subject area also requires specific study skills which help learners with that specific subject area. Within EAP it should be obvious that these generalized study skills would be done with younger learners in less directed types of courses, maybe ones such as you would find in public school from the elementary up to high school Subject specific study skills would be more important once one becomes much more deeply involved in a specific study area which they need to master not just linguistically but also in respect to content. It is therefore important that ESP practitioners when are aware of study skills and of course the distinction between generalized study skills and subject specific types of study skills 4. In what ways does the leaner take the central role in ESP approaches? The development of the learner centered approach to ESP came as a result of studies alyzing real language use across different areas. The basic idea that different types of occasions called for different uses of language led logica in learners was to find out ally to the belief that the what situations or for what purposes the learners used or intended to use the target language. Thus was born the central concept of learner needs. In ESP learner needs act as a guide for specifically what material (real content)the teacher will teach. of course the basis of this is the ongoing research in the different areas related to linguistic analy The basic idea in ESP is that the teacher can not teach if they do not know exactly how the students plan to use the language or in fact need to use the language right now. As mentioned above this is the idea of efficiency This efficiency is extremely important particularly in EFL Situations where students have very limited time, but of course applies to all adult learners in any case who always have limited time resources for learning of their language no matter how important it is that they do so Within ESP and there is no beating around the bush or waiting for things to take hold ESP practitioners go directly to the source, the students themselves, to determine what should and needs to be taught. The students then become the epicenter of everything which occurs in the classroom. All planning revolves around the students and what is own about them when from the onset and certainly every single class session needs to revolve around what the students need to do furthermore a valuation relates as well to students and. as mentioned above is often handled in a kind of continuous assessment scenario where the teacher needs to keep close tabs on how each student is developing 5. What kind of texts has eSP generally used over the years and why is this an mportant issue? Authenticity!! This is the battle cry of ESP practitioners Following the ideas of linguistic analysis mentioned above it is big knowledge to within ESP circles that the only useful materials for the development of language would be authentic materials. There are basically to different aspects of authentic materials. The first of these are the texts themselves that the teacher is using to carry the content. The second aspect of authenticity is that of what actually is done with the texts. Both of these ideas revolve around the central requirement that authentic materials whether texts or activities/tasks are things which are not created for language learning as such but are created for real-world use by proficient writer/designers. In short i think he materials have to have a real-world focus after been created for the real world and not necessarily the language classroomsubject area also requires specific study skills which help learners with that specific subject area. Within EAP it should be obvious that these generalized study skills would be done with younger learners in less directed types of courses, maybe ones such as you would find in public school from the elementary up to high school. Subject specific study skills would be more important once one becomes much more deeply involved in a specific study area which they need to master not just linguistically but also in respect to content. It is therefore important that ESP practitioners when are aware of study skills and of course the distinction between generalized study skills and subject specific types of study skills. 4. In what ways does the leaner take the central role in ESP approaches? The development of the learner centered approach to ESP came as a result of studies analyzing real language use across different areas. The basic idea that different types of occasions called for different uses of language led logically to the belief that the only way to develop the most appropriate language patterns in learners was to find out what situations or for what purposes the learners used or intended to use the target language. Thus was born the central concept of learner needs. In ESP learner needs act as a guide for specifically what material (real content) the teacher will teach. Of course the basis of this is the ongoing research in the different areas related to linguistic analyses. The basic idea in ESP is that the teacher can not teach if they do not know exactly how the students plan to use the language or in fact need to use the language right now. As mentioned above this is the idea of efficiency. This efficiency is extremely important particularly in EFL situations where students have very limited time, but of course applies to all adult learners in any case who always have limited time resources for learning of their language no matter how important it is that they do so. Within ESP and there is no beating around the bush or waiting for things to take hold. ESP practitioners go directly to the source, the students themselves, to determine what should and needs to be taught. The students then become the epicenter of everything which occurs in the classroom. All planning revolves around the students and what is known about them when from the onset and certainly every single class session needs to revolve around what the students need to do. Furthermore, a valuation relates as well to students and, as mentioned above, is often handled in a kind of continuous assessment scenario where the teacher needs to keep close tabs on how each student is developing. 5. What kind of texts has ESP generally used over the years and why is this an important issue? Authenticity!!!!! This is the battle cry of ESP practitioners. Following the ideas of linguistic analysis mentioned above it is big knowledge to within ESP circles that the only useful materials for the development of language would be authentic materials. There are basically to different aspects of authentic materials. The first of these are the texts themselves that the teacher is using to carry the content. The second aspect of authenticity is that of what actually is done with the texts. Both of these ideas revolve around the central requirement that authentic materials whether texts or activities/tasks are things which are not created for language learning as such but are created for real-world use by proficient writer/designers. In short I think he materials have to have a real-world focus after been created for the real world and not necessarily the language classroom