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 Vocabulary in ESP 
The importance of the teaching of vocabulary in ESP is now widely accepted (Swales, 1983).our 
major concern will be with what is referred to in EAP as semi- technical vocabulary (or 
occasionally sub-technical vocabulary and in EBP as core business vocabulary. 
1. Technical vocabulary 
We believe that the situation with regard to the teaching of technical vocabulary is rather more 
complicated than the simple notion that ‘the ESL’ teacher should not touch it’. While in general 
we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, 
in certain specific contexts it may be the duty of the ESP teacher to check that learners have 
understood technical vocabulary appearing as carrier content for an exercise. In any ESP 
exercise which exploits a particular context, that context will use certain technical vocabulary. It 
is important that both teacher and learner appreciate that this vocabulary is acting as carrier 
content for an exercise, and is not the real content of the exercise. However, students usually 
need to be able to understand the technical vocabulary in order to do the exercise. How do we 
deal with this vocabulary? In some circumstances a term will be cognate with the equivalent 
term in the students ` first language and will not therefore cause difficulty. In ESAP and ESBP 
situations where the subject specialist is not present, for example a one- to one consultation, the 
language teacher will need to adopt a questioning role about technical vocabulary. 
In some situations learners starting a new academic course or professional training programmer 
will need help with technical vocabulary that is completely new for them. One way to prepare 
learners for such a situation is for the language teacher and the subject expert to prepare glossary 
of new terms with straightforward explanations of the terms.

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