Table of Contents

Subject Chapter One :The Problem and Its Significance 1.1 The Problem and Its Significance 1.2 Aims of the Study 1.3 Hypotheses 1.4 Limits of the study 1.5 Value of the study 1.6 Procedures of the Study 1.7 Definition of Basic Terms 1.7.1 ESP 1.7.2 ELP 1.7.3 Programme 1.7.4 Skills 1.7.5 College of Law Chapter Two: Theoretical Background and Related Previous Studies 2.0 An Introductory Note 2.1Theoretical Background 2.1.1 English for Specific Purposes ESP 2.1.1.1 Definitions of ESP 2.1.1.1.1Absolute Characteristics 2.1.1.1.2 Variable Characteristics 9 9 9 11 11 11 Page

Subject 2.1.1.2 Growth of ESP 2.1.1.3The Development of ESP 2.1.1.4 Types of ESP 2.1.1.4 .1 English for academic purposes EAP 2.1.1.4.2 English for Occupational purposes EOP 2.1.1.5 The Origins of ESP 2.1.1.6 The Benefits of ESP 2.1.1.7 Implementation of ESP 2.1.1.8 The evolution of ESP 2.1.1.9 English for Specific Purposes in the EFL Context 2.1.1.9.1 Role of teacher 2.1.1.9.2 The ESP Practitioner 2.1.1.9.3 The Teacher as Student 2.1.2 Syllabus , Course Design and Needs Analysis 2.1.2.1 Syllabus Definitions 2.1.2.1.1 Syllabus Design 2.1.2.1.2 Syllabus Types 2.1.2.1.2.1 The Structural Syllabus 2.1.2.1.2.2 The Situational Syllabus 2.1.2.1.2.3 The Notional/Functional Syllabus

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Subject 2.1.2.1.2.4 The Communicative Syllabus 2.1.2.1.2.5 The Semantic Syllabus 2.1.2.2 Course Design

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2.1.2.2.1 Approaches to Course Design 2.1.2.2.1.1 The Language-Centred Approach to Course Design 2.1.2.2.1.2 The Skill-Centred Approach to Course Design 1. The Rhetorical Hypothesis 2. The Pragmatic Principle 2.1.2.2.1.3 The Learning-Centred Approach to Course Design 2.1.2.2.2 Formulation of Goals and Objectives of the Course 2.1.2.2.3 Conceptualizing the Content 2.1.2.2.4 Selecting and Developing ESP Materials 2.1.2.2.5 Course Planning 2.1.2.2.6 General Characteristics of ESP Courses 1. Authentic Material 2. Purpose-related Orientation 3. Self-direction 2.1.2.2.7 Evaluating the Course 2.1.2.2.7 Course-development as an On-going Process 2.1.2.2.8 The parameters used to design ESP courses? 2.1.2.2.9 Criteria for ESP Course Design

28 28 29 29 31 31 32 32 32 32 33 34 34 35 35 36 37 37

Subject 2.1.2.2.10 Elements of Course Design 2.1.2.2.11 Teaching ESP Course 2.1.2.2.12 Legal Course Design Decisions. 2.1.2.3 Needs Analysis 2.1.2.3.1 The Concept of Needs 2.1.2.3.2 Definitions of Needs Analysis 2.1.2.3.3 Importance of Implementing a Needs Analysis

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2.1.2.3.4 Approaches to Needs analysis NA 2.1.2.3.4.1 Target Situation Analysis (TSA) 2.1.2.3.4.2 Munbys model 2.1.2.3.4.2.1 The Shortcomings of The Munbys Model 2.1.2.3.4.3 Present Situation Analysis (PSA) 2.1.2.3.4.4 Pedagogic Needs Analysis

52 54 56 57 58 67

2.1.2.3.4.5 Deficiency Analysis 2.1.2.3.4.6 Strategy Analysis or Learning Needs Analysis 2.1.2.3.4.7 Means Analysis 2.1.2.3.4.8 Register analysis 2.1.2.3.4.9 Discourse Analysis 2.1.2.3.4.10 Genre Analysis 2.1.2.3.5 Components of Needs Analysis

67 67 68 69 70 70

Subject 2.1.2.3.6 Need Analysis and Evaluation 2.1.2.3.6.1 How can a needs analysis be used for evaluation? 2.1.2.3.7 Methods of collecting data 2.1.3 English For Legal Purposes (ELP) 2.1.3.1 legal English 2.1.3.2 Legal English and Plain Language: 2.1.3.3 The main features of written legal texts 2.1.3.4 The Plain Language movement 2.1.3.5 Characteristics of legal documents 2.1.3.6 Technical vocabulary 2.1.3.7 Removing unnecessary words and expressions 2.1.3.8 Reducing sentence length 2.1.3.9 Reducing the use of the passive 2.1.3.10 Reducing the use of nominalization 2.2 Previous Related Studies 2.2.1 Review of related studies 2.2.1.1 Naveed Ahmad (1996) 2.2.1.2 Al-Nuaimi (1999) 2.2.1. 3 Al-Qarachooly (2001) 2.2.1.4 Gao Jiajing (2002) 2.2.1.5 AL-Nidawi (2006)

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Subject 2.2.1.6 Ajuntha kuppan (2008) 2.2.1.7 Sha'lan (2008) 2.2.2 Discussion of Previous Related Study 2.2.2.1 The Aims 2.2.2.2 The Procedures

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