Abstract
The paper will point out a range of obstacles and challenges English lecturers encounter when teaching English for Specific purposes (ESP) and when deciding which course book and teaching materials would best suit their students in tertiary education. Other issues relating to ESP will also be considered such as what exactly ESP means, main characteristics of ESP courses, their teachers and students. This paper will also include analysis of actions that need to be taken in the evaluation of ESP materials as suggested by various authors on the subject. There will be an example of the specific requirements of teaching materials in Maritime English and their evaluation. The aim is to give an overview of theoretical perspectives and methodologies for the evaluation of teaching materials and to encourage ESP teachers to design evaluation techniques for their type of ESP course.
Highlights
In this paper the aim is to refer to some obstacles and issues that teachers of English for Specific Purposes (ESP) encounter when teaching ESP and when deciding upon which course book to use with their students in the tertiary institution
This paper offers an example of dealing with the problems of ESP teaching and textbook material evaluation in Maritime English which serves to prepare students for their future professions, and plays a very important role in safety of life at sea
The main reasons for limitations of available course books are stated by Pritchard (2003) in his articles “Survey of Maritime English Teaching Materials" and “A Databank of Maritime English resources - An invitation for contributions” (Pritchard, 2004:3): “While in the field of English for General Purposes (EGP) there has been a wealth of published materials commercially available on the market, this has not been the case for Maritime English, a restricted subset of English for Specific Purposes (ESP)
Summary
In this paper the aim is to refer to some obstacles and issues that teachers of English for Specific Purposes (ESP) encounter when teaching ESP and when deciding upon which course book to use with their students in the tertiary institution. ESP is without any doubt a prevailing approach to teaching English as a foreign language in higher education contexts It is almost completely focused on the particular needs and language requirements of students of specific professional fields. Course books provide teachers a basic structure for the course, a source of language and a support to learning They encourage students’ motivation (O’Neill, 1982; Dudley-Evans & St John, 1998 as cited in Baleghizadeh and Rahimi, 2011)
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