何为专门用途英语？它的教学与一般英语教学有何不同之处？本书为教授或有意教授专门用途英语的教师量身打造，语言简易、脉络清晰，先是厘清了专门用途英语的概念，然后分析了学习专门用途英语的学生的需求和目标，最后详述了专门用途英语的课程设计、教材开发和评估测试等种种不同的方法，为课堂内外的实践提供了灵活方便的应用工具。

琼·帕金森是新西兰惠灵顿维多利亚大学应用语言学与TESOL（对外英语教学）副教授，曾在南非教授科学与技术的专门用途英语，现教授专门用途英语和话语分析的硕士课程，以及跨学科英语和工程学写作的本科课程。最近的研究方向为职业教育中的语言使用，在此领域著有《职业用途英语：职业教育中的语言使用》（劳特利奇出版社）。她是《TESOLANZ杂志》总编辑。

Chapter 1 What is English for Specific Purposes?
1.1 Introduction
1.2 The defining features of English for Specific Purposes
1.3 Why specificity?
1.4 Summary of the chapter
1.5 What should a teacher do after reading this chapter?
Chapter 2 Needs analysis in ESP
2.1 Introduction
2.2 Why do we need to analyse our students' language learning needs?
2.3 What is needs analysis?
2.3.1 What are needs?
2.3.2 Whose needs?
2.4 What methods can we use to do a needs analysis?
2.4.1 Who can teachers speak to in order to find out about learner needs?
2.4.2 Methods of collecting data about learner needs
2.5 Summary of the chapter
2.6 What should a teacher do after reading this chapter?
Chapter 3 Qualitative approaches to inves-tigating student needs
3.1 Introduction
3.2 Some examples of studies of ESP students' language needs using qualitative methods
3.2.1 Using qualitative methods to investigate language needs at university: science students
3.2.2 Using qualitative methods to investigate language needs at university: MBA students
3.2.3 Using qualitative methods to investigate language needs in the workplace: auditors
3.2.4 Using qualitative methods to investigate language needs in the workplace: nurses
3.3 Summary of the chapter
3.4 What should a teacher do after reading this chapter?
Chapter 4 Curriculum development in ESP
4.1 Introduction
4.2 Developing the curriculum
4.2.1 Understanding the context
4.2.2 Developing curriculum relevant to the context
4.2.3 Evaluating the curriculum
4.5 Teacher professional development
4.4 Summary of the chapter
4.5 What should a teacher do after reading this chapter?
Chapter 5 Approaches to curriculum design
5.1 Introduction
5.2 A theme-based approach
5.3 A genre-based approach
5.4 An academic skills approach
5.5 A notional-functional approach
5.6 A critical approach
5.7 Collaborating with disciplinary experts
5.8 Summary of the chapter
5.9 What should a teacher do after reading this chapter?
Chapter 6 The use of genre analysis in ESP
6.1 Introduction: what is genre?
6.2 The linguistic features of a genre
6.2.1 Genre structure: move analysis
6.2.2 The grammatical and lexical features of a genre
6.3 How teachers can promote students' genre awareness
6.3.1 Teaching genre at school level
6.4 Example of a written genre: email communication
6.5 Example of a spoken genre: nurse-patient communication
6.6 Summary of the chapter
6.7 What should a teacher do after reading this chapter?
Chapter 7 The contribution of register analysis to ESP
7.1 Introduction
7.2 Contribution of register analysis to teaching disciplinary texts at school
7.3 Contribution of register analysis to teaching vocabulary in a university course
7.4 Contribution of register analysis to course development for workplace training
7.5 Contribution of register analysis to teaching grammar and register of professional discourse
7.6 Teaching register features
7.7 Summary of the chapter
7.8 What should a teacher do after reading this chapter?
Chapter 8 Materials development in ESP
8.1 Introduction
8.2 The process of materials development
8.2.1 Why would available materials be unsuitable?
8.2.2 Designing new materials
8.3 Evaluating materials
8.4 Some examples of materials design
8.5 Summary of the chapter
8.6 What should a teacher do after reading this chapter?
Chapter 9 Assessment in ESP
9.1 Introduction: why are specific purposes tests needed?
9.2 Authenticity of task
9.3 Specific purposes language and specific purposes background knowledge
9.4 Writing assessment tasks
9.5 Summary of the chapter
9.6 What should a teacher do after reading this chapter?
Chapter 10 Conclusion
Key principles of English for Specific Pu