Classroom-based investigations on the linguistic and non linguistic criteria in ESP setting

Abstract EN

As part of English Language Teaching (ELT), the primary concern in English for Specific Purposes (ESP) is to train learners to become communicatively competent in their target discourse community.

In this regard, designing adequate courses is a challenging task; it entails a shifting role and responsibility from a provider of knowledge to an ESP practitioner as a researcher.

This current study is an attempt to investigate the various ways of managing the linguistic and the non-linguistic features in ESP settings.

It also examines the role of research in promoting the teaching and learning process.

To achieve this aim, the guiding research question that has been raised at the heart of this article is: How can ESP teachers manage the linguistic and non-linguistic criteria in his ESP teaching situation? And do classroom-based investigations fit the teaching and learning process? As a result, a case study has been conducted on six random ESP teachers from three different academic state institutions in Tlemcen.

Data collection process was carried out through the use of teachers' semi-structured interview.

Results on the linguistic and the non-linguistic features revealed that various investigations were conducted in ESP classroom for different purposes such as Needs Analysis and Identification (NAI), course and syllabus design, acquiring specialized knowledge, negotiating the content of the course.

It was also shown that there is a positive association between ESP classroom -based studies and the teaching and learning process in the sense that findings and conclusions from those investigations may enable them to know about the latest development in ESP, acquire underlying knowledge and skills, and enhance the quality teaching and Teachers' development.