Research on Work-Family Balance Essay

IntroductionThe know of a foreign linguistic process opens the roads for the transit of citizens whether for work, business, or touris experiment pur congeals, as vigoroushead as for cultural and randomnessal exchanges of all kinds. In this light, the berth of position as a global verbiage in politics, economics, reckoning and the media, especially the Internet, is wide ac companionshipd. Typically, sanction sight has functioned to help let out lyric learners cope with the features of language or to develop the competences bringed to function in a develop, profession, or workplace.(Helen. Basturkman. 20066) Learning, as a language based activity, is fundamentally and pro rigly low-level on lexicon knowledge. Learners moldiness get access to the sums of language which is expert, cogitate to their field of honor issue. cognise the skillful scatheis not a fit condition for successful interpreting of narrow stuff and nonsense. It was, in fact, the non-tec hnical circumstances which created much of a problem. (Cohen et al. 1988162) For m some(prenominal) people language, particularly checkup specialist phrase (or nomenclature), is a key atom of assist sight.Despite this, diction studies and, in particular, the command method of mental lexicon bug out to take a crap been or sowhat neglected in clairvoyance( Laufer p-167, Swales p224). Reading, for assimilators of slope for circumstantial purposes (ESP), is probably the around crucial skill in terms of getting new knowledge. It does, however, oft pose learning problems, especially with pry to style. The psycholinguistic model of variation widely favoured in linguistics and cognitive psychology in the 1960s and 1970s dole outed that the of signification constructs underlying reading argon making predictions and deducing convey from linguistic mise en scene (cf.Goodman 1976127). However, during the 1980s, the interactive approach to reading became domina nt, in which it was proposed that successful comprehension is achieved by the interactive open up of two reading strategies the top-down approach (i.e. making expenditure of the readers previous knowledge, impartations and experience in reading the text) and the bottom-up approach(i.e. pull ining a text mainly by analyzing the address and sentences in the text itself cf. Sanford &Garrod 1981 Van Dijk&Kintsch 1983 Carrell 1988. question in ESP reading (e.gSelinker& Trimble 1974 Cohen et al. 1988) submits empirical support for the interactive framework, insureing morphonographemic intelligence information of honor-processing skills to be a major persona of reading. It has similarly, since the 1980s, been broadly agreed among researchers (cf. Kennedy & Bolitho 1984 Trimble 1985 Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a castigate of diction items that has been variously labeled technical and semi-technical. Whatever the come upon hand e trulyplacen to the spoken communication in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language instructors and ESP practitioners to debatek paths in which learners lexical repertoires cig bet be raised to at least the door behavior level of skilled readership in their chosen handle.It is known to most second language learners that the acquisition of diction is a fundamental and primal component in the course of their learning. A good mastery of mental lexicon is of the essence(p) for ESP/EFL learners, especially for those who learn for specialised purpose or expect to operate at an advanced level in English. It is wise to straight off phrase learning to more(prenominal)(prenominal) specialised atomic number 18as when learners make believe mastered the 2000-3000 lecture of prevalent effectualness in English (Nation, 2001187). I allow for line the types of verbiage in ESP texts and their relative importance. I will provide an overview of some key issues relating to the learn of ESP vocabulary.Types of vocabularyIn teaching and learning vocabulary, its substantial to distinguish between antithetical types of vocabulary be catch different types of vocabulary request different focus and treatment or some types of vocabulary will be inclined priorities and emphases in teaching and learning according to leaners different aims of learning.1. Core and non- burden vocabularyOne way of looking at the status of voice communication in lexical handle is to consider whether some haggle ar more effect, or primordial to the language, than others. The idea that there might be a core or basic vocabulary of al-Qurans at the heart of any language is rather an appealing one to language educators, for if we could isolate that vocabulary therefore we could equip learners with a survival kit of core words th at they could hold in virtually any situation, whether mouth or indite, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.199049) As the word core mentions, core vocabulary refers to those words that argon more central to the language than other words and tend to be the most frequently occurring ones. multitude prefer to use much(prenominal)(prenominal) words because they do have core meaning-potential (McCarthy, 1990). They atomic number 18 thought to be more core because it is well-to-do to bring an antonym, withal they be neutral in formality and usable in a wide mannequin of situations. Furthermore, an important point is that such words commode be apply to paraphrase or give definitions of other words.For example, (McCarthy, 1990) the following instruction is given decide which is the core word in the set of words slim, slender, thin, emaciated and scrawny and we female genitals easi ly figure knocked out(p) that thin is the core word Core vocabulary words of neutral meaning in any lexical set core words chunk more readily with a wide range of words, they whitethorn be use in a wider range of registers, and atomic number 18 usually come to in the definition of non-core members of their set. In ESP teaching, we whitethorn come crosswise subject- particularised vocabulary, which is non-core as far as the language as a totally is concern. This is because it is not neutral in stadium of operations and is consortd with a specialized bailiwick (Carter, 1988172).They are subject-particular proposition core vocabulary conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, bumpy oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, vaporized fuels, methane, synthetics, fogey fuels, pyrogenic rocks, metamorphic rocks.In fact that the read of ESP students is to learn such above mentioned core vocabulary in indite and spoken language in their profession, ESP students with specific and pedantic purpose may need to generate technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and composition documents. Specialist vocabulary do-nothing be core in the line of work establishment where specialist use it frequently and in need, as intimately as during the ESP furcatees where ESP teacher and student fruitful inter exertion and it is very central for communication, especially, penning documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning.2. verbalise and written vocabularyThe spoken text is an example of what Ure(1971) calls language-in-action, that is , people are using language as an accompaniment to the action they are meshed in, and the feeling of lightn ess or heaviness of vocabulary is what Ure calls lexical closeness(McCarthy199071) The written text is less(prenominal)(prenominal) dependent on physical context and its words make specific extension service to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal criminate) might be lexically quite dense.(McCarthy.199071) Although most of the existing literature on vocabulary has grown out of the case of written texts. spoken texts see less dense than the most written texts in vocabulary items, which is characterized in language-in action texts repetition and lexical negotiation occur much more often in spoken discourse than in written texts vague and quite full general words are more frequently use in everyday talk than in written texts.Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we sternt use full written information in speech as well as achievable, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more purchasable and more demanding for short letter and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will harvesting spoken vocabulary which is resulted from the information of written vocabulary. Thats why spoken and written vocabulary is essential in ESP courses.3. procedural vocabularyVocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk well-nigh other words, to paraphrase them and plant them an d to organize them in communication. Widdowson(1983) secernates this kind of vocabulary as procedural. Robinson (1988) refers to this simple lexis of paraphrase and bill to illustrate procedural vocabulary and calls the procedural words the main element in our interpretation and categorization of specific frames of referenceVer-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McCarthy.199051) We need sense (relations between words) and denotation (relations between words and the demesne) in conjunction.However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.199052) Widdowson (198392) makes a distinction between words which are schematically bound and words of high indexical (or procedural they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular aren as hydrometer has low indexical potential and will occur in a narrow range of texts identifiable indoors certain scientific and technical fields (McCarthy.199051) Procedural vocabulary is characteristically used to talk slightly, paraphrase, define and organize words in communication. They are comm and used in dictionaries to give definitions.Students of vegetable oil engineer may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the conjecture that meaning is not static, but can be negotiated by means of interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite change to understand, and is the main tool in the texts to apprehend their own specialty.ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. Thats why the use of procedural vocabulary is essential in ESP classes.4.Technical and semi-technical vocabularyMany ESP teachers have found that vocabulary can be one of the major problems that effect students understanding of scientific and technical texts. consort to Kennedy & Bolitho (1984), Trimble(1985) and Nation (1990), the hassle lies not with t echnical vocabulary as such but, as Cohen et al. (1988 153) put it even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering around the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading crude oil engineer texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject celestial sphere, especially during second and third socio-economic classs of study.Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an expanse of vocabulary creates significant barriers to students understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962 Nation 1990 Tao 1994), and still others use semi-technical (St put-on & Dudley-Evans 1980 Farrell 1990 McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary this is beyond the capacity of any individual.Nor do we normally want to teach them the specialized technical terms of their own subject.what the English teacher can usually believe to do is to teach a vocabulary which is generally useful to students of light and technology-words that occur frequently in scientific and technical litera ture of different types. rough of these words will be technical ones, but umpteen will not. The real justification for having highly specialized texts is to achieve count validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their proclivity for such texts (Tom Hutchinson and Alan Waters.1995162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary.They reason out when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners (p. 252-253).( Helen. Basturkemn.200617). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 200617) Sager(p-98) writes terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are create according to certain prevailing patterns which have a predictive value.Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at tr anslators and, increasingly, at machine displacement and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 199127) Voracek compares terminology across the lifelike sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.199127). In fact, technical terms which are used whole in a specialized field are sometimes less troublesome than vocabulary that looks familiar.Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not accentuate to find a specialized meaning for it (Virginia French Allen.198388). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field unavoidably to know technical words such as perfect decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, dodo fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the rock oil engineering texts where they come across frequently, and words which most people remote of that industry never use.In terms of language bailiwick, there is brusque reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. on that point is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular sub ject. such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of exploit on the language content We can distinguish four types of vocabulary-structural are, this, only, however-general table, run, dog, road, weather, cause-sub-technical engine, spring, valve, acid, budged-technical auricle, schist some, fissure, electrophoresis.Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners they are often internationally used or can be worked out from knowledge of the subject military issue and harsh root. (Tom Hutchinson and Alan Waters.1995166) acquaintance in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a contex t, which provides reference points to assist understanding (Tom Hutchinson and Waters.199516) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP.They are 1. Items which express imprints general to all specialized disciplines 2. General language items that have a specialized meaning in one or more disciplines 3. Specialized items that have different meanings in different disciplines 4. General language items that have circumscribe meanings in different disciplines 5. General language items that are used to describe or comment on technical processes or functions in option to other items with the same meaning, for example occur rather than happen. 6. Items used to channelise the writers intentions or evaluation of material presented (Dudley-Evans and St John. 199883). Dudley-Evans and St John (199883) suggest resolving the overlapping six categories (Baker, 198891) into two broad areas A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion.B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can take in the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, d esire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes.How may we inform them closely the specific knowledge of their profession if we are not subject field teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of aqueous rocks may vary greatly from place to place. They can be formed by the mechanically skillful action of piss, wind, frost and organic decay.Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the dest ructive mechanical action of water and wind (extract from the text Sedimentary Rocks M.Ya. Barakova.197774-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text Sedimentary Rocks M.Ya. Barakova.197774-75)3. fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text Fossil Fuels M. Ya. Barakova.1977 108-109)4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon unitedly with the sma ll amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text Fossil Fuels M. Ya. Barakova.1977108-109)5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text Fossil Fuels) (extract from the text Fossil Fuels M. Ya. Barakova.1977108-109)The technical vocabulary is quite obvious. The items are organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows mechanical action, liquid fue ls, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to watch in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English.Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as general useful scientific vocabulary (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to record a wide range of academic skills like reading about research pa pers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business.Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (199883), this type of vocabulary is used in general life contexts but has a hi gher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty.ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as -general thickness, place, wind, frost, value, common, and etc. -petroleum engineering organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with.The issue of teaching technical vocabularyIt is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964 Higgens, 1966 Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances.Beyond the duty of ESP teacherIn discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987 Higgins, 1966)that the teaching technical vocabulary is not the accountability of the EAP teacher and that priority should be given to the teaching of semi-technical or core vocabulary. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not tally it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have silent technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specia list (Dudley-Evans and St John. 199881) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary.It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 199881) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained originally the exercise is tackled. In many cases there is a one-to-one race between the terms in English and the learners L1 and so it will be enough to translate the term into the L1 after a brief account (Dudley-Evans and St John. 199881) A t echnical word is one that is recognizably specific to a particular topic, field or discipline.It is likely that they can only be lettered and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973223) claims that learners who know the scientific field may have little difficulty with technical words but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally , known.Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. Thats why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge.Furthermore, even he/she cant translate the text. As a result, no well-designed teachi ng will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine outturn instruction is written and explained, given information about medical drugs, and available devices in English. That why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach?According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. Thats why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technical vocabulary is the most essential need for such desire, and teaching technical and semi-technical voc abulary is more demanding.Learnability reliever or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be listless and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spell difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like occurrence, parallel, and beginning. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, all because they contain awkward clusters of sounds ( English thrive, crisps), or because spelling interfaces with erudition of what the sound is (English worry is regularly pronounced by learners as if it riming with sorry). Such words may be effectively learned in all other respects, but pron unciation may bear on a long-term difficulty, especially where old habits are ingrained.3. The syntactic properties of words often make them difficult. In English, want presents fewer syntactic difficulties than concupiscence, want is followed by an infinitive and / or an object wish may be followed by a variety of verb patterns in that clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to clear up one from another. Make and do are notorious in this respect in English. Learners of Spanish often find it difficult to separate ser and estar, which to the English-speaker seem both to mean be. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability.Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnabilit y rationalize right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.