ABSTRACT
This chapter addresses the nature of English for specific purposes (ESP) vocabulary and the role it plays in course design. It explores the following areas: vocabulary levels, sources of ESP vocabulary, teachers and vocabulary knowledge, teaching vocabulary, learners and vocabulary. Vocabulary can be the major organisational strand in a syllabus. There is a range of terms used to talk about the types of ESP vocabulary, reflecting the degree of specialisation. One important consideration in vocabulary is the notion of vocabulary levels. Vocabulary is often classified into levels according to frequency of occurrence. Technical vocabulary can present a great challenge for the ESP practitioner. The ESP course designer needs therefore to access both technical and semi-technical vocabulary. This may present a challenge for the course designer, who is probably not an expert in the disciplinary field. Vocabulary learning may occur incidentally through exposure – for example, by watching movies and listening to music – or explicitly.
