UEF                       Weekly Timing: 1h30

Coefficient: 1

Credit: 2

Objectives and Learning Outcomes

  • To introduce the undergraduate student to basic notions related to the teaching of foreign languages for specific purposes (LSP) notably for study-related or work-related/professional purposes, in a time-sufficient manner and with a high surrender-value.
  • To pave the way to more detailed content about specific language teaching throughout the Master’s Didactic programme.
  • The LSP module contents expect to develop in the 3L students’ background knowledge of the domain-specific areas for which foreign languages are taught
  • To draws students’ attention to the first beginnings of LSP, mainly the emergence of first specific language teaching programmes as dictated by historical circumstances as well as advances in linguistics.
  • To broaden students’ understanding of instrumental role LSPs play in business/professional domains mainly.
  • Students will tackle and put into practice in the next lecture is the use of information and communication technologies (ICTs) to further the LSP learners’ opportunities to be exposed to and learn about their specialist texts, acquiring, therefore, a certain learning autonomy.
  • To raise additional issues like intercultural understanding in the LSP class in a way to have students both apply intercultural communication strategies and understand their importance in international work or study-related encounters.
  • To develop in 3L students awareness of the different existing English varieties other than EFL, such as English as a lingua franca and English as an International Language.
  • The module will also address the LSP learners’ attributes as well as the qualifications of LSP teachers and how they differ from general language learners/teachers.
  • Students will develop a basic knowledge of specific text types (genres) before dealing with needs analysis in LSP and reflecting upon their own learning needs.
  • Lectures are alternated with tasks that offer students opportunities to either put into practice, find out more about, or deepen their understanding of the aforementioned LSP-related matters.


Byram, M. (1997), Teaching and Assessing Intercultural Communicative Competence.Clevedon: Multilingual Matters

Dudley-Evans, T., &St John, M. J. (1998).Developments in English for Specific Purposes. Cambridge: Cambridge University Press.

Fantini, A. E. (2009), Assessing Intercultural Competence: Issues and Tools. In Deardorff, D. K. (ed.), The SAGE Handbook of Intercultural Competence(pp. 156-476). Thousand Oaks (CA): Sage

Ferguson, G. (1997). Teacher education and LSP: The Role of Specialized Knowledge. In R. Howard, & J. Brown (Eds.), Teacher Education for LSP (pp. 80-89). Clevedon, UK: Multilingual Matters. Accessed online from https://books.google.dz/books?hl=fr&lr=&id=md9IaP4zUnoC&oi=fnd&pg=PA80&dq=gibson+ferguson+teacher+education+and+LSP+specialised+knowledge&ots=5g7rS5Z1bY&sig=soeLdxeK0Fk5Xornv6KHDnRXv9s&redir_esc=y#v=onepage&q=gibson%20ferguson%20teacher%20education%20and%20LSP%20specialised%20knowledge&f=false

Hutchinson, T., &Walters, A. (1987).English for Specific Purposes: A Learning-centred Approach. Cambridge, UK: Cambridge University Press.

Lesiak-Bielawska, E. D. (2015).Technology in ESP Pedagogy.In English for Specific Purposes World. Available at: www.esp-world.info

Mauranen, A. (2007). ELF: Speakers not Learners. Paper delivered in Taiwan

Upton, T. A. (2012). LSP at 50: Looking back, Looking forward. In Ibérica (23), 9-28).

3L ILS CourseContents


  • The First Beginnings of LSP 1
  • LSP vs English for Specific Purposes (ESP) 2
  • The Teaching of LSPas an Instrumental Tool in Professional/Business Contexts                              3
  • Tasks
  • Intercultural Communication and LSP                              5
  • Tasks
  • LSP and English as a Lingua Franca communication 9
  • Tasks
  • Information and Communication Technology (ICT) in LSP 12
  • Tasks



  • LSP Learner-Teacher Relationship 14
  • LSP teacher’s SpecialisedKnowledge                    16
  • Tasks
  • Introduction to Genre Analysis 18
  • Tasks
  • Introduction to Needs Analysis 22
  • Tasks

                                          ASSESSMENT METHODS


Written and oral in-class/homework assignments5/5  Written Test 15/15