Discourse Analysis to Enhance ESP Teachers’ Language Knowledge and Course Materials: The Case of English for Business and Economics Teachers at the University Centre of Maghnia

Abstract

The aim of the current research project is to investigate the key linguistic characteristics of EBE discourse and the challenges confronted by EBE teachers at UCM, with the ultimate purpose of improving training programmes for EBE/ESP teachers. Through the application of a corpusbased discourse analysis approach, the findings uncovered notable linguistic features in EBE discourse, including specialised terminology, abbreviations, and modal verbs, along with genrespecific structural patterns. Furthermore, the use of thematic analysis revealed six primary themes, such as the lack of acquaintance with specialised language knowledge, the absence of formal ESP training, and other challenges. The results emphasise the significance of incorporating discourse analysis approaches into teacher education in order to enhance specialised language knowledge and course materials. The thesis concludes by stressing the need of tailored training programmes for EBE teachers, which should include the stated problems and linguistic characteristics. Suggestions include the creation of a modular training program with defined objectives, comprehensive materials, and procedures for evaluation. Thus, the study offers valuable insights for the broader realm of ESP teacher education, with specific implications for enhancing EBE teachers’ education and professional development initiatives.