The ESP Journal

Publisher: American University (Washington, D.C.). English Language Institute, Elsevier


Now known as English for Specific Purposes

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    ESP Journal, The website
  • Other titles
    The ESP journal, English for specific purposes journal
  • ISSN
  • OCLC
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print allowed on any website or open access repository
    • Voluntary deposit by author of authors post-print allowed on authors' personal website, or institutions open scholarly website including Institutional Repository, without embargo, where there is not a policy or mandate
    • Deposit due to Funding Body, Institutional and Governmental policy or mandate only allowed where separate agreement between repository and the publisher exists.
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months .
    • Set statement to accompany deposit
    • Published source must be acknowledged
    • Must link to journal home page or articles' DOI
    • Publisher's version/PDF cannot be used
    • Articles in some journals can be made Open Access on payment of additional charge
    • NIH Authors articles will be submitted to PubMed Central after 12 months
    • Publisher last contacted on 18/10/2013
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper presents an application of the theory of comprehension-based teaching to materials development in the English for Special Purposes context. The program described here, called English for Economists, was developed for Egyptian economists participating in a joint research project with Americans. It was designed to build on students' existing reading skills and their background knowledge of economics in order to improve their listening comprehension and writing skills through exercises which provided them with comprehensible input for acquisition.Essential elements of the program were the utilization of materials derived from the research projects in which the students were engaged and a lesson format which focused on development of the receptive skills. Features which contributed most to program success are evaluated and the applicability of this approach to other ESP contexts is discussed.
    The ESP Journal 01/1985; 4(2):111-119.
  • [Show abstract] [Hide abstract]
    ABSTRACT: As an alternative to reading a paper, biomedical scientists can make their first public communication of research results at a professional meeting via a poster. Observation of posters at the 1983 annual meeting of the Federation of American Societies for Experimental Biology shows that the most effective posters plan spacing, color, and depth to guide the reader through the intended sequence. The informal spoken interaction between poster presenter and passerby, focused on scientific topics, requires a sophisticated grasp of a specific type of conversational interaction, including the ability to comprehend illocutionary force of utterances.
    The ESP Journal 01/1985; 4(1):37-48.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Most ESP instruction at the tertiary level has a narrow communicative focus. This study attempts to answer questions about what happens when ESP- trained academics broaden their goals and attempt reading for wider audiences. The participants read popular scientific readings (av. 516 words), answered comprehension questions and recorded the time required to complete the readings. Results showed that participant comprehension increased considerably; however, reading speed did not consistently increase, since some readers adjusted their speeds to improve comprehension. Conclusions are drawn about the implications of these results and suggestions are made for encouraging extensive reading and participant self-evaluation.
    The ESP Journal 01/1985; 4(2):101–109.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Traditionally, English as a Second Language (ESL) instructors have operated within the domain of academia. However, the present demand in vocational ESL for concise and effective language training programs has forced instructors to expand their domain and become more aware of the needs of business and industry. Some of these programs have, in fact, developed a partnership with industry in which vocational training is done through direct on-the-job experience. In addition, vocational English instruction is closely coordinated with the communication needs of the trainee working in that particular industry. The link between such VESL programs and business and industry lies in the instructor's role as training monitor. This article will describe the role of an instructor monitoring on-site at industry.
    The ESP Journal 01/1985; 4(2):153-160.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article is an account of a teacher-training session aimed at presenting ESP to a group of in-service of EFL trainees. The following areas are given priority: basic information on ESP; procedures for course-design; criteria for evaluating course materials; criteria for selecting or establishing classroom procedures.The materials and the approach for each part of the presentation are described. The case-study, concerning the planning of a course for hotel personnel, is produced here in a more extended and detailed format, as it is felt that this part may offer guidelines for teachers who work under similar constraints as the ones described herein.From a methodological standpoint, syllabus design is focused on the learning environment of a school-based ESP course rather than on specification of vocational/professional target needs alone; and classroom procedures are considered to derive from the evaluation of crucial variables pertaining to the classroom situation rather than from a priori judgement.
    The ESP Journal 01/1985; 4(2):77-92.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Needs analysis prior to materials design is necessary but not sufficient. Therefore more emphasis should be put on formative evaluation and monitoring as materials are piloted. Such evaluation may reveal important information about student attitudes which can be difficult to obtain in an initial needs analysis. Feedback is especially important when materials represent an innovation, as it may act as a means of creating a sense of ownership and involvement in the materials which development theory tells us is crucial in the acceptance of innovation. This paper discusses an academic reading course for students of business and management in Tunisia. It describes student reactions to teaching materials, attempts to explain causes and shows how curriculum developers revised the materials to both the students' and teachers' satisfaction.
    The ESP Journal 01/1985; 4(2):93-100.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The following article describes models for organizing instruction in adult education classes in order to accommodate different language levels and learning objectives. Intended to present adult education instructors using competency-based approaches with alternatives for incorporating VESL into their classrooms, the article also describes the diverse settings for VESL in adult education. Suggestions are also provided for relating classroom management to the various VESL settings with examples of whole-group and small-group activities included for each setting.
    The ESP Journal 01/1984; 3(2):117-121.
  • [Show abstract] [Hide abstract]
    ABSTRACT: VESL classes require teachers to function in two roles: as ESL teachers and as workplace supervisors. This article discusses ways in which teachers can perform both functions, allowing students to be both students and workers, and addresses some of the areas to be focused on during the workplace portion. These include: supervisory style, training style, workplace conditions, and workplace communication. The author also provides suggestions for activities which are common to most entry level jobs and which offer the opportunity to reflect a variety of worksite conditions and supervisory styles.
    The ESP Journal 01/1984; 3(2):137-141.
  • The ESP Journal 01/1984; 3(2):193-195.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Since 1978, increasing numbers of scholars from the People's Republic of China have been going abroad for advanced training and research. To prepare them to function in English-medium universities, institutes offering various forms of cultural orientation and language training have been set up in many locations throughout China. The training programs at some of these institutes are based on needs assessments which include the scholars' own perceptions of what they will need in order to succeed in an English-speaking environment. In this paper, we report on an investigation of perceived academic needs of two groups of scholars: students entering the Graduate School English Language Center in Beijing, and visiting scholars who have been in American universities for at least six months. The latter, initiated group attached different of imporatance to certain academic activities or skills than the former, uninitiated group. The findings have implications for curriculum planners, particularly those involved with language training in China, but also for those undertaking ESP projects elsewhere.
    The ESP Journal 01/1984; 3(1):53–59.
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    ABSTRACT: One of the major problems for students reading articles in medical journals is distinguishing objective statements of accepted fact from author-marked observations of opinion, hypothesis, or recommendation. In an attempt to determine how, why, and where the subjective element is introduced in the main categories of articles in medical journals, a selection of papers from the British Medical Journal was studied. An examination revealed that author's comment is expressed by verbal and nonverbal modals and by a wide range of attitudinal markers. The incidence of these varies from one category of article to another, editorials being more author-marked throughout, while clinical case notes and research papers contain sharp differences between the objective recounting of the methods and results sections and the more subjective discussion or comment sections. It is recommended that the frequent occurrence of expressions of emphasis, advice, and evaluation should be reflected in the production of more relevant materials for students of English for medical sciences.
    The ESP Journal 01/1984; 3(1):25-36.
  • The ESP Journal 01/1984; 3(1):79-81.
  • The ESP Journal 01/1984; 3(2):91-96.
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    ABSTRACT: The following is a description of a work setting laboratory (WSL) that could, in some form, be developed as one component of a pre-employment program. The description outlined here results from a request by the staff of the Philippine Refugee Processing Center in Bataan, the Philippines, for work-related basic skills activities. This paper is intended as a starting point for further discussion and planning and not, by any means, as a finished product ready for implementation. The article discusses some ideas about basic skills as they relate to refugee training, the rationale for a WSL, how a WSL relates to the rest of the curriculum, the major components of a WSL, some specific blueprints for WSLs, and barriers that may be encountered in setting up a WSL.
    The ESP Journal 01/1984; 3(2):123-135.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This is a description of retraining programmes devised and developed by the Lancashire Industrial Language Training Unit during the period 1980–1983 in order to meet the specific needs of adult South Asian textile workers in the country who had become unemployed as a result of the current economic recession in Britain. The Industrial Language Training Service was originally established in Britain to improve communications in multiracial workplaces. This has always involved a combination of: (i) job-related language training for ethnic minority workers in their place of employment, and (ii) communications awareness training for indigenous managers, supervisors, and union representatives. All programmes are based on a survey of communication needs in the specific workplace and the active involvement of key company personnel in the language training. The programme described here adapts this approach to meet the needs of unemployed adult speakers of English as a second language. The aims of the programme are to integrate communications and trade training in order to increase learners' trainability and employability, and thus equip them for either re-entry to employment or further specific skills training. This article describes the steps taken to achieve this.
    The ESP Journal 01/1984; 3(2):97–108.
  • The ESP Journal 01/1984; 3(1):74-78.
  • The ESP Journal 01/1984; 3(2):197-199.
  • The ESP Journal 01/1984; 3(2):195-197.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper reviews some of the recent Second Language Acquisition (SLA) and English for Specific Purposes (ESP) literature in an attempt to provide a firm theoretical base for the development of communicative approaches to language teaching in ESP contexts. The theoretical implications of SLA studies (in particular Krashen's Input Hypothesis) are discussed with a view to defining the characteristics of noninterference/input strategies that could be used in communicative classrooms. The theoretical ideas are illustrated by a discussion of a set of materials designed according to the criteria put forward in the article. Lastly, the article sets out some of the questions and issues that must be addressed in order eventually to decide on the validity of implementing the Input Hypothesis in ESP situations.
    The ESP Journal 01/1984; 3(1):3-24.