ITL - International Journal of Applied Linguistics - Volume 93, Issue 1, 1991

According to recent arguments, a learning - centered ESP program should take into consideration both the learning needs - what the learner needs to do in order to learn and target needs - what the learner needs to do in the target situation. (Bowers 1980, Hutchinson and Waters 1984, 1987, McDonough 1984.) Hence in line with these arguments, the evaluation of a learning centered ESP program should include both learner assessment (testing) and teacher and learner responses to the program (course evaluation). This paper will present an evaluation of learner and teacher responses to an ESP course designed for a group of in-service Turkish policemen and an analysis of Pre and Post-tests administered both to target learners (experimental group) and control group learners.

This paper reports a longitudinal study of an advanced learner over a six months' stay in England under conditions of initial exposure to the L2 community.

Fifteen interviews of an unstructured nature were conducted over the period, and these serve as a data base.

Performance was analysed in five areas where the subject made frequent error in order to assess to what extent errors were eliminated and to what extent there might be evidence for the onset of fossilisation.