1. IntroductionAn ESP course involves rigorous adherence to its absolute characteristics that define it as a needs-based pedagogy that uses specific content and specialized language to help students acquire competent use of the language in different academic or work contexts. ESP involves various phases in designing, implementing and evaluating a target course. This includes identifying key issues specific to the teaching and learning context, knowing the implications for course design, conducting a comprehensive needs analysis, collating research findings, analyzing data, development of the course structure, selection of materials, definition of appropriate methodology, development of evaluation tools and evaluation of the course for further improvements.2. Key issues in EAP2.1. Linguistic FeaturesThe main purpose of any ESP course is to answer the question "why do students need to learn foreign language"? This means that the main emphasis is on helping students communicate accurately and precisely. Therefore, ESP adapts elements of other approaches as the basis for its own methods and techniques. An ESP course is therefore designed to meet the appropriate structural, functional and discursive levels that students may need to develop the necessary language competence (Hutchinson & Waters: 1987).a. At the structural level, substitution tables and structural programs are very common in ELT. In an ESP course, instead of explaining the rules through lectures, substitution techniques can be used in a reinforcement exercise.b. The functional/notional level refers to the language in use. An ESP program that includes features might have topics such as the following: making hotel reservations, providing tour information...... middle of paper...... Press.Robinson, P. (1991). ESP Today: a guide for the professional. London: Prentice Hall.Thornbury, S., (2006). An A-Z of ELT, Oxford: Macmillan Education.Underhill, N., (1992). Test spoken language. Cambridge: Cambridge University Press.Wilkins, D., (1976). Notional syllables. Oxford: Oxford University Press.Wright, Ch., (1992), The Benefits of ESP, Cambridge Language Consultants, accessed 11 May 2011, http://www.camlang.com/art001.htm.Ypsilandis, GS & Kantaridou , Z., (2007). English for Academic Purposes: Case Studies in Europe, Revista de Linguistica y Lenguas Aplicadas (2): 69-83. RC Gardner and PD MacIntyre, "A Student's Contributions to Second Language Learning. Part 11: Affective Variables." Lallguage Teachillg 26 ( 1 993): 1 - 1 1 .Kalhleen Graves. Design of language courses (Bos1On. Heinle and Heinle Editori. 2(00) 97.