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This requirement is often viewed as a less than satisfactory rigid language policy implementation. The exit language performance indicator is a set criterion score obtained through the CET (College English Test) as a graduating language assessment attainment goal. College English is a mandatory course for students who enter tertiary education in China.

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Within and across academic discourses, the contributors to this issue explored critically what evaluative language is and its purposes (Johns, 2012). The modern period of ESP development was characterized by another research innovation that uses corpus research, notably in studies of written academic genres. Thus, outcomes of genre analysis may not be very useful when applied to fundamental learning of the English language. While genre analysis gained traction, it was a source of concern for other scholars as they felt that the most intractable academic difficulties are still found in novice undergraduate language education (Benesch, 1996; Johns, 2012).

ESP teachers may need to help learners to attend to general academic needs as the immediate goal. The findings also provided deeper insights into students’ strategy use and in areas where ESP was useful in preparing and empowering the students for their future workplace. Results indicated that the students had negative attitudes toward ESP learning experiences, and this was linked to a low motivation level. Thus, meeting objective and subjective needs would depend largely on target situation analysis in which learners’ real-world communicative needs are recognized in order to set some founding principles for course design. Strevens (1977) also emphasized that needs analysis, which is primarily concerned with the character of scientific discourse, is a necessary first step in ESP course formulation.

With these developments, new demands were made on the learning of the English language, thus impacting the growth of ESP with discernible teaching trends. They would concentrate on the language, identified skills, and genres that are most relevant to the specific activities that learners need to perform in so as to use English efficiently. The review continues with some insights into recent studies from various countries to reflect on various aspectual developments of current ESP practices that illustrate the dynamics of growing research agendas that have implications for current and future ESP research directions.

• This article begins with a section on the methodology used to develop the literature review.
• The findings also provided deeper insights into students’ strategy use and in areas where ESP was useful in preparing and empowering the students for their future workplace.
• From various literatures, a historical perspective was first presented for the period, 1962 to the present day, and accompanied by a review on the teaching approaches.
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Thus, intercultural communication and awareness within linguistic diversity is a needed mainstay component in English learning classrooms (Jiang et al., 2020) inclusive of ESP classrooms by extension. In this context, cultural awareness in both native speakers’ culture and non-mainstream culture should be seriously considered in the teaching of English to non-native speakers. Technology without a doubt is making a great impact on ESP and will continue to do so in the near future. In addition, ESP teachers can resort to blended learning (Salim et al., 2018) or the design of a Massive Open Online Course (MOOC; Shapiro et al., 2017), use other information and communication technology tools to design multimodal online platforms (Yélamos-Guerra et al., 2022). Yan and Li (2018) pointed out that big data, cloud computing, and information sharing can be combined through a triangulation analysis to generate more precise needs analysis relevant to the underlying concepts of Present Situation Analysis, Learners’ Needs Analysis and Target Situation Analysis.

Changing visions in ESP development and teaching: Past, present, and future vistas

How to identify learner needs, the nature of the genres that learners need to be able to produce as well as participate in, and how to know if our learners have been able to do this successfully, and if not, what we can do to help them (p. 7). An important characteristic of an ESP course is that the materials and goals are tailored to the learners’ specific needs. However, this understanding has changed over the past few decades as the teaching of ESP gained popularity, especially in non-native English-speaking countries. Traditionally, when educators and applied linguists discussed the concept of teaching of EFL (English as a foreign language), they referred to the teaching of what is known today as general English. Then it focuses on the relationship between needs analysis and ESP, as needs analysis is well recognized as a vital ESP characteristic and it is given a comprehensive revisit as an update in ESP development.

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Contrastive rhetoric, focusing on contrastive discourse analysis, has also always remained firmly linked to ESP research (Connor et al., 2002). Hence, the ESP scope had expanded to a https://prabhu365-nepal.com/ne/bonuses/ concentration on text analysis in association with discourse analysis. The emphasis of discourse analysis is said to manifest the “communicative values” of a meaningful discourse. The afore-mentioned events, and subsequent growth in ESP placed strong pressure on the language teaching profession to produce fast track results in the 1970s.

This review study began by introducing the basic tenets and trends of ESP giving a historical account of ESP development which was accompanied by a discussion of how ESP teaching and learning have evolved concurrently. This recommendation could be aligned to the provision of ESP as an academic English course and could be seen as a possible path for students of any discipline to engage themselves in a more meaningful manner in their English language learning experience. Notably, these processes today should not be a one-time event but should be continuously refined alongside the development of ESP teaching and learning. They noted that in the early stages of ESP development (i.e., the 1960s and early 1970s), needs analysis basically revolves around assessing learners’ communicative needs and identifying the techniques required to achieve appropriate teaching objectives. Nunan et al. (1988) together agreed that needs analysis is the key aspect of curriculum development and is typically imperative before a syllabus for language teaching can be prepared. As such, the following section on future vistas will explore specifically the changes in defining needs analysis and its implications for teaching while noting the theoretical inputs that have contributed to ESP practice.