The four pillars of ESP

Needs analysis

 Needs, lacks, desires, gaps, expectations, motivations, deficiencies, requirements and wants.
 Diagnosis (reviews of current materials and textbooks; questionnaires, surveys of learners,
specialists, employers; structured interviews; testing.
 Learners:
 What is their first language?
 What is their age, gender, nationality?
 What is their level of English?
 How do they prefer to study?
 Why are they taking the course?
 What do they want from the course?
 What is necessary for them to be successful?
 What knowledge and skills do they currently lack?
Learning objectives.

 Register analysis: grammar, form and vocabulary (formal, academic, public)

 Use of complex, compound, and complex/compound sentence structures;
 The conversion of phrasal verb forms into single verb forms;
 The use of long, complex noun, verb, and prepositional phrases;
 The nominalization of verb forms;
 The frequent occurrence of logical connections.
 Rhetorical (discourse) analysis.
 Genre analysis.
Genre analysis

 Learners in workplace contexts can immediately put knowledge of genre

 to use in the creation of successful business letters, reports, speeches, and
 other language outputs that they need to produce in their jobs. Learners in
 academic contexts, on the other hand, can use a genre analysis of written
 and spoken texts to improve their reading and writing of research articles
 and grant proposals, as well as their understanding and delivery of academic
 presentations.
Materials and methods.