General Introduction

Structure of the Dissertation

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General Introduction

Structure of the Dissertation 

The present study is divided into two chapters, a theoretical and a practical one. The theoretical chapter is divided into two sections. The first section entitled English for Specific purposes. In this part there will be literature review about ESP. The second section entitled ESP students grammar difficulties; there will be background information about these challenges and how to overcome them.
The practical part is composed of one chapter devoted to test and validate the hypothesis. It takes the form of a questionnaire and an interview administered to third year students at the department of French and to their teachers.

Chapter one : ESP classes and the grammar difficulties faced by students
Section one: English for Specific Purposes
The first section of Chapter One focuses on ESP. It will contain a set of definitions related to it according to specialists in the field. These definitions include a brief history of the study of ESP, its approaches, assessment and the role of teacher . It also tackles the importance of ESP and its objectives.
The second section is devoted to the grammar difficulties faced by ESP students. It involves an explanation about grammar, its role in ESP class, it importance, and grammar learning strategies. Moreover, it concentrates on the appropriate methods used to teach grammar in an ESP class; finally the challenges and difficulties in learning and teaching grammar in addition the role of the teacher in overcoming these difficulties will be explained.

  1. Definition of ESP :

Since the 1960‟s ESP has become one of the most active branches of Applied Linguistics in general, and of Teaching English as a Foreign Language (TEFL) in particular. (Hutchinson and Waters 1996) state « Tell me what you need English for I will tell you the English you need » Evident and various definitions of ESP can be observed among which the following :
« Some people described ESP as simply being the teaching of English for
any purpose that could be specified. Others, however, were more precise
describing it as the teaching of English used in academic studies or the
teaching of English for vocational or professional purposes. »
Anthony (1997)

ESP is a new discipline within Applied Linguistics that focuses on learner-centered approach to English language teaching whose methodology is based on the specific needs of the learner. Kennedy and Bolitho (1984) point out that ESP is based on « an investigation of the purposes of the learner and the set of communicative needs arising from these purposes ». That to say for what they need to learn English For.

“ESP is generally used to refer to the teaching of English for a clearly utilitarian purpose.” Mackay and Mountford (1978). That is to say that English should be taught to achieve specific objective, in a way that allows to use this language in a specific field, or to comprehend English discourse related to this area of specialty.
Dudley Evans and St John (1998) define ESP in terms of “absolute” and “variable” characteristics.

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