摘要：AbstractThis study explores three ESP (English for Specific Purposes) situations at tertiary level in Iran and India: 1. the context of Iran which is a Persian-medium EFL context, 2. the context of India with students whose medium of instruction has been a language other than English (e.g. Hindi, Telugu, Urdu, Bengali, Marathi, Malayalam, Kannada, …), 3. the context of India with students whose medium of instruction has been English. Nine factors relating to thelearner, setting, means, andsituationwithin the three contexts have been taken into account. By analyzing the above mentioned factors and interviewing the students, ESP teachers, and subject matter teachers, this paper highlights the importance of localizing ESP course design and the role of teachers in evaluating and addressing the requirements of each particular situation and suggests a number of factors that need to be taken into consideration in this regard. Material designers draw on a wide range of theories and frameworks. ESP material design requires more considerations to satisfy the specific needs of the students. The diversity of contexts, needs, means and situations illustrated through this study indicates that no pre-prepared materials can ever meet the needs of any given class precisely. The findings of this study can have implications for ESP course design in the rest of the world.
关键词：English for Specific Purposes;needs analysis;course design;learner and setting factors;means and situation analysis
