Preliminary Analysis Of Management Master's Students English Needs:, Considerations For English For Specific Purposes Problem Based Course Design

2021 ◽  
pp. 328
Author(s):  
Soumia Boudinar ◽  
Said Keskes
Keyword(s):  
Preliminary Analysis ◽  
Course Design ◽  
English For Specific Purposes ◽  
Master's Students

scholarly journals Revisiting English for Specific Purposes (ESP) in Indonesian Vocational High School (VHS): A Current Situation in Curriculum 2013

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Annisa Ratna Purwanti
Keyword(s):  
Course Design ◽  
Document Analysis ◽  
English For Specific Purposes ◽  
Learning Assessment ◽  
Foreign Workers ◽  
Vocational High School ◽  
Economic Community ◽  
K 13 ◽  
Asean Economic Community ◽  
A Current

This qualitative study tries to revisit the concept of ESP in VHS under the latest curriculum applied in Indonesia; curriculum 2013 or K-13.  The researcher discovers current issues and several suggestions of ESP in Indonesian VHS context. Theoretically, English in VHS should employ ESP approach, but practically, it tends to be more general. The vague concept of ESP in the Indonesian VHS is one of the reasons in developing this study. On the other hand, government with its purpose of AEC (ASEAN Economic Community) eagers to make VHS students ready to work to compete with the foreign workers. However, since the implementation of K-13, English in VHS tends to have more general topics rather than in the previous curriculum (KTSP; curriculum 2006). As a result, it makes the concept of ESP in VHS more vague. The result of document analysis and observation, the researcher found several issues dealing with ESP. They are issues in course design, ESP teachers, ESP objectives, approach, and materials, and also learning assessment. Considering the major issues dealing with ESP in VHS, several countermeasures about redesign of ESP teaching in Indonesian VHS were suggested by the researcher.

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 What Factors Influence Chinese Students to Choose Master Program in JMC: A Phenomenological Study

2020 ◽  
Author(s):  
Zhiwei Wang ◽  
Zhenbiao He ◽  
Zhengke Fu
Keyword(s):  
Phenomenological Study ◽  
Course Design ◽  
Chinese Students ◽  
Phenomenological Approach ◽  
Master's Students ◽  
Master's Programs ◽  
Master Program ◽  
School Officials ◽  
Academic Field ◽  
Qualitative Phenomenological

The number of Chinese postgraduates in JMC has steadily increased with the growing number of JCC master’s programs in in China. Little is known about key factors that influence Chinese students’ decisions in choosing which program attend. In order to fill a gap in the academic field, a qualitative phenomenological approach was applied to examine the experiences of seven Chinese master’s students in JMC from three different universities in Zhejiang province, China. Three important themes have been created including (1) geographical advantages; (2) recommendation of peers and professors; and (3) course design and curriculum. These findings have important implications for school officials and decision makers, with respect to allocating their resources wiser to make masters programs in JMC more attractive. In addition, this research study is the first analysis of its kind to apply a phenomenological approach to study experiences of Chinese students in making decisions of choosing a master’s program. This study lays a valuable foundation for similar topics through a qualitative research method.

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 Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 55-66
Author(s):  
Tira Nur Fitria
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Language Teaching ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Teacher Student ◽  
Positive Learning Environment

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

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.

scholarly journals Inglês instrumental: a leitura para fins acadêmicos na enfermagem

2019 ◽  
Vol 12 (4) ◽  
pp. 196
Author(s):  
Adilia Maria Pires Sciarra
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
De Medicina

A relevância da língua inglesa como instrumento de acesso ao conhecimento escrito no mundo acadêmico motivou sua inserção junto da Informática, como parte de um tripé que compõe a disciplina de Metodologia Científica. Desta forma o Inglês Instrumental foi introduzido como parte de componente curricular logo no primeiro ano da graduação em Enfermagem, isto é, como oportunidade de um refinamento ou aperfeiçoamento da aprendizagem de língua estrangeira para os alunos recém-aprovados em um conceituado vestibular no estado de São Paulo.O curso de Inglês Instrumental ou ESP (English for Specific Purposes) é um curso que se diferencia dos demais porque é uma abordagem ao ensino de língua inglesa através da qual todas as decisões sobre o conteúdo e o método aplicados são baseadas na razão por que o aluno aprende.Nesta abordagem, o foco da aprendizagem está direcionado a um recorte das quatro habilidades que compõem o processo de comunicação humana: Ouvir, Falar, Ler e Escrever. Assim, com base no pressuposto da formação dos alunos da Enfermagem também na área acadêmica, o curso está elaborado na necessidade do desenvolvimento do recorte da habilidade em Leitura.O Course Design está estruturado da seguinte forma: inicialmente, apoiado no aprendizado das principais estratégias de leitura e habilidades linguísticas da língua inglesa comparadas à língua portuguesa e, no final, o acesso e a prática aos dispositivos tecnológicos facilitados pela rede mundial dos computadores, ou seja, pela Internet.Segundo Grellet, 1981, a leitura deve ser definida como um processo de entender, interpretar algo escrito. Portanto, entender um texto acadêmico escrito em língua estrangeira pressupõe determinadas questões que envolvem a leitura, que quando trabalhadas no Instrumental são preenchidas por elementos determinados.Tenho trabalhado no enfoque de Inglês Instrumental junto ao Curso de Graduação em Enfermagem da Faculdade de Medicina de São José do Rio Preto, elaborando material específico, no gênero acadêmico-científico, na disciplina de metodologia de pesquisa. No final da prática teórica, os alunos têm a oportunidade de aperfeiçoar o conhecimento das principais estruturas escritas da língua inglesa mediante os dispositivos tecnológicos via WEB, por meio dos quais puderam também elaborar um levantamento de vocabulário geral e específico voltado para a Enfermagem: “Terminologia Genérica e Específica em Enfermagem-Glossário Inglês-Português”.Este glossário transformou-se em publicação divulgada em 2011, fazendo parte das comemorações dos 20 anos da graduação em Enfermagem da FAMERP.A cada ano temos fortalecido parcerias para divulgação da importância do inglês junto à graduação e pós-graduação da Enfermagem da FAMERP, fato que tem contribuído para a conquista da excelência de ensino, pesquisa e extensão da Enfermagem FAMERP, destacada entre as melhores faculdades de enfermagem do país.

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.

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