Abstract
This study was an attempt to examine Iranian ESP teachers’ beliefs and their ties with classroom practices. To do so through convenient sampling, twenty five ESP teachers teaching English for specific purposes in different disciplines such as Chemistry, Accounting, Mathematics, and Law at Islamic Azad University, Kermanshah branch, in Kermanshah city, Kermanshah, Iran participated in this study. Since the participants' gender was not among the aims of this study, its probable effects were controlled. In order for the data to be as reliable and valid as possible, the participants were interviewed and asked to fill in the questionnaire at times when they had free time. The researcher had the teachers fill in the questionnaire. Then, they were interviewed in their free times most often outside the university. The findings of the study revealed that there was no relationship between ESP teachers’ beliefs on their teaching practices in the classroom.
Highlights
BackgroundAs the world’s international language, English has become the primary means of communication among many disciplines and professions around the globe
The researcher had the teachers fill in the questionnaire. They were interviewed in their free times most often outside the university
This highlights the importance of the English for Specific Purposes and more the increasing concern for its subcategory; i. e., English for Academic Purposes (EAP)
Summary
As the world’s international language, English has become the primary means of communication among many disciplines and professions around the globe. This highlights the importance of the English for Specific Purposes and more the increasing concern for its subcategory; i. Essen (2000) views ESP as one of the main purposes for the existence of English as an International Language (EIL). Otherwise it would not have spread, otherwise it would not regulate itself as an effective means of global communication. In so far the actual classroom context is concerned, there seems to exist certain strong ties between the ESP teachers’
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