1. SABA HUSSAIN QUADEER 2. MANDVI SINGHâ€‹
It is the goal of this review article to provide answers to the fundamental questions that arise when practising ESP, as well as an organisational framework for the designation and execution of ESP courses, as well as an organisational framework for the practise of ESP. Presently, language teaching techniques all around the globe are being influenced and transformed by the ESP method. This is especially true in terms of the setup and development of the classroom environment, which is particularly significant in the context of adult education. It is discussed in full in this article, which focuses on the creation of the explored method, as well as how it varies from general English in terms of application and implementation. On a frequent basis throughout this text, the importance of the students' expectations is stressed. As part of the core curriculum, a typical ESP course will comprise real-world materials, communicative training, and linguistic resources, all delivered in an ongoing cycle of spiralling growth, according to the key curriculum. In the next section, we provide a quick introduction of the essential concepts, followed by a discussion of how pedagogy fits into the overall framework of the piece. According to current research, this study also explains the issues that teachers and students are dealing with, as well as providing assessments and recommendations for the most successful conduct of the class. A few examples of what is being taught include topology, need analysis, and other concepts associated with ESP pedagogy, to name a few.
Challenges, characteristics feature, descriptions on ESP, English for Special Purpose, ESP teaching, need analysis, the role of teachers, teachersâ€™ perspective, training activities, and various methods.