Regional center for training and training of teachers at fergana state university

Significance of the study

This research will be a great benefit for ESP teachers as it will enable them:

Conduct needs analysis. Solve their problems and challenges during ESP courses. Improvement of the content.

Research questions

Through this work we try to answer the following questions:

What differentiate an ESP teacher from a GE one?

What are the roles of the ESP teacher?

Should an ESP teacher take needs analysis into consideration before to start teaching ESP?

Should an ESP teacher take training courses before teaching?

Hypotheses of the Study

Since ESP is a learner-centered approach, and since its general aim is to meet students‟ needs. The ESP teacher, then, is required to do more than teaching language; thus, his/her role would be definitely unique (Dudley-Evans and ST John 1998). The teacher has to5 “subordinate” his/her role in the classroom to the learning needs of his/her students (Littlewood 1981). This makes the ESP teacher different from the GE one. To answer the above research questions we set the following hypotheses:

ESP practitioner is different from GE teacher.

ESP practitioner has got several roles in addition to teaching.

ESP practitioner should have some training before teaching.

Teachers’ performance in ESP classes influences the development of ESP teaching.

We advance that if ESP teachers design suitable courses depending on needs analysis then teaching ESP will be improved.