|dc.description.abstract||The majority of business today is conducted in English (Griffin, 2003:4).
Furthermore, research has shown that an "inability to communicate" and "poor
communication skills" are frequently stated as reasons by employers as to why
certain employees are not hired (Steinberg, 1995:44). This has put pressure on
course developers in the field of English for Specific Purposes (ESP) to produce
suitable materials that would aid in the acquisition of English as a second
language and empower students and employees.
However, the rapid development in the field of ESP course design has led to
certain concerns and Robinson (1 991:34) states that a "common fear in literature
is that course designers are reinventing the wheel". The same concern was
raised as early as 1978 by Munby (1978:l-2). The aims of this study were,
therefore, to design a generative, user-friendly framework for ESP courses and to
apply this framework in the design of two ESP courses.
Firstly, a survey of the literature was done and existing frameworks were
analysed and their advantages and disadvantages were discussed. This led to
the development and description of criteria for a new user friendly, generative
A three-dimensional, generative framework was then designed. After two needs
analyses have been conducted, the outlines of two ESP courses (an ESP course
for pre-service Engineering students as well as an ESP pre-service course for
teacher trainees) were then designed in order to test the framework. These
course outlines consisted of the following elements: outcomes, tasks, texts,
language focus, suggestions for techniques and classroom procedures, and
It is hoped that the development of the Generative Framework will contribute to
the complicated and tedious process of developing effective ESP courses. The
aim of the study was to aid course designers by providing a solid theoretical
foundation for each course that is still relevant to the special requirements of
communicating through the medium of English within a specific situation.
Furthermore, it is hoped that the steps recommended as part of the framework
will save the course designer time without overlooking the needs that were
identified as part of the needs analysis.||