The document outlines the principles of English for Specific Purposes (ESP) course design, focusing on its systematic approach to developing tailored English curricula based on learners' specific needs. It emphasizes the importance of needs analysis, syllabus development, instructional methodologies, and evaluation processes to create effective ESP programs while addressing common challenges. Furthermore, it discusses various syllabi types and practical components necessary for a successful ESP teaching and learning environment.

1. ESP COURSE
DESIGN AND ITS
RELATED ISSUES

2. OBJECTIVES:
Define and
explain the ESP
and ESP Course
Design
Explore the stages
involved in designing
an Effective ESP
course, including
needs analysis, goal
setting, syllabus and
course design,
pedagogical
approaches; and
Investigate
common challenges
faced when
designing ESP
courses.

3. What is ESP?
 English for specific purposes is a term that
refers to teaching or studying English for a
particular career.
It involves teaching and learning the specific
skills and language needed by particular
learners for specific purpose.
An ESP program is therefore built on an
assessment of purposes and needs and the
functions for which English is required.

4. What is ESP Course Design?
o ESP course design refers to the process of
creating structured and tailored English
language courses for specific purposes,
industries, or contexts.
o it involves developing a curriculum, materials,
and teaching methodologies that address the
unique language needs of learners within a
particular field or profession.
o A course design in ESP is a systematic data
collection process in which tasks and activities
are developed, and data is collected to prepare
effective tasks and activities and to create the
best possible setting for ESP learners to meet

5. COURSE DESIGN is a
NEGOTIATED PROCESS
There is no particular aspect that has a purely
determining influence on the subject matter of
the course. As part of teaching-learning
process, both ESO teaching-learning situation
and the target situation have an impact on the
syllabus, materials, methods, and evaluation
procedures. In similar manner, each of these
components will influence and be influenced
by the others.

6. COURSE DESIGN is a
DYNAMIC PROCESS
Scholars claim that a course design does not
move linearly from initial analysis to complete
the course. Needs and resources vary with
time. The course design, therefore, needs to
have a built-in feedback channels to enable the
course to respond to developments.

7. PLANNING,
DEVELOPING AND
IMPLEMENTING
ESP PROGRAM

8. Course design refers to the planning and
development of a course to reach the desired
goals. It is the result of several factors: the
result of the needs analysis, the course
designer’s approach to syllabus and
methodology, and existing materials
(Robinson: 1991). In the same line of thought,
Hutchinson and Waters (1987: 65) have
defined a course as “An integrated series of
teaching-learning experiences, whose
ultimate aim is to lead the learners to a
particular state of knowledge.”

9. 5 key Stages in ESP
-Dudley-Evans and St. John (1998):
analysis of learner’s
needs
syllabus and course
design
Material production
teaching and learning
evaluation

10. Needs Analysis
It is the process of establishing the what
and how of a course; it is the cornerstone
of ESP and leads to a very focused
course.
It is the process of getting information
on learners’ language needs, which will
help in drawing up a profile to establish
coherent objectives and take subsequent
decisions on course content.

11. 3 Main Purposes:
(Richards, 1996)
• Provides a mean obtaining wider input into the
content, design and implementation of
language program
• Can be used in developing goals, objectives
and contents
• Serves as a means of evaluating an existing
program

12. Needs Analysis
Techniques in
collecting data
1. Formal techniques
(interview,
assessments)
2. Informal techniques
(classroom
observation,
self-rating scale)
Guidelines for
questionnaires and
interview
constructions:
1. students’ background
2. Language style
3. Language needs

13. Syllabus/Course design
•Syllabus development
•Instructional methodology or approach
•Assessment procedure

14. 4 main components of syllabus:
•Objectives,
•Methods or methodologies,
•Materials, and
•evaluation

15. Syllabus design and course
design
GRAMMAR OR
STRUCTURAL
SYLLABUS
The content of the
language teaching is
a collection of the
forms and structures
of the language
being taught.
SITUATIONAL
SYLLABUS
The content of the
language teaching is
a collection of the
imaginary situations
where the language
is used.
TASK-BASED
SYLLABUS
The content of the
language teaching
includes a series of
purposeful tasks that
language learners
need to perform.

16. Syllabus design and course
design
Language-centered
Drawing connection
between analysis of
target
situation and the
content of ESP
courses
skill-centered
founded on two
principles: theoretical
and
pragmatics.
Learning-centered
focuses on students’
learning. Determined
by the
learner. Builds on
prior knowledge and
skills.

17. Material selection
4 basic precepts in ESP
material development:
Suitability for the
proficiency level
Relevance to learners’
needs
Creativity in
tasks/activities and
discursive strategies; and
Stimulation of the target

18. Teaching and learning
Common Instructional Tasks:
role-play
simulation
case-study
project work
oral presentation

19. Teaching and learning
It is necessary for an Esp teacher
to be equipped with the principles
and approaches/methods in
teaching such as:
1. Communicative Language
Teaching
2. Total Physical Response
3. Cooperative Language Learning

20. Evaluation
Evaluation in ESP situations is
concerned with the effectiveness and
efficiency of learning; with achieving
the objectives (assuming that the
needs analysis has set valid
objectives). Has learning been
maximized? Have resources been
optimally employed? Our focus in this
chapter is on evaluation as used by
teachers and learners and on
formative evaluation; we are less
concerned with large-scale project
evaluation involving outsiders (the

21. ISSUES
INVOLVED IN ESP
COURSE DESIGN

22. Abilities Required for
Successful Communication in
Occupational Setting
Cummins (1979) theorized a dichotomy
between basic interpersonal
communication skills (BICS) and cognitive
academic language proficiency (CALP)

23. Content Language
Acquisition versus General
Language Acquisition
One of the central
questions that needed to
be answered was “how
much time would be
devoted to vocabulary and
content knowledge
acquisition, as opposed to
the time spent developing

24. Heterogeneous Learner
Group Versus Homogeneous
Learner Group
Minimum entrance standards must be
established in the areas of language
level, motivation, and prior education
and experience.
These standards must be strictly
enforced at the time of placement.

25. Materials Development
Do ESP textbooks really exist?
“ESP teachers find themselves in
a situation where they are
expected to produce a course
that exactly matches the needs
of a group of learners, but are
expected to do so with no, or
very limited, preparation time”

26. RELATING NEEDS
ANALYSIS TO ESP
COURSE DESIGN

27. NEEDS ANALYSIS-ESP COURSE
DESIGN
The study of Barkane
(2017) investigated the
role of needs analysis in
the design of effective
ESP course taking the
case of master one
student of Finance and
International Trade at
Mohamed Khider
The result of the study
conducted showed that
students’ low proficiency
level in ESP classes is due
to the inappropriate ESP
courses that are not
predetermined by their
needs.

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