The design of a dynamic processing model for teaching English for Specific Purposes (ESP) is discussed in this book. The model starts with the learner and ends with the learner's target communicative competence in the particular area needed. In this communicative approach to syllabus design, the first chapter is a discussion of theories of linguistic competence and performance, and of communicative competence on which the model is based. The structure of the model itself, called a Communicative Needs Processor (CNP), is described in the second chapter. The CNP takes account of the variables that affect communication needs by organizing them as parameters in a dynamic relationship to each other. The next four chapters consider the parameters that must be considered in processing a profile of communicative needs: purposive domain, setting, interaction, instrumentality, dialect knowledge needed, target level desired for command of the language, communicative event, and communicative key, that is, tone and manner. In chapters seven and eight, the profile of needs is interpreted in terms of the micro-skills and micro-functions marked for attitudinal tone. Finally, in Chapter 9 the model is set out as an operational instrument, and in the last chapter, two different participant types requiring ESP are processed through the model. (Author/AMH)