English for Specific Purposes

Approximately 375 million people across the globe speak English as a first language, with a similar number speaking English as a second language, and about 750 million individuals speaking English as a foreign language (Crystal, 1977). It is believed that speakers of English as a second language will soon outnumber those who speak it as a first language (Graddol, 1997). Studies indicate that students across the world are aware of the growing importance of English proficiency for professional careers.

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in texts and specifying their linguistic needs in order to form the syllabus of an ESP course. Later, theory and practice in ESP shifted again to Needs Analysis or target situation analysis. Munby (1978) described this process as beginning with the individual learner or group of learners, moving to an investigation of the particular communication needs of the learner, and finally, the development of an ESP specification that indicates the target communicative competence of the participant. Kelliny (1994) affirmed that there are two types of needs that must be analyzed. Target needs consist of what the learner needs to do in the target situation, whereas learner needs address what the learner needs in order to learn. Needs analysis can therefore be product-oriented or process-oriented. Kelliny (1994) further contends that affective and variables mold the learning processes, the learners' entry behaviors, their linguistic competencies, and their expecting learning outcomes and language tasks. A next stage in the development of ESP emphasized study skills analysis described by Dudley-Evans and St. John (1998) as based on the idea that underlying all language use are common reasoning and interpreting processes that, regardle
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Some common words found in the essay are:
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Approximate Pages = 35 (250 words per page)

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