or fields. ESP, therefore, often resorts to specific areas. These maybe subject-based, theme-based, or even skills based In the text the authors also mention that esp is a process and not product driven This is an important distinction to make. In this way eSP is similar to Task-based approaches to language teaching(Nunan, 1989). ESP approaches acknowledge that students can produce different language at different levels but still meet the demand of a linguistic task. Thus, it is not al ways the product, the language the students produce which is pivotal. Rather, it is the process, what they do to produce that out of the classroom and successfully into the real world-which of course is h ents language which is pivotal. Learning processes is something that will take the stu ultimate goal of all language learning So. the absolute characteristics of esP are as follows ESP is designed to meet the specific needs of the learner ESP makes use of the underlying methodology and activities of the discipline it serves ESP is centered on the language(grammar, lexis, register), skills, discourse, and genres appropriate to these activities (Dudley-Evans St John, 1998: 4-5 From these requirements we can see that for eSP to work the way it is supposed to, it needs to be set to a certain frame of expected usage. Thus, ESP classes are generally divided into specific fields or areas. The major division of ESP is generally between that of EAP(English for Academic Purposes)and EOP(English for Occupational Purposes). Each of these major divisions can be composed as many subdivisions as are necessary. It of course depends on the needs of the students EAP generally deals with students who are studying particular subjects in schools typically at the tertiary(university) level, but can also be developed fo subject-based or content-based teaching at lower levels. EAP courses have often been though to share some common themes are academic skills would appear to be founded on a common skill set regardless of the specific content area being studied The goals general goals of EAP is to provide the students with academic skills which allow them to study more efficiently and to provide content knowledge in the process of developing those skills. The linguistic skills most often focused on in EAP are reading and writing EOP generally focuses on speaking and listening as linguistic skills. EOP is often divided into English for Professional Purposes(EPP)and English for Vocational Purposes(EVP). The difference between these two is that the former is seen is being more complicated and involved than the latter. EPP may involve learning a large amount of specific content knowledge(reading) in addition to using that knowledge in the real world(speaking). EVP is seen as demanding more use and less specifi content. Distinctions in EVP are also made between pre-service and in-service students on the basis of the level of specificity of the needs the students have and the knowledge of their own needs Since eSP revolves around specific content from specific content areas, the content itself is of pivotal importance. This leads us back to the central importance of texts to ESP as texts, both written and spoken, are the foundation of the content students re expected to work with and learn. In the approach an important distinction is made between different types of content, more specifically, carrier content and real content Carrier content relates to the subject-related factual content in which the real contentsubject areas or fields. ESP, therefore, often resorts to specific areas. These maybe subject-based, theme-based, or even skills based. In the text the authors also mention that ESP is a process and not product driven. This is an important distinction to make. In this way ESP is similar to Task-based approaches to language teaching (Nunan, 1989). ESP approaches acknowledge that students can produce different language at different levels but still meet the demands of a linguistic task. Thus, it is not always the product, the language the students produce which is pivotal. Rather, it is the process, what they do to produce that language which is pivotal. Learning processes is something that will take the students out of the classroom and successfully into the real world – which of course is the ultimate goal of all language learning. So, the absolute characteristics of ESP are as follows: ESP is designed to meet the specific needs of the learner; ESP makes use of the underlying methodology and activities of the discipline it serves; ESP is centered on the language (grammar, lexis, register), skills, discourse, and genres appropriate to these activities. (Dudley-Evans & St. John, 1998: 4-5) From these requirements we can see that for ESP to work the way it is supposed to, it needs to be set to a certain frame of expected usage. Thus, ESP classes are generally divided into specific fields or areas. The major division of ESP is generally between that of EAP (English for Academic Purposes) and EOP (English for Occupational Purposes). Each of these major divisions can be composed as many subdivisions as are necessary. It of course depends on the needs of the students. EAP generally deals with students who are studying particular subjects in schools typically at the tertiary (university) level, but can also be developed for subject-based or content-based teaching at lower levels. EAP courses have often been though to share some common themes are academic skills would appear to be founded on a common skill set regardless of the specific content area being studied. The goals general goals of EAP is to provide the students with academic skills which allow them to study more efficiently and to provide content knowledge in the process of developing those skills. The linguistic skills most often focused on in EAP are reading and writing. EOP generally focuses on speaking and listening as linguistic skills. EOP is often divided into English for Professional Purposes (EPP) and English for Vocational Purposes (EVP). The difference between these two is that the former is seen is being more complicated and involved than the latter. EPP may involve learning a large amount of specific content knowledge (reading) in addition to using that knowledge in the real world (speaking). EVP is seen as demanding more use and less specific content. Distinctions in EVP are also made between pre-service and in-service students on the basis of the level of specificity of the needs the students have and the knowledge of their own needs. Since ESP revolves around specific content from specific content areas, the content itself is of pivotal importance. This leads us back to the central importance of texts to ESP as texts, both written and spoken, are the foundation of the content students re expected to work with and learn. In the approach an important distinction is made between different types of content, more specifically, carrier content and real content. Carrier content relates to the subject-related factual content in which the real content