Hatchinson and Waters (1987) stated that "ESP should not rightly be seen as a particular linguistic product but as an approach to language teaching which is oriented by specific and apparent reasons for learning” (p. 19). Furthermore, “it is an approach to language learning based on the needs of the learner. The foundation of all ESP is a simple question: why does this learner need to learn a foreign language? » (Hatchinson & Waters, 1987, p. 19). Strevens (cited in Dudley Evans & St. John, 1998) differentiates between four absolute and two variable characteristics of ESP. Strevens asserts that absolute characteristics are designed to meet the specific needs of the learner; are delighted by their content (i.e. by their theme and subjects) in relation to a particular discipline, professions and activities; focused on language appropriate for syntax, lexicon, discourse, semantics, etc., and discourse analysis activities; contrasts with general English. Variable characteristics, on the other hand, may be limited in the learning skills to be acquired (e.g. reading only); cannot be taught according to a predetermined methodology (Strevens, 1988). The division of ESP into absolute and variable characteristics is very useful in resolving debates about what is and what is not ESP. This definition of ESP implies that it can, but does not necessarily, relate to a specific discipline, and that it does not necessarily have to be aimed at a certain age group or ability range (Anthony, 1999 ). In this regard, Hutchinson and Waters (1987:19) state that “ESP is an approach to language teaching in which all decisions about content and method are based on why the learner is learning.” (p. 19). Dudley Evans and St. John (1998) e...... middle of article ......ordan, 1997). Swales (1988) notes that this approach is based on lexicostatistics. Dudley Evans and St. John (1998) state that: Most papers produced under the banner of register analysis followed similar patterns, beginning each chapter with a long specialized reading passage, usually linked to a specific discipline, seems to have been common practice in EAP, probably resulting from situations where general English materials were supplemented with subject-specific reading passages (p. 22) Dudley Evans and St. John argue that although the main reason behind the he analysis of the registers was to make ESP lessons increasingly adapted to the needs of the learner, this trend has not succeeded in this regard. The problems, shortcomings and difficulties associated with the analysis of registers have resulted in the emergence of another trend in ESP, namely discourse analysis (Dudley Evans and St. John