scholarly journals A NEEDS ASSESSMENT APPROACH TO ENGLISH FOR SPECIFIC PURPOSES (ESP) BASED SYLLABUS DESIGN IN BANGLADESH VOCATIONAL AND TECHNICAL EDUCATION (BVTE)

2018 ◽  
Vol 2 (2) ◽  
pp. 18
Author(s):  
Md Abdul Rauf
Keyword(s):  
Common Core ◽  
Course Design ◽  
Technical Education ◽  
Data Gathering ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Structured Interviews ◽  
Vocational And Technical Education ◽  
Assessment Approach

Abstract: This paper describes the initial phase of a needs analysis which is developed in the context of Bangladesh Vocational and Technical Education (BVTE) with the aim to identify the needs of a target group of learners and introduce English for Specific Purposes (ESP) course design. Although the compulsory English for Academic Purposes (EAP) courses have been used at various programs of BVTE since 1996, they were not based on any systemic Needs Analysis nor have they been subjected to any evaluation. The paper also aims to conducts a Needs Analysis to obtain data which will be used to develop a meaningful, useful and beneficial, common core ESP programme for Bangladesh Vocational and Technical Board (BVTB) students. This process takes into account the needs of the various stakeholders involved including the policy makers, decision-makers, subject and language teachers and prospective employers. It mainly will make use of Hutchinson and Waters’ (1987) Learning-centred approach, Holliday and Nunan’s (1988) Needs Analysis description for conducting the Needs Analysis and specifying the content for a common-core ESP course. A mix method is adopted with questionnaires, semi-structured interviews, classroom observation and document study being the main data gathering tools, in order to ensure triangulation of data.

Language teachers’ accounts of challenges in two European settings of integration training

2021 ◽  
pp. 147490412110549
Author(s):  
Miira Häkkinen ◽  
Mirjamaija Mikkilä-Erdmann
Keyword(s):  
Second Language ◽  
Adult Education ◽  
Course Design ◽  
Language Education ◽  
Daily Practice ◽  
Language Teachers ◽  
Working Environment ◽  
Structured Interviews ◽  
Second Language Education ◽  
Second Language Teachers

This study investigates the work of second language teachers in two institutional settings responsible for integration training. By exploring teachers’ accounts in Finland and Germany, we seek to deepen the understanding of the daily practice of second language education. Bridging conceptual and practical approaches, the aim is to contribute to the current discourse on the development of adult second language education in Europe. A phenomenographic analysis of semi-structured interviews reveals challenges that influence instruction from inside and outside institutional practice. Accounts in the Finnish setting depict issues in how language education, teachers’ work, and adult education are perceived. Administration and language teachers disagree on what needs to be improved in a changing societal environment. Professional pride and appreciation are strongly demanded in a profession that is still being established, and challenges specific to adult education translate into priorities in delivering instruction. In the German setting, expressions culminate in prerequisites, and challenges lie in the way external factors influence course design and instruction. They also touch upon learning: methods, materials, and abilities. Feelings of inadequacy describe teachers’ psychological working environment. A comparison concludes a need to defend contact teaching in Finland and to improve tracking of slower learners’ progress in Germany.

scholarly journals Challenges in English for Specific Purposes: Case-Study of Economics Students

2021 ◽  
Vol 11 (1) ◽  
pp. 30-38
Author(s):  
Djamila djam Benchennane ◽  
Mustapha Stambouli
Keyword(s):  
Classroom Observation ◽  
Research Work ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
First Year ◽  
Economics Students ◽  
Modern Methods ◽  
The Status

This research work is to investigate the status of English for Specific Purposes course on first year Master students of Economics in their development of English for Specific Purposes. It focuses on one research instrument for data collection which is: classroom observation. The results revealed that teachers of English are not ESP teachers; therefore, they need to collaborate more with subject specialists to improve their own levels and to learn modern methods of teaching, they should also proceed to Needs analysis as far as the learners are concerned. Hence some recommendations and tips are provided so as to boost the students’ learning process.   Key words: collaboration;  ESP; language teachers ; needs analysis, subject specialists

scholarly journals APPROACHES AND STEPS IN ESP COURSE DESIGN

2021 ◽  
Author(s):  
Muthmainnah -- ◽  
Like Raskova Octaberlina ◽  
Nenni Dwi Aprianti Lubis
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Efl Teaching ◽  
Teaching Area ◽  
Structured Approach ◽  
Three Components

This paper discusses how ESP (English for Specific Purposes) course design has developed into one of the most trending EFL teaching fields since the early 1960s. It's a phenomenon that has grown out of a number of other course designs. To date we have come across a huge range of course offers in the ESP field. each course has its own teaching area and has a design or approach to running the course. This paper aims to find out what kind of approach and design is contained or used in each ESP course that integrates all the needs of the course. It is about how to integrate the three components of needs analysis, PSA, TSA, and LSA, and integrated sources of data holders, students, teachers, and experts. Each step of the structured approach will integrate all the components required in an ESP course.

scholarly journals English for specific purposes course design parameters for chemistry-biology students

2020 ◽  
pp. 428-439
Author(s):  
Danara Kurmanovna Raikhanova ◽  
Gulnara Mamatbekovna Kassymova
Keyword(s):  
Common Core ◽  
Course Design ◽  
Real Life ◽  
English For Specific Purposes ◽  
Design Parameters ◽  
Biology Students ◽  
Specific Field

This article describes some parameters that should be taken into consideration during designing English for Specific Purposes course for combined major programme 6B015002 ‘Chemistry and Biology’ at Suleyman Demirel University. English for Specific Purposes courses focus on specific field or discipline, such as engineering, law, management, marketing, accounting, medicine or science in our case. English for Specific Purpose teaching requires real life learning situations which might be achieved with the help of appropriate course that is designed after considering parameters that detect whether the course should be intensive or extensive, assessed or non-assessed, common-core or specific, homogeneous or heterogeneous, fixed or flexible, or deal with immediate or delayed needs and finally identify the role of English for Specific Purposes teachers. After studying all parameters of course design listed above everything is put in a nutshell as a result of the case study of English for Specific Purposes course on chemistry-biology specialty at Suleyman Demirel University.

scholarly journals Planning needs analysis research for international students in higher education

Porta Lingua ◽  
2021 ◽  
pp. 109-118
Author(s):  
Ildikó Furka
Keyword(s):  
Higher Education ◽  
International Students ◽  
Course Design ◽  
Research Effort ◽  
Language Education ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Needs Analysis ◽  
Materials Development ◽  
Attention To Students

Research-informed language education has been a valued trend in English for Academic Purposes (EAP) around the world (Hyland, 2014; Purpura − Graziano-King 2004; Akyel − Ozek, 2010; Rao, 2014) and in Hungary (Sárdi, 1997; Édes, 2008; Doró, 2011; Prescott, 2008). EAP instruction for international students in higher education in Hungary, however, is a fairly new phenomenon (Lannert, 2018). Due to the growing number of international students studying in Hungarian higher education institutions, faculties have started to feel the need for systematic attention to students’ skills development. As part of a larger research effort to provide course design, materials development and recommendations for language teachers and subject matter instructors, an inquiry into the current situation at the Budapest University of Technology and Economics (BME) was initiated recommended by previous practice (Hyland, 2014, Purpura − Graziano-King, 2004). The paper describes the stakeholders and the background of EAP instruction at BME, the initial identification of data sources, methods of data collection, and preliminary data analysis to inform the next step of the larger research effort. Results will inform the needs analysis instruments to be used to identify the required learning outcomes, the respective language content for the course design and materials development, and the recommendations for teachers involved.

Mechatronics Course Design for Industry

2006 ◽  
Vol 113 ◽  
pp. 599-602
Author(s):  
Riza Gürbüz
Keyword(s):  
Course Design ◽  
Technical Education ◽  
Feedback Mechanism ◽  
Operation Model ◽  
Private Companies ◽  
Keeping Quality ◽  
Vocational And Technical Education ◽  
Training Of Trainers ◽  
Model Training

As the field and application of mechatronics grows, Engineering and Vocational and Technical education must grow with it to meet the needs of industry. This paper focuses on the designing of a mechatronics courses for industry. University-government-industry and Private Companies have collaborated in a project and shared responsibilities and tasks. In this article, we describe our experience in running mechatronics courses for Engineers, Higher Technician and Technician Courses in Ankara’s industry since 2001.We also describe an industryuniversity co-operation model, training of trainers, the designing of a mechatronics laboratory and course in accordance to the expectations of industry, setting up the feedback mechanism of keeping quality of courses, developing projects financing and management methods

scholarly journals An English Needs Analysis of Medical Doctors in Western Japan

2020 ◽  
Vol 42 (2) ◽  
pp. 143
Author(s):  
Ian Willey ◽  
Kimie Tanimoto ◽  
Gerardine McCrohan ◽  
Katsumi Nishiya
Keyword(s):  
English Education ◽  
Native English Speakers ◽  
Language Teachers ◽  
English For Specific Purposes ◽  
University Hospital ◽  
Needs Analysis ◽  
Medical Doctors ◽  
Western Japan ◽  
English Speaking ◽  
Speaking Skills

Despite the importance of English to medical doctors (MDs), few studies have examined the English needs of MDs in EFL contexts. This paper describes an English needs analysis of MDs in western Japan, which aimed to identify how these MDs use English, which English skills were most important to their work, and what their views were on English education. Findings from a questionnaire survey of MDs at one university hospital and five nonuniversity hospitals showed that these MDs primarily used English to gather information, although they were dissatisfied with their university English education for failing to improve their speaking skills. Interviews revealed that English use in unscripted situations causes stress for these MDs, and that most of their English-speaking patients are not native English speakers. These findings suggest that Japanese MDs need general speaking skills more than discipline-specific expressions and vocabulary and signal the importance of communicative language teachers in English for specific purposes (ESP) education. 医師にとって英語は大変重要であるが、外国語としての英語に関する医師のニーズについて検討した研究は少ない。本研究は、西日本の大学病院あるいは一般病院で勤務する医師を対象に、質問紙およびインタビューにより英語ニーズとして英語使用状況、職務上重要な英語スキル、学生時代に受けた英語教育に対する意見を調査した。質問紙調査から、医師は、主に情報収集のために英語を使用しており、学生時代の英語教育ではスピーキングスキルを伸ばせないと不満を持っていることが示された。インタビューから、即興での英語使用はストレスであること、例え英語を話す患者であってもその多くがネイティブでないことが明らかとなった。以上のことから日本の医師には、領域特有の表現や専門用語より、一般的スピーキングスキルが必要であり、特定の目的のための英語（English for specific purposes、ESP）教育に関するコミュニカティブ・ランゲージ教育者の必要性が示唆された。 Keywords: English for medical purposes; interview; needs analysis; questionnaire

scholarly journals Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students

2014 ◽  
Vol 38 (1) ◽  
pp. 43-57 ◽  
Author(s):  
Barbora Chovancová
Keyword(s):  
Central Europe ◽  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Social Changes ◽  
Self Perception ◽  
English Classes ◽  
Language Needs ◽  
Syllabus Design ◽  
Actual Target

Abstract In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.

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