Abstract

Effective ESP programs require relevant materials, knowledgeable instructors, and teamwork with subject matter professionals. This report provides an example of one process used by a teacher–researcher to increase and expand each of these aspects. The process of data collection and data analysis, as described here, results in greater knowledge on the part of an instructor and leads to the development of enhanced course materials. The study was conducted for an ESP program in a Civil Aviation School in Turkey where students were in training to become pilots and air traffic controllers. Primary data included tape-recorded communication between pilots and air traffic controllers, observation in the airport tower, and questionnaires and interviews with Turkish pilots and air traffic controllers. The results, which comprised a basis for materials writers, indicate that even in such a restricted and globally monitored language as Airspeak, local variations exist in the use of greetings, the pronunciation of numbers, and the extended use of Turkish.