Table of content Acknowledgements Abstract List of abbreviations List of figures and tables PART I: INTRODUCTION 1. Rationale 2. Aims and Objectives 3. Research questions 4. Scope of the Study 5. The significance of the study 6. Methods of study 7. Design of the study PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1. An overview of ESP 1.1.1. Definitions of ESP 1.1.2. Types of ESP 1.1.3. Terminology 1.1.3.1. Definition of terminology 1.1.3.2. Classifications of terminology 1.1.3.2.1. Single terms 1.1.3.2.2. Compound terms 1.1.3.3. Characteristics of terminology 1.1.3.3.1. Accurac 1.1.3.3.2. Systematicity 1.1.3.3.3. Internationality 1.1.4. Acronyms 1.2. Current views on syllabus design 1.2.1. Definition of syllabu 1.2.2 Task, Function, Activity and Exercise 1.2.3. Types of ESP syllabus 1.2.3.1. Language form syllabuses (Structural/ grammatical syllabus) 1.2.3.2. Notional- functional syllabuses 1.2.3.3. Situational Syllabuses 1.2.3.4. Topic - based syllabuses 1.2.3.5. Skill-based syllabuses 1.2.3.6. Task-based syllabuses 1.2.3.7. Communicative syllabuses 1.2.3.8. Audio-lingual syllabuses 1.2.3.9. Analytic syllabuses 1.2.4. Approaches to language syllabus design 1.2.4.1. Language - centered approach 1.2.4.2. Skills- centered approach 1.2.4.3. Learning- centered approach 1.2.5. Stages in syllabus design 1.2.5.1. Needs Analysis (NA) 1.2.5.2. Aims and objectives setting 1.2.5.3. Selecting content 1.2.5.4. Integrating tasks, grammatical and notional components 1.2.5.5. Grading content CHAPTER 2: INVESTIGATION INTO TEXTBOOKS RELATED TO LIBRARY STUDY 3.1. Topics 3.2. Terminology and acronyms 3.3. Cohesion 3.4. Grammatical structures 3.4.1. Words 3.4.2. Sentences 3.4.2.1. Simple and complex sentences 3.4.2.2. Active vs. passive sentences 3.4.3. Text 3.4.3.1. Organization of information 3.4.3.2. Making a definition or explanation 3.4.3.1. Some other characteristics Summary Chapter 3: RESULTS AND ANALYSIS OF DATA COLLECTION 3.1 METHODOLOGY 3.1.1. Situational factors 3.1.1.1. Institutional factor 3.1.1.2. Teacher factor ( Teachers of English at NTTC) 3.1.1.3. Students factor (Students of library study) 3.1.1.4. The teaching and learning English at NTTC 3.1.2. Subjects of the study 3.1.3. Instruments for collecting data 3.1.3.1. Questionnaires 3.2. RESULTS AND ANALYSIS OF DATA COLLECTION 3.2.1. Needs perceived by the English teachers 3.2.1.1. Section 1: The teachers’ attitude towards ESP reading course for the second year students of library study and the objectives perceived by them 3.2.1.2. Section II: English teachers’ and subject teachers’ opinions on needed topics 3.2.1.3. Section III: Grammar and structures needed to be included in the syllabus 3.2.1.4. Section IV: English teachers’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus 3.2.2. Needs perceived by the second year students of library study at NTTC 3.2.2.1.Section I: The students’ attitude towards ESP reading course 3.2.2.2. Section II: Needed topics perceived by the students 3.2.2.3. Section III: Students’ ranking of reading skills, language exercises and language tasks needed to be included in the syllabus 3.3. DESIGNING AN ESP READING SYLLABUS FOR THE SECOND YEAR STUDENTS OF LIBRARY STUDY AT NTTC 3.3.1. Selecting the type of ESP syllabus 3.3.2. Aims and objectives of the reading syllabus 3.3.3. The selection and gradation of content in the syllabus 3.3.3.1 Topics in the syllabus 3.3.3.2. Reading skills and exercises 3.3.3.3. Language tasks 3.3.3.4. Grammar and structures 3.3.4. The proposed reading syllabus for the target students 3.3.4.1. Time schedule 3.3.3.4.2. The organization of the syllabus Summary PART III: CONCLUSION REFERENCES APPENDIXES APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4: Tables
