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designers must begin by trying to asses students' specific
needs.
According to Mckay and Mountford (1978:2) there are three
kinds of purposes associated with the definition of LSP:
1. Occupational requirements for international telephone
operators, civil airline pilots, etc.
2. Vocational training programmes for hotel and catering
staff, technical trades, etc.
3. Academic and professional studies; engineering,
medicine, and law.
Furthermore, Mackay and Mountford (1978:2)
emphasized the "close association of special purpose
language teaching with adult learners, or at least, learners at
the post secondary level of general education."
Therefore, LSP programmes respond to c&n types of
learners' special needs, which are not sufficiently and
efficiently dealt with in most current foreign language
courses because as Altrnan (1980:2) puts it, the cumculum in
