ABSTRACT

English for Specific Purposes (ESP), as a sub-branch of LSP, grew out of a perceived need for English language instruction that was instrumental in its approach. In other words, rather than arising from a specific learning theory or system of knowledge about the best way to learn a language, ESP arose from the idea of serving specific needs of adult learners. One of the characteristics of ESP is that it is “not taught according to any pre-ordained methodology” (Dudley Evans & St John, as cited in Johns & Price, 2014, p. 472). Belcher states, “ESP assumes that the problems are unique to specific learners in specific contexts and thus must be carefully delineated and addressed with tailored-to-fit instruction” (2006, p. 135). Of course, this view of ESP as merely comprising needs-analysis and tailored content has been further complicated by more recent research into the role of community in the co-construction of knowledge. These complications have, in large part, been stirred by the position of English for Academic Purposes (EAP).