, and Robison’s criteria and

characteristics mentioned above, it can be argued that ESP is different from general
English; the following are probably the main differences:

1. ESP is based on needs analysis, (No needs analysis is required to design a

general English course);
2. ESP is adults-centred (Secondary and/or university students), (general
English courses can start from primary school);
3. ESP involves homogenous learners (based on level requirements), (General
English students are heterogeneous learners).

ii. Emergence of ESP

On the emergence of ESP, Swales (1985, p. x) argues that ESP ―has no clear
and indisputable beginning.‖ For him, the emergence of modern research in ESP
could be traced back in time to 1962, the year when Barbers (1962) published his
pioneering work on ―Measurable characteristics of modern prose‖ (Barbers in Liu &
Hu, 2020, p. 98). Hutchinson and waters (1987, pp. 5-6) argue that its emergence
was due to three reasons: the demands of a brave new world, a revolution in
linguistics and a new focus on the learner.

 The demands of a brave new world

Hutchinson and Waters (1987, p. 6) mentioned that the end of the Second
World War (SWW) initiated an ―age of enormous and unprecedented expansion in
scientific, technical and economic activity on an international scale for various
reasons, most notably the economic power of the United States in the post-war
world, the role fell to English.‖ In other words, the economic developments in the
English speaking countries in the late 1950s and early1960s and the growth of
science and technology in those countries contributed to increase the demand for
ESP courses. This increase in demand was the result of massive applications for
ESP courses in the English-speaking countries, which were made by students from
all around the world. In this regard, for instance, Bob Jordan and Alan Matthews
(1978) wrote a research paper named ―Practice Materials for Listening
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Comprehension and Writing Needs for Overseas Students‖, where they mentioned
that 49 students from several countries attended an ESP course at the department of
Education (University of Manchester, UK).

 A revolution in linguistics
By revolution, one can understand the shift from traditional linguistics, where the
attention was centred on merely describing the features of the language toward the
study of Register1 Analysis (RA) where the ways the language is used in real
communication are rather focussed; this is how the new idea of tailoring
instructions to fit various real communication situations started to take shape. As we
will see in later sections of this handout, developments in ESP went in line with the
developments in linguistics.

 A new focus on the learner

In fact, the sixties witnessed an unprecedented change in linguistics, but it also
witnessed new developments in educational psychology. As a result, the learners
and their attitudes to learning were emphasized (Hutchinson & Waters, 1987, p. 8).
Scholars welcomed this move. Rodgers (1969) noted that the learner’s attitude to
learning should be emphasized. Hence, this particular point has much to do with
Psychology so long that it puts forward the importance of learners’ attitudes to
learning; an indispensable factor of students’ motivation and, by extension, learning
effectiveness. This is Hutchinson and Waters’ view, but it is also that of many
scholars, such as

iii. Developments in ESP

In this section, I will try to shed light on how ESP evolved through time from
mid 1960s until present, based on both early contributions on this particular point;
mainly Hutchinson and Waters’ 1987 views, and more recent contributions; mainly

1
Halliday et al. Introduced this term in 1964. It stands for the variety of English distinguished according to
use.
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the two contributions of Alousque (2016) and that of Liu and Hu (2020). Table 1
summarizes the three divisions

Hutchison & Waters (1987)

The concept of Beyond the Target Skills and A
special language: sentence: situation strategies learning-
Stages

register analysis Rhetorical or analysis centred

(In 1960s and discourse approach
early 1070s) analysis
Alousque (2016)
Mid-1960s - early Mid-1970s – mid- Mid-1980s – 2000s-present:
Stages

1970s: Register- 1980s: Rhetorical 1990s: Skills and

analysis analysis Target situation strategies, CLIL
analysis approach to
language
teaching
Liu & Hu (2020)
The conceptualizing The maturing stage The flourishing stage
Stages

stage (1970s–1990s) (1990s–2000s) (2000s-)

- Genre-based approaches
- Corpus-based
approaches,
- Contextual and critical
approaches,
Table 1: Divisions of developments of ESP

Hutchinson and Waters (1987, p. 9) suggested that ESP developed through five
different stages, with four phases from the 1960s to 1987 (the year of the outing of
their book English for Specific Purposes: a learning-centred approach), while the
fifth stage was starting to emerge. In turn, Alousque (2016) seems to base her
division of ESP developments on Hutchinson & Waters’ views, with more up to
date input and somewhat different approaches in that she suggested a four-stage
division. Liu & Hu (2020) provided a three-stage division, with focus on the
research done on ESP. Comparing the two latter divisions, though they followed
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different approaches, both Alousque (2016) and Liu & Hu (2020) suggested a time
frame for each stage of ESP developments. In this regard, Alousque (2016, p. 195)
argues that the developments in ESP can be traced back in time to mid 1960s, and
that, based on the changes that occurred in linguistics, four different stages of
developments can be determined as follows: 1) from 1960s to mid 1970s; 2) from
mid 1970 to mid 1980s; 3) from mid 1980s to 1990s; 4) from the 1990s to 2000.
Each one of these stages is marked by specific features. On the other hand, Liu &
Hu (2020, p. 97) divided the developments in ESP into three stages, namely the
initial conceptualizing stage (1970s–1990s) centring on needs analysis, the maturing
stage (1990s–2000s) characterized by the development of major methodological
approaches (e.g., genre-based, corpus-based, contextual, and critical approaches),
and the flourishing stage (2000s-) ushering in a diversity of research interests (e.g.,
move analysis, cross-disciplinary and cross-linguistic variation, lexical bundles,
vocabulary lists, meta-discourse, and academic writing in a global context) (Ibid)

Another point of divergence lays in the research aim of each of the mentioned
authors; whereas Hutchinson & Waters’ contribution is part of a book that aims to
explore many other aspects of ESP, that seem necessary to introduce (in the same
book) his learning-centred approach to teaching ESP, Alousque’s and Liu and Hu’s
contributions are academic articles with different aims in that Alousque’s article is
dedicated to trace the ESP movement in time from its beginning to present (i.e.
2016, the year of the outing of her research paper); on the other hand, Liu and Hu
(2020, p. 97) offered a diachronic, quantitative, systematic overview of English-for-
specific-purposes research from 1970 to 2018 (i.e. focus is on academic research).

In fact, although the aforementioned division approaches are different, the

knowledge (literature and views) offered in the Hutchison & Waters’ book and
Alousque’s article seem to share quite common grounds; they both suggest that
developments in ESP occurred in line with developments in linguistics, that ESP
started from the 1964 notion of register analysis, that English for Science and
Technology registers were focussed on, and by extension, many related syllabi were
suggested.

This paper follows Alousque’s (2016) division approach, with notes from
Hutchison & Waters’ and Liu & Hu’s contributions. Accordingly, the following is a
summary of the main milestones in the history of ESP.

Stage 1: Register Analysis

A defining feature of this stage is the emergence of Register Analysis coined by

Haliday et al. in 1964 (Hutchinson & Waters, 1987; Alousque, 2016; Liu & Hu,
2020). By definition, register refers to the variety of language that is used by users

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(Haliday, 1964). In other words, teaching the language in this stage was heavily
dependent on what situation(s) the user wants to use the language in. In this vein,
Alousque (2016, p. 196) notes that: ―Operating on the principle that language varies
according to the user (registers), analysts identified the grammatical and lexical
features of these registers, which ESP courses adopted as their syllabus.‖ This
seems to be in perfect consonance with Hutchinson & Waters (1987) words:

―Operating on the basic principle that the English of, say,

Electrical Engineering constituted a specific register different
from that of, say, Biology or of General English, the aim of
the ]register[ analysis was to identify the grammatical and
lexical features of these registers. Teaching materials then
took these linguistic features as their syllabus.‖ (pp. 9 - 10)

However, this approach was limited in that it was ―sentence-based and form-
focused,‖ (Alousque, 2016, p. 196), and also in that it was mostly centred on EST
registers. In this regard, Hutchinson & Waters (1987, p. 9) noted that: ―one area of
activity has been particularly important in the development of ESP. This is the area
usually known as EST (English for Science and Technology).‖

Thus, the aim of register analysis was to create syllabus that would help teachers
meet their learners’ needs, but it did not take into account the importance of
meaning in discourse; rather, it was limited to the sentence level. This idea was
translated in the advent of inventories of EST registers sentences; Alousque (2016,
196) mentioned a good example of this is Ewer and Latorre’s 1967 work, when they
established the relative frequency and range of items under three headings (sentence
patterns, non-structural lexis and function words and phrases) on the basis of a large
corpus of texts from ten areas of science.
Hutchinson & Waters (1987, 10) also mentioned the example of Ewer &
Latorre’s ―A Course in Basic Scientific English” published in 1969. Ewer and
Latorre (1969, p.122), themselves, noted that: ―There is a basic language of
scientific English, made up of sentence patterns, structural words and non-structural
words common to all the sciences. It is to this essential framework that the large
specialized vocabularies of each discipline are added.‖ Ewer & Latorre’s statement
seems to perfectly match with another example of those early EST courses;
Beginning Scientific English by D.E. Royds-Irmak’s, first published in 1975. The
book was divided into a number of units, and the layout of each unit was explained
by the author as follows:
―- At the head of each unit, vocabulary which can most efficiently be taught through
mother-tongue equivalents,

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- Text A, which presents the subject matter in simple everyday language and
structure,
- Text B, which contains exactly the same subject matter, but is reworded in more
scientific terms and structures. Each numbered word or phrase corresponds with
a word or phrase italicized in text A, and these are set out for easy reference in
exercise 1 of each unit.‖ (D.E. Royds-Irmak, 1975, p. 1)

The above literature suggests that the first stage of ESP development was
marked by a major contribution to ESP in that, for the first time, ESP learners’
needs (i.e. the language user’s needs in real communication situations) were taken
into consideration in the syllabus design. On the other hand, it suggests that
scholars’ efforts during this stage were insufficient in that they limited ESP to EST
registers, and that the focus was only on the sentences and structures (grammar and
vocabulary); rhetoric was least important.

Stage 2: Rhetorical/Discourse analysis

From Alousque’s perspective (2016), the time frame of this second stage is
between mid 1970s and mid 1980s. This stage was primarily marked by the shift
from the sentence level to the level above the sentence (Hutchinson & Waters,
1987; Alousque, 2016); whereas in the first stage the focus was on the sentences
(structures), attention in the second stage was shifted to how the sentences were
combined in discourse to produce meaning (Hutchison & Waters, 1987, p. 11), and,
accordingly, ESP courses followed a new approach to teaching; Both Hutchinson &
Waters (1987, p. 12) and Alousque (2016, p. 197) named one example of the
resulted courses: the English in Focus series (OUP) with nine volumes from 1977
to 1983, the syllabus that was built on the rhetorical functions.

From academic research perspective, Liu & Hu (2020, p. 97) mentioned another
interesting feature of this stage: the emergence of English for Specific Purposes
Journal (ESPJ) in 1980; this was a major change in that researchers interested in the
field of ESP had, for the first time, a common address to send their academic
research to.

However, although the functional approach was a significant step forward in the
development of ESP, it received criticism. In this regard, Alousque noted that it
―came to replace a grammatical lexical inventory by an inventory of functions‖
(Alousque, 2016).

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Stage 3: Target situation analysis

Alousque’s (2016, p. 199) time frame for this stage starts from late 1980s
through the 1990s. To have a clear idea about the aim of this stage, Hutchison and
Waters (1987) explain that:

―Given that the purpose of an ESP course is to enable learners

to function adequately in a target situation, that is, the situation
in which the learners will use the language they are learning,
then the ESP course design process should proceed by first
identifying the target situation and then carrying out a rigorous
analysis of the linguistic features of that situation. The
identified features will form the syllabus of the ESP course.‖
(p. 12)

Thus, for Hutchinson & Waters, the aim of this stage was ―to take the existing
knowledge and set it on a more scientific basis, by establishing procedures for
relating language analysis more closely to learners' reasons for learning.‖
Alousque’s later view of the changes that occurred in this stage seem to go in
consonance with Hutchinson & Waters views in that both linguistic and
pedagogical features should be taken into consideration prior to the process of
course design. Hence, Alousque (2016, p. 199) noted that ―this stage was
characterized by two new directions: (i) a linguistic direction, namely discourse and
genre analysis, and (ii) a pedagogical direction based on the learning-centred
approach put forward by Hutchinson and Waters (1987).‖ In terms of the changes
that occurred at the linguistic level, new concepts, such as discourse analysis and
genre analysis, were introduced. Discourse analysis has significantly enriched
research in all areas of ESP by revealing the distinguishing features of specific texts
across disciplines (e.g. academic articles, sales promotion letters, sales negotiations,
laboratory demonstrations) (Alousque, 2016, p. 200). On the other hand, genre
analysis, which is an area of discourse analysis, is defined as:

―The study of how language is used within a particular context.

Genres differ in that each has a different goal and they are
structured differently to achieve these goals.‖ (Hyland, 1992, p.
15)

This means that a genre is a type of discourse, and genre analysis studies that
type of discourse in specific domains; these could be academic or professional. In
the same vein, from academic research perspective, two key publications falling
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into this particular area of genre analysis are Swale’s 1990 Genre Analysis, and
Bhatia’s 1993 Analysing Genre. In the latter, Bhatia (cited in Liu & Hu, 2020, 104)
developed genre analysis by outlining its theoretical basis, introducing different
approaches, and expanding target ESP genres from academic texts to professional
texts.

Stage 4: developments in genre studies; sociological and cultural

considerations, and the advent of new technologies

Alousque’s time frame for this stage is from 2000 to 2016 (the year of the
outing of her article). This stage has many new features comparing to the previous
stages.
Alousque (2016, p. 201) mentioned the development in genre studies;
sociological considerations of the context in which texts are written, and the
influence of culture on the structure of genres.
Another defining characteristic of this stage is the introduction of ICTs in the
teaching process; ESP courses were not an exception. Thus, ESP learners had
between their hands materials that varied in nature; for instance, online written and
audio-visual materials became available for both learners and teacher alongside the
student’s book and the teacher’s book.
Another characteristic of this stage is the shift from exclusive focus on EST
registers to openness to other registers, mainly business English register. This
resulted in the emergence of Business English courses; Market Leader, first
published in 2002, is a good example of those courses. In its three-page-length
introduction, Market Leader’s author emphasizes that the course is aimed at
bringing the real world of International Business into the language teaching
classroom, that the course is intended for use either by students preparing for a
career in business or for professionals seeking to better their communication skills,
and that the course combines some of the most stimulating recent ideas from the
world of business and a strongly task-based approach (Muskull, 2002, p. 5); these
seem to correspond with Robinsons’ (1991) criteria and characteristics of ESP
mentioned in section one (definition of ESP).
Also, from academic research perspective, an interesting feature of this stage is
the emergence of the Journal of English for Academic Purposes (JEAP) established
in 2002. Thus, alongside with the already mentioned ESPJ, the new journal made a
new asset for the researchers specializing in ESP.
Two further characteristics of the fourth stage in ESP development are
globalization and the status of English as the lingua franca of academic and business
communication (Aousque, 2016; Liu & Hu, 2020).

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iv. Classifications of ESP

In fact, various classifications of ESP have been offered by scholars (Strevens,

1977; Hutchinson & Waters, 1987; Robinson, 1991; Dudley-Evans & St. John,
1998). I will focus on Hutchinson and Waters’ classification; figure 1 below
summarizes their view on this particular point.

Figure 1 Hutchinson & Waters’ tree (1987, p. 17).

Figure 3 shows that ESP is a branch of bother EFL and ESL. It also suggests
that ESP can be divided into three branches: EST (English for Science and
Technology), EBE (English for Business and Economy), and ESS (English for
Social Sciences); each of these branches represents a group of registers that can be
aimed for academic purposes, and called EAP (English for Academic Purposes), or
for professional purposes and called EOP (English for Occupational Purposes). For
example, in the EBE branch, secretaries seeking to learn English in order to use it at
work are considered EOP learners, while students of economics learning English
are considered EAP learners.
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It is worth mentioning that ESP was, in the earlier stages, regarded as the
teaching of English to professionals; that is to say it was limited to people using
English at work. Later, in 1970s, EAP emerged as a branch of ESP with a focus ―on
the communicative needs and practices of individuals working in academic
contexts‖ (Hyland & Shaw, 2016, p. 1).

Conclusion
In this part, basic knowledge has been explored. It has been shown that ESP can
be defined as the teaching and learning of English for specific reasons, that ESP
courses differ from general English courses in that they tend to be adult-centred,
designed to be used by homogenous classes, where the English-language
proficiency level is at least intermediate. It has also been shown that ESP emerged
in the 1960s, mainly as a result of three factors: 1) the end of WWII that paved the
way to another type of war; that of science and technology; 2) a revolution in
linguistics leading to the emergence of register analysis, and the shift to the teaching
of the language based on communicative situations; 3) the developments in
educational psychology that shifted the focus to the learner’s attitudes, and by
extension, their motivation. Furthermore, it has been revealed that, thanks to the
efforts of ESP researchers and practitioners, ESP has developed through time, and
that, accordingly, four historical stages could be determined: 1) the register analysis
stage (i.e. sentence-level stage); 2) the rhetorical analysis stage (i.e. the level
beyond the sentence); the target-situation-analysis stage; and 4) the stage matked by
the advent of Genre studies; sociological and cultural considerations, and new
technologies.
References

Alousque, I. N. (2016). Developments in ESP: from register analysis to genre-

based and CLIL-based approach. Revista de Lenguas para Fines Específicos
22 (1), 190-212

Anthony, L. (19971). ESP: What does it mean? Why is it different? ONCUE, 4

(3), 9-10.

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Dudley-Evans T. (2001). Team-teaching in EAP: Changes and adaptations in

the Birmingham approach. UK: Cambridge University Press,

Dudley-Evans, T., St. John, M. (1998). Developments in English for Specific

Purposes: A Multi-Disciplinary Approach. UK: Cambridge University Press,

Hutchinson, T. and Waters, A. (1987). English for Specific Purposes : A

learner-centered Approach, Cambridge University Press, UK,

Hyland, K. (1992). Genre Analysis: Just another fad? Forum. 30 (2), 14-17

Hyland, K., & Shaw, P. (2016). The Routledge handbook of English for
academic purposes. London: Routledge.

Johns, A. M. & Price-Machado D. (2001). English for Specific Purposes (ESP):

Tailoring Courses to Students Needs and to the Outside World. In M. Celca-
Murcia (Ed.), Teaching English as a Second or Foreign Language. UK:
Heinle & Heinle

Liu, Y. & Hu G. (2020). Mapping the field of English for specific purposes
(1980 – 2018): A co-citation analysis. English for Specific Purposes. 61
(2021). 97-116

Mackay, R. & Mountford, A. (1978). English for Specific Purposes. UK:

Longman.

McDonough, J. (1998). Recent Materials for the Teaching of ESP, ELT

Journal, 52 (2), 156-165

Paltridge, B. and Starfield, S. (2013). The Handbook of English for Specific

Purposes. USA: Wiley Blackwell.

Robinson, P. (1991). ESP today.UK: Prentice Hall International ltd.

Strevens, P. (1977). New Orientations in the Teaching of English. UK: Oxford

University Press.

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Swales, J. M. (1990). Genre Analysis. Cambridge: Cambridge University Press.

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