Titlebook: Developing Courses in English for Specific Purposes; Helen Basturkmen Book 2010 Palgrave Macmillan, a division of Macmillan Publishers Lim

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Investigating Specialist Discourseist discourse and before teachers and course developers start planning the curriculum, they often need to obtain descriptions of discourse (communication and language use) identified in the needs analysis. This leads to the topic of the present chapter, investigations of specialist discourse.

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Developing the Curriculumspecialist area. At some point, decisions have to be made about the ESP course itself — Who is the course for and what will it focus on? What will the syllabus contain and what types of instruction and materials will it provide? How can the course be evaluated?

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English for the Policeof the particular characteristics of the learners. The present chapter aims to show just that. The course was developed against a backdrop of real-world constraints, with course participants who were busy professionals (or professionals in training) and for whom learning about language and communica

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English for Medical Doctorsr communicative event. This event had been highlighted as likely to be an area of particular difficulty for a number of the prospective learners on the course. The course was developed to help a group of overseas-trained medical doctors who were preparing to sit medical registration examinations in

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Academic Literacies in Visual Communicationart and design studies programme in a university context. In a number of ways this case stands apart from those described in the previous two chapters. The cases examined in Chapters 5 and 6 focused on . language needs and English for professional purposes. This chapter focuses on language needs for

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English for Thesis Writingr of this chapter, the term, thesis, will be used to refer to theses and dissertations.) The majority of students attending the workshops are writing a thesis for the first time and do not have experience of writing this particular academic ‘genre’. The case is similar to the case reported in Chapte

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Conclusionting specialist discourse and determining the curriculum. The chapters introduced the options possible for analysing needs (for example, interviews, questionnaires and observations), investigating specialist discourse (for example, ethnography, corpus and genre analytical approaches) and determining

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