ANSWERS TO QUESTIONS FROM READINGS 1-10

UNIT 1 T There is still no single and clear definition of the concept "special language''.

F Special languages do not have many features in common with the general language
F Extralinguistic and communicative factors do not determine the specificity of special languages
Special languages are semi-autonomous, complex semiotic systems however they are not based on nor derived
F from general language
UNIT 2 The words in the general language texts are much easier to understand for most speakers of the language than
T those in the special texts.
Nominalizations based on verbs: accumulation, identification, recrystallization appear more frequently in special
T texts than in general language texts
F Exclamations are characteristic of special texts

F Special language texts implicitly present personal positions

UNIT 3 T The history of English for specific purposes (ESP) research begins in the early 1960s.
F
All of the research on ESP was published in English.
F it is quite easy to identify trends in ESP research and articles to cite.
F ESP is mainly a theoretical field of study
UNIT 4 General language texts are concise (they tend not to be redundant), precise (they tend to avoid ambiguities), and
F impersonal (they are not emotive).
there are three types of factors that tie special languages into a common class: pragmatic, functional, and
T linguistic factors
special language texts are characterized by distinctive features that clearly differentiate them from journalistic,
T religious, literary, advertising, etc., texts
LSP courses do not have to differ materially from any form of education. LSP should be considered as an
T approach to language teaching. I does not have a special grammar, or a different phonological system, nor other
spelling.
UNIT 5 Special subject fields are a part of speakers' general knowledge; they are the object of a specific learning
F process.
Communication in special languages is usually formal and occurs in situations governed by professional or
T scientific criteria
Special languages are a subset of the language as a whole. They intersect with the general purpose language,
T with which it not only shares features but also maintains constant exchange of units and conventions

UNIT 6 The easiest way to describe LSP is to put it in opposition to LGP, which refers to language for general purposes
T

T Every language (e.g. English, French, Spanish, etc.) has both LGP and LSP.

F Special languages are is simply General languages that contain specialized terminology.
UNIT 7 It is important to note that tests are not either general purpose or specific purpose - all tests are developed for
T some purpose
Typically, LSP tests have been construed as those involving language for academic purposes and for
T occupational or professional purposes.
F LSP testing is exactly the same as general purpose language testing.
In LSP testing: test tasks and content are authentically representative of tasks in the target situation
T
UNIT 8 It is generally accepted that it is goal-oriented and based on needs analysis, and that it frequently has the
T characteristics of being constrained by time limits and being designed for adult learners
F There is already an extensive theory of LSP/ESP.
UNIT 9 Materials can be found in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied
T handout, a newspaper, a paragraph written on a whiteboard.
English for tourism to a group of taxi drivers and policemen in a popular town for British tourists is a major ESP
F area of study
T Subject-matter content refers to the information which is specific to a particular discipline

T Unlike EFL/ESL teaching, there exists a mismatch between pedagogy and research
UNIT 10 F Technology is viewed as an optional resource for LSP teaching

T Iberica is the title of the journal of the European Association of Languages for Specific Purposes.
The use of IT in language teaching includes self-access centres, virtual environments, simulations, corpora, and
T the Internet