Mohammad Reza Shah Ahmadi - (corresponding author, Ph.D. Candidate) Sheikhbahaee University; Isfahan, Iran
Mohammad Hassan Tahririan - Department of English, Sheikhbahaee University, Isfahan

Optimal L2 teachers' knowledge and skill have now become a key concern in L2 teaching domain. ESP subject matter teachers (ESPSMTs), accordingly, are expected to enjoy both. Kumaravadivelu [1], in his last book, presents a model called KARDS, in which he stresses L2 teachers' competence as Knowing, Analyzing, Recognizing, Doing and Seeing. In the present study, the first parameter, Knowing, was investigated to see whether ESPSMTs meet that trait. At first five main indices were extracted out of his notions on Knowing, including language as system, discourse, ideology as well as ESPSMTs' knowledge of L2 learning and teaching. Then a questionnaire composed of 24 questions was developed. Its validity was ensured both through expert judge and a .87 Cronbach Alpha index. It was then distributed among 58 ESPSMTs the majority of whom were PhD degree holders. The data gathered underwent both qualitative as well as quantitative data analysis encompassing frequency, level of significance, t-test and a non-parametric Kalmogorov- Smiranov test . The results indicated a high preference in considering language as ideology on the part of ESPSMTs. However, ESPSMTs' knowledge of L2 teaching received the least confirmation which means great concern should be taken care of in terms of informing ESPSMTs about the L2 teaching, both theoretically and practically.

ESP subject matter teacher, L2 teacher's professional knowledge, L2 teacher's belief