Authors : Koutsogianni Sofia

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/ycxxmwk4

Scribd : https://tinyurl.com/nmjrdhef

DOI : https://doi.org/10.38124/ijisrt/26mar521

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : English for Specific Purposes (ESP) has emerged as a distinct approach to language instruction, shifting focus from general linguistic competence to targeted communication in academic and professional contexts. This review examines ESP’s historical development, its defining characteristics, and its relationship with English for General Purposes. Central to ESP is systematic needs analysis, which ensures that course content, methodology, and assessment align with learners’ specific goals. ESP pedagogy is closely linked to adult education principles, emphasizing learner autonomy, relevance, and practical application. Methodological approaches integrate communicative language teaching, form-focused instruction, and authentic materials, often enhanced by technology. Additionally, intercultural communicative competence has become essential as English serves as a global lingua franca in multicultural workplaces. While ESP offers significant benefits in motivation and efficiency, challenges remain in implementation, including resource limitations and the need for ongoing teacher development.

Keywords : Communicative Language Teaching, English for Specific Purposes (ESP), Needs Analysis, English for General Purposes (EGP), Communicative Competence.

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