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

Needs Analysis for Workplace English Speaking Courses for University Engineering Students in the Kwara State of Nigeria

2020 ◽  
Vol 1 (3) ◽  
pp. 25-35
Author(s):  
Abdul-Lateef Solihu ◽  
Lilisuriani Abdul Latif
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Needs Analysis ◽  
Workplace Communication ◽  
English Curriculum ◽  
Undergraduate Engineering ◽  
World Markets ◽  
English Speaking ◽  
Speaking Skills

The globalization of world markets which has led to the hegemony of English language over other languages requires graduates from different fields of specialization to equip themselves with English communication skills to communicate effectively in local and international workplace contexts. This study was conducted to investigate the English speaking skills needed by engineering students in the Kwara states of Nigeria. A survey was carried out to compare how the respondents’ (undergraduate engineering students and industry workers in the Kwara State of Nigeria) self-rated their speaking interaction and production skills and to observe their perception of the importance of speaking interaction and production sub skills for workplace communication. The study concluded with suggestions for creating a better perception of the importance of English speaking skills among engineering students and creating a better workplace English curriculum so that students’ workplace speaking skills can be improved.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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 NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan

2007 ◽  
Vol 29 (1) ◽  
pp. 7 ◽  
Author(s):  
Yoko Goto Butler
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Native Speakers ◽  
Native English Speakers ◽  
Language Teachers ◽  
School Teachers ◽  
Ideal Language ◽  
Teachers And Students ◽  
English Speaking ◽  
The Ideal

Recently, there have been a number of studies focusing on the qualifications of native and nonnative language teachers. The notion that native speakers constitute the ideal language teachers appears to be widespread among teachers and students. This concept has been particularly influential in English teaching, although its validity has been questioned. This study aims to identify perceptional factors that are most likely to be associated with the notion held among many nonnative English-speaking teachers in East Asia that native English speakers are the ideal language teachers. This study focuses on Japanese elementary school teachers who have been asked to introduce English activities in their classes. Based on a detailed questionnaire, completed by 112 Japanese elementary school teachers, a number of perceptional factors were identified. These include: (a) their self-assessed English proficiency levels, (b) their attitudes towards nonstandard forms of English, and (c) their sense of pride in their own language and cultural heritage. 近頃、ネイティブ、ノン・ネイティブの教師の資質に関する議論が多くなされている。ネイティブ・スピーカーが理想の語学教師であるという考えは、教師や学生の間で広く浸透しているようだ。この考えは、英語指導に影響を及ぼしてきたといわれるが、その妥当性は疑問視されている。本研究は、英語を教える東アジアのノン・ネイティブ教師の間で、どのような認知要因が、ネイティブ・スピーカーが理想の語学教師であるとする考えに結びついているのかを見極めることを目的としている。本研究では、最近英語活動を行うことになった日本の小学校教師をケースとしてとりあげた。112名の小学校教師に記入してもらったアンケート調査の結果より（1）自己評価による英語力のレベル、（2）スタンダードではない英語に対する態度、（3）自らの言語（日本語）や伝統文化に対するプライドの3つの要因が、ネイティブ・スピーカーが理想の語学教師であるという考えに結びついていることがわかった。

scholarly journals DEVELOPING ESP MATERIALS FOR TOURISM INDUSTRY IN MALANG

2021 ◽  
Vol 4 (3) ◽  
pp. 446
Author(s):  
Masyhud Masyhud ◽  
Khoiriyah Khoiriyah
Keyword(s):  
Community Service ◽  
Tourism Industry ◽  
English For Specific Purposes ◽  
Service Program ◽  
Planning Stage ◽  
Learning Content ◽  
English Speaking ◽  
Three Stages ◽  
Implementation Stage ◽  
Speaking Skills

This article explores the need for English as a mean of communication for the tourism industry in Malang. Since the need for English speaking skills is immensely demanded, this community service program was proposed to provide a ready-use module to facilitate the locals practising their English speaking skills. Hence, this study reported on-going project designing English for Specific Purposes (ESP) materials for the tourism industry in Malang. It is implemented in three stages: planning stage, implementation stage and evaluation. Specifically, the target learners are Karang Taruna members who are working in tourism near Kelurahan Jodipan. Since there are many thematic villages there, the learning content is designed contextually with the local wisdom and local culture. Hence, it is projected to help the locals provide better services for their visitors, especially foreign visitors. 

scholarly journals SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS

2018 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Feras Al-Esaifer Saleh A Al-Esaifer ◽  
Hisham Alshareef Mohammed A. Alshareef
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Influential Factors ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
English Speaking ◽  
The Common ◽  
Speaking Skills

This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pronunciation, including adding extra vowels and intonation and stress. Furthermore, there were other difficulties regarding the lack of vocabulary, which lead the students to avoid practicing their problems, have been provided in this study. The findings of this study are important as they represent the most influential factors which appear to be responsible for the problems of developing 2nd and 3rd year under- graduate students speaking skills. Recognition of the problems outlined in the first step of this study in order to supply appropriate solutions for overcoming these difficulties. In addition, these findings draw attention towards the importance of helping both the foreign language teachers and students to change their perspective about teaching and learning English speaking skills.

The Professional Identity of EFL Teachers: The Complexity of Nativeness

2020 ◽  
Vol 35 (2) ◽  
pp. 5-24
Author(s):  
Adina Mannes ◽  
Yaacov J Katz
Keyword(s):  
Professional Identity ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Teachers ◽  
Study Support ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Linguistic Backgrounds

The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.

scholarly journals Developing English Speaking Skills: Enforcing Testing Criteria

2019 ◽  
Vol IV (II) ◽  
pp. 132-142
Author(s):  
Nailah Riaz ◽  
Sham Haidar ◽  
Riaz Hassan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
University Administrators ◽  
English Writing ◽  
English Language Teachers ◽  
English Speaking ◽  
The University ◽  
Testing Criteria ◽  
Speaking Skills

Language is product of four skills: reading, writing, listening and speaking. English language learning and examination has been reduced to reading and writing in Pakistan, at the University level. However, English Speaking Skills (ESS) are in high demand in professional life. ESS require testing and grading like English writing skills. This study is based on developing ESS through testing criteria. A survey of university freshmen was used to collect data. Using Kim's (2010) testing scales, the freshmen's ESS progress was gauged through their speaking performances. As a case study, this research used a longitudinal approach (two academic semesters) with a mixed methods approach. University English Language Teachers' (UELTs) and University Administrators /Management's (UANM) interviews were analyzed textually. A criterion as a yardstick helped the learners to fit in to the optimum.

scholarly journals A Study of the Factors Affecting the Learning of English Speaking Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 193
Author(s):  
Asma Yahya Qasim
Keyword(s):  
English Language ◽  
Relevant Literature ◽  
Language Teachers ◽  
Validity And Reliability ◽  
Factors Affecting ◽  
English Language Teachers ◽  
English Speaking ◽  
Basic School ◽  
Oriented Activity ◽  
Speaking Skills

It is generally assumed that language is a purposeful goal-oriented activity; its main objective is the internalization of a system of rules which defines correct linguistic competence accompanied by the required communicative competence. Added to that, Language is a unity of four major skills, namely listening, speaking, reading and writing. Recently, it has been argued on both linguistics and psychological grounds that the speaking English should be the principal objective in language teaching. Speaking is a very significant skill which overlooks other four sub-skills namely, fluency, accuracy, grammar and comprehension. The current study has been conducted to investigate English language teachers’ perspective of the sources of problems that encounter basic school learners during their learning of English-Speaking Skills from. Moreover, the present study aims at answering the following question: What are the problems that basic school learners face during their learning of English-speaking skills from English language teachers’ perspective? This has been done through a questionnaire prepared by the researcher, based on the relevant literature review and previous studies, and presented to a panel of juries in English language to check its validity and reliability. The questionnaire was then applied to a sample of teachers. The collected data have been statistically analyzed. In the light of the results arrived at, a set of concluding point, some recommendations and suggestions for further research have been put forward.

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