1. The lack of orthodoxy
            A first stage of ESP there was no question of using authentic texts. According to A. J. Herbert (r965) he created his own texts to high light language features much in the same way as was done in General English, therefore continued in the era of discourse analysis. Phillips and Shettlesworth (1978) on the other hand support the use of the authentic text 'as a repository of natural language use and the stimulus for a variety of communication skills'.

First of all, it is necessary to be clear what the term 'authentic' really means. It’s usually about the sense of 'taken from the target situation and, therefore, not originally constructed for language teaching purposes'. Authenticity is not a characteristic of a text in itself: it is a feature of a text in a particular context. A text alone has no value. A text is a message froma writer to the reader. A text can only be truly authentic, in other words, in the context for which it was originally written. Since in ESP any text is automatically removed from its original context, there can be no such thing as an authentic text in ESP. In this sense, it can easily be seen that different types of text will be required at different stages of a course, depending on what we want the text for, for example:
a) You want the learners to realize how much information they can get from a text by the application of certain strategies. In this case you can use a target situation text to make the exercise more realistic.
b) You want to do a jigsaw reading task, such as in lesson 2 in chapter. If you insisted on using target situation texts here, you could be searching forever to find the appropriate ones. In this case, it is the activity that is of greatest importance and so the texts can be constructed to generate the best activity.
c) You want to illustrate a particular sentence pattern or discourse pattern. If you can find a target situation text that fits, use it. If not,it is no great problem. Your purpose is to make apparent an underlying structure. A target situation text might be rather confusing, because there are all sorts of other things in the text too according to Allen andWiddowson, 1974).

Lacking a long tradition which might give some stability, ESP has frequency been a hotbed of conflict-the Wild West of ELT.
The importance of a text is not intrinsic to the text, but devices from the rule the text has to play in the teaching/ learning process.
As the example of the use or non-use of authentic texts illustrates, ESP teacher will often have to orientate themselves to difficult problems with little or no guidance. There are no easy solutions to this situation, but some methods that might be useful are:
a.      Surveys of the history and present state of ESP in your own or neighbor countries:
     b.      Formations of groups of ESP teacher, perhaps allied to any existing national organization for the promotion of ELT, to further the support and development of ESP:
     c. Establishment of newsletters and other form of publication, for exchanging information and views about ESP in your country:
d.      Provision of pre-and in-service teacher training focusing on ESP issues. Such provision can take a variety of form: workshops, seminars, short courses etc.

In short, ESP teachers cannot turn to linguistics and psychology in the hope of finding ready-made, straight forward answers to the problems that they will meet. Rather, they need to distil and synthesize, from the range of options available. All ESP teachers are ineffect pioneers who are helping to shape the world of ESP.

2. New realms of knowledge
ESP teachers may also have to struggle to master language and subject matter beyond the bounds of their previous experience. Teachers who have been trained for General English teaching or for the teaching of Literature may suddenly find themselves having to teach with texts whose content they know little or nothing about. In this case, there are 3 questions that can use for ESP teacher to ask their self.
-          Does the content of ESP materials need to be highly specialized?
-          Why do so many ESP teachers find it difficult to comprehend ESP subject matter?
-          What kind of knowledge is required of the ESP teacher?
As well as having to cope with the uncertain values of the strange land of ESP, ESP teachers may also have to struggle to master language and subject matter beyond the bounds of their previous experience. Teachers who have been trained for General English teaching or for the teaching of Literature may suddenly find themselves having to teach with texts whose content they know little or nothing about. Thus in addition to having to orientate themselves in a shifting world, ESP teachers may at the same time feel a sense of utter inadequacy at their ability to cope. This problem is best illustrated in the question of specialist knowledge and language. Put briefly, does the ESP teacher need to understand the subject matter of ESP materials? Taken in isolation, the answer to this question must be 'yes'. Teachers of social or literary English would not enter the classroom understanding little about the content of the texts to be taught. So why should a different standard apply to the Science or Commerce text? But we need to look at this in a broader context if we are going to be able to come up with a reasonable answer. We need to ask ourselves three questions: a) does the content of ESP materials need to be highly specialized? b) Why do so many ESP teachers find it difficult to comprehend ESP subject matter? c) What kind of knowledge is required of the ESP teacher?
a)      Does the content of ESP materials need to be highly specialized?
As the work of the early pioneers in register analysis showed, there’s little linguistic justification for having highly specialized texts. There IS no clear relationship between sentence grammar and specialization of knowledge. ·In specialized texts the discourse structure may be denser and more formalized but not different in kind from that of less specialized material. There may well be a heavier load of specialist vocabulary, bur this need not make it more difficult to understand (see below). Indeed it may make it easier, because many such terms are internationally used. In shoot, the linguistic knowledge need to comprehend the specialist text is little different from that rammed  comprehend the general text. The difference in comprehension on lies ill the subject knowledge, not the language knowledge.
ESP is terms of a whole teaching/learning process. Any factor about that process must be evaluated on the basis of how it relates to the other factors and thus affects the entire process/ Texts, in other words, should not be selected as texts, but as elements in\ learning process. If the texts cannot be handled effectively by the teacher, it is not enough to simply expect the teacher to cope as well as possible. A reasonable solution should be negotiated. We might compare this situation to cooking. Good ingredients are important for a successful meal. But they will not of themselves produce success. If the cook does not know how to exploit the ingredients well, or if the necessary equipment is lacking, or if the diners do not like that kind of cuisine, then the value of the ingredients will be little appreciated. Negotiation is needed: the competence of the cook, the ingredients and the tastes (and dietary needs) of the diners must all be taken into account. This, of course, does not preclude the possibility of retraining the cook or re-educating the palates of the diners. So it is with ESP, materials must take proper account of the knowledge and competence of the teacher and negotiate a workable relationship. The starting point for such negotiation is the teacher's current state of knowledge. If teachers are unable to operate highly specialized texts effectively they should not be used. The teachers' competence is an essential ingredient in the teaching-learning process and must, therefore, be able to influence such matters as the choice of texts.
b) Why do so many ESP teachers find it difficult to comprehend ESP subject matter?
This problem arises from four causes:
i) There is a tradition in education of separating the Humanities and the Sciences. English teachers often receive little or no education in the Science.
ii) Many ESP teachers are reluctant settlers in the new territory.
iii) Considering the scale of ESP revolution it must be admitted that little effort has been made to retrain teachers or to at least allay their fears.
iv) The general attitude in ESP seems to be except teachers to conform to requirements of the target situation.
From those are problems, the ESP teacher should be showed that specialist subjects areas are not difficult to understand and can be interesting and also realize that they already have much of knowledge needed to understand the subject matter.
c) What kind of knowledge is required of the ESP teacher?
ESP teacher doesn’t need to learn specialist subject knowledge. They require three things only:
i) a positive attitude towards the ESP content
ii) a knowledge of the fundamental principles of the subject area
iii) an awareness of how much they probably already know
            In other words, the ESP teacher should not become a teacher of the subject matter, but rather an interested student of the subject matter. Many ESP teachers are surprised at how much knowledge of the subject matter they “pick up” by teaching the materials or talking to students. the important thing is the ESP teacher must know something about the subject matter of the ESP material. 
3. Change in the Status of English Teaching
One of the characteristic of ESP in relation to general English is English changes becoming a subject to a service industry for other specialism. It would a lowering of status for the teacher, or at least this seems to be the ESP teachers' view. Johns (1981), for example, lists five problems that EAP teachers complain, namely:
a.       Low priority in timetabling.
b.      Lack of personal/professional contact with subject teachers.
c.       Lower status/grade than subject teachers.
d.      Isolation from other teachers of English doing similar work.
e.       Lack of respect from students.
Those all seem to reflect either a lowering of status or at least a general feeling of inferiority on the part of ESP teachers. That’s not a universal phenomenon, because some teacher enjoy high status. But whatever the status ESP teacher is more responsible to others. ESP teacher has to be a negotiator as the addition role. They should cooperate with the sponsor or subject specialist who responsible with the learners outside ESP class. This is not easy to create warmth relationship, the reason is suspicion of motives. The key is ESP teachers should establish clear guidelines about their and the specialist's separate and joint roles and responsibilities. It will build harmonious between them. The Most important of all is that such cooperation should be a two-way process: the subject specialist can help the ESP teacher in learning more about the learners' target situation. At the same time the ESP teacher can make the subject specialist more aware of the language problems learners (and ESP teachers) face.

The role ESP teachers are called on to play here is obviously one of adaptability and flexibility. The ESP teacher is different with the General English teacher because the ESP teacher is faced a group of learners with certain expectations as to the nature, content and achievement of course. In ESP course, there are only two ways in which the subject has any kind of influence on the language content;
a.       Vocabulary. But even here the differences are far less significant than might be expected. We can distinguish four types of vocabulary:
·         structural: e.g. are, this, only, however;
·         general: e.g. table, run, dog, road, weather, cause;
·         sub-technical; e.g. engine, spring, valve, acid, budget;
·         technical; auricle, schistsome, fissure, electrophoresis.
It is only the last category that will show any significant variation with subject. Furthermore, this technical vocabulary was used far less frequently than the non-technical.
b.      Certain subject areas show a higher proportion of particular grammatical or structural forms. For example, a register analysis of Scientific and Technological subjects will show a high percentage of passives and nominal/adjectival compounds reports on experiments are very common in Chemistry, and so on. Although the passive, is common in EST, the learner still needs both the active and the passive, and the fact that a form is more common does not make it any more difficult to learn.

The justification becomes even less significant when we take into account underlying skills and strategies. The reasons for having a subject-specific approach rest almost entirely on two affective factors generated by the learners themselves:
·         Face validity. Subject-specific materials look relevant.
·         Familiarity. If learners have got used to working with a particular kind of text in the ESP classroom they will be less apprehensive about tackling it in the target situation.


Those factors are very important to the learners and they should not be neglected. But, having analyzed the reason why learners often demand subject-specific texts, we can try to work out a strategy for dealing with the problem.
a.       The first step is to try and establish groupings along broad subject lines: commerce and economics, physical sciences, medical and biological sciences etc. This should be within the reach of almost all institutions.
b.      Avoid highly specific materials and try to give everyone's specialism some chance. In this way you may not please everyone all the time, but at least you won't displease anyone all the time.
c.       Look for topics which give access to a number of different specialist areas.
d.      Make learners aware of the lack of specificity of their needs. You will not achieve this by simply telling them that they do not need subject specific materials. Get them to discover it by themselves by doing their own language analysis.
e.       If people are having fun, they are far less likely to complain. Making the methodology more interactive and enjoyable can be a valuable weapon in countering demands for subject-specific ESP.
As a conclusion we can say that there is little justification for having very specific materials. But if the learners still demand the materials, then the ESP teacher can try to negotiate a compromise: making learners more aware of their real needs and using an enjoyable methodology to divert attention from areas of possible conflict. Then, the teacher becomes accountable to other parties - sponsors, subject specialists, learners and as such takes on the additional role of negotiator.