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Journal articles on the topic 'ESP syllabus'
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Mohamed, Omaymah Elkheir, and Ahmed Gasm Alseed Ahmed. "Investigating and Evaluating Computer Sciences ESP Syllabus in Tabouk University, Saudi Arabia." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 127–56. http://dx.doi.org/10.14738/assrj.77.8592.
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This paper is conducted to investigate and evaluate the ESP computer sciences syllabus in Tabuk University Saudi Arabia. The samples are 80 students of ESP and 15 computer sciences teachers. To collect data, the researchers used questionnaires and an interview .The paper adopted the descriptive analytical approach. For data analysis, the researchers used the computer program (SPSS). The findings showed that the computer sciences ESP syllabus is not based on the students needs , it also showed that the ESP syllabus lacks the strategic objectives. The ESP syllabus is not efficient enough to bridge the gap between English for academic purpose and English for occupational purpose. . Therefore, the researchers recommend taking students needs into account when setting the computer sciences syllabus , involving strategic objectives in the syllabus and establishing sufficient computer sciences goals.
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Jamaluddin, Jamaluddin, Muhammad Hanafi, and Andi Sadapotto. "Correlation between ESP syllabus design and material adaptation based on needs analysis: A review of literature." UAD TEFL International Conference 2 (January 18, 2021): 90. http://dx.doi.org/10.12928/utic.v2.5742.2019.
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This paper aims to review the development of ESP Syllabus design theory and material adaptation based on the need’s analysis of the students. Besides, it explores and presents the references on the relationship between ESP syllabus design and material adaptation. ESP syllabus design deals with the kinds and importance of a syllabus. The materials in it discuss authenticity, material evaluation, and material writing. Need analysis covers the meaning, type, practice, and register of an analysis.
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Mc Ginley, Kevin. "ESP syllabus change and simulation." System 13, no. 3 (January 1985): 269–71. http://dx.doi.org/10.1016/0346-251x(85)90043-0.
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Antić, Zorica. "Teacher Education in English for Special Purposes." Acta Facultatis Medicae Naissensis 33, no. 3 (September 1, 2016): 211–15. http://dx.doi.org/10.1515/afmnai-2016-0022.
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Summary This paper establishes a basic framework for addressing the issue of teacher’s role and education in English for Special Purposes (ESP) with an overview of English for Medical Purposes (EMP). The content of an ESP/EMP syllabus is determined by the learners’ reasons for learning English. This has led to a change in the role that teachers have in specialized English classes compared to general English. They are required to work actively with the learners and medical subject teachers in order to create a syllabus that would promote effective learning. Teacher education encompasses adequate knowledge, teaching and professional skills, interests and attitudes towards teaching.
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Kavalir, Monika. "Culture in Esp Syllabus: Why and How." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 113–22. http://dx.doi.org/10.2478/rjes-2013-0009.
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Abstract While language and culture are generally recognised to be intimately linked, English for Specific Purposes has typically been seen as “acultural”. This paper argues that cultural information is a necessary component of any ESP course and that a contrastive-comparative approach can help the learner in appropriating other cultures.
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Jones, Colin. "An integrated model for ESP syllabus design." English for Specific Purposes 10, no. 3 (January 1991): 155–72. http://dx.doi.org/10.1016/0889-4906(91)90022-o.
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Miftakh, Fauzi. "The Relevance Between An ESP Syllabus And The Students’ Needs." Journal of English Education Studies 1, no. 1 (May 5, 2018): 20–30. http://dx.doi.org/10.30653/005.201811.10.
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In learning English for specific purpose, students sometimes do not get appropriate materials with their needs. ESP materials are more specific than general English, so students should receive materials related to their background of field. This research aimed at finding out the relevance between an ESP syllabus and the students’ needs. This research used qualitative method that deals with a single or small-case studied in detail. The population was taken from the 1st semester students of Mechanical Engineering Department at University of Singaperbangsa Karawang. Random sampling was 24 students that was taken from two classes out of 120 students. The data was taken by distributing questionnaire to students and analyzing the syllabus designed by teacher. The result of this research shows that most students who are working in companies need to learn speaking skill as the most important skill as well as grammar. In addition, the ESP syllabus provided by teacher is quite relevant to the students’ needs. Therefore, it is suggested that teacher conducts a need analysis to students before designing syllabus, so it can be relevant with the students’ needs.
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Dewi, Sri Utami. "Syllabus of Vocational High School Based on ESP Approach." DINAMIKA ILMU 15, no. 2 (December 10, 2015): 273. http://dx.doi.org/10.21093/di.v15i2.73.
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Huang, Xiaorui. "The Effectiveness of Needs Analysis Informing ESP Syllabus Design." Journal of Education, Society and Behavioural Science 28, no. 3 (January 9, 2019): 1–7. http://dx.doi.org/10.9734/jesbs/2018/46327.
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Huerta, Teresa, Ignacio Ibáñez, and Angélica Kaulen. "Balancing institutional and motivational factors in ESP syllabus design." English for Specific Purposes 5, no. 2 (January 1986): 189–95. http://dx.doi.org/10.1016/0889-4906(86)90023-2.
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Paramita, Hening Dian. "Corporate ESP Training: Challenges and Recommendations." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 7, no. 2 (February 25, 2019): 1–6. http://dx.doi.org/10.30630/polingua.v7i2.65.
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This paper examines the challenges in corporate English for Specific Purposes (ESP) training and discovered that immature course planning is the root of the problems. It analyzes the absence of systematic criteria to design an ESP training and the parties in charge of conducting needs analysis, developing course and test materials as well as designing course syllabus. Finally, it gives recommendations to corporate clients and ESP training providers for improving the quality of their training programs and to researchers to advance the research of ESP training in professional settings.
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Sharmin, Liza. "Action Research in English for Specific Purposes: English Language for the Medical Students in Bangladesh." Asian Journal of Humanity, Art and Literature 5, no. 1 (June 30, 2018): 33–44. http://dx.doi.org/10.18034/ajhal.v5i1.330.
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English for Specific Purposes (ESP) has flourished to meet the growing demand of the academic and professional learners. Since the tertiary level of education is the concern, ESP can be a way out to teach English as a second or foreign language. At the end of primary, secondary and higher-secondary level of English language education, a learner is expected to have a good command of the four skills of English language. Even though, if one fails to have the proficiency, s/he needs intensive teaching. ESP has very thoughtful and research-oriented arrangement for language teaching by needs analysis, formulation of goals and objectives, specific syllabus design, appropriate material development, effective teaching, and accurate evaluation.
In ESP, the practitioner, who is a needs analyst, is also a setter of goals and objectives, a syllabus designer, a material developer and a teacher as well as an evaluator. For this reason, there lies no gap among the steps of a whole project of language teaching. ESP learners are mature and more enthusiastic. In ESP, syllabus design depends on the analysis of the language used in the target area of learners. Sometimes, the syllabus designers consider the learners’ opinions. Teaching materials are collected from the area of job or study of the learners. Interests, target and levels of previous knowledge of the ESP learners usually vary. Thus, for an individual group, a tailor-made ESP course is, therefore, suitable. The goal of the present action research is to design an English language course for the medical students.
In my professional life, I used to teach English language to the medical students. Since I taught them with general English language materials, I observed a gap between their target area and English language. “They cannot relate their achieved language knowledge to the medical context. For example, in a class, when they are asked to solve some exercises of active and passive voices, they can solve properly. But when they define terms like hypertension, or nervous system, they confidently use called/ call/ calls instead of is/ are called. Medical students are really motivated by their subject specific texts. It is my assumption that, specific English language course can solve the problem by bridging the gap between their knowledge and their proficiency language.” (Sharmin, L. -2011). On the basis of the information of data, collected from one preset questionnaire, I have analyzed needs and formulated an ESP course obtaining vocabulary, topic and examples from medical context. I found the classes more effective and interesting with these special materials. I have collected another set of data. I compared the data and found the results very optimistic.
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Dzięcioł-Pędich, Agnieszka. "ESP in Polish Tertiary Language Courses – in Search of Definition." Journal of Language and Education 1, no. 4 (December 1, 2015): 6–14. http://dx.doi.org/10.17323/2411-7390-2015-1-4-6-14.
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In the Polish educational system it is mainly institutions of higher education that conduct English for Specific Purpose (ESP) courses, partly because of the regulations of the Ministry of Science and Higher Education, which stipulate that a B.A. graduate should know a foreign language at least at the B2 level of CEFR and its specialized variety1. This article presents an analysis of Polish ministerial and faculty documents such as ministerial teaching standards and faculty learning outcomes that influence the teaching of ESP at tertiary level in Poland. It also presents an analysis of ESP syllabi from eight higher education institutions published at Internet websites of faculties of economics and management. The aim of the analysis was to see how ministerial and faculty documents define ESP and what type of ESP students of economics and management learn and what are the main course materials for syllabus design for students of economics, management and their various specializations. All the documents and syllabi were subject to qualitative analysis which showed that neither teaching standards nor faculty learning outcomes provide a clear indication of what language for professional or specific purposes is supposed to be. Furthermore, it showed that while teaching students of economics and management, language teachers reach for business English course books which offer a general set of topics and skills, and use one and the same course books with students of different specialties. This shows that the lack of clear guidelines from the Ministry of Science and Higher Education makes it difficult for teachers to provide ESP courses beyond a certain level of generality.
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Nimasari, Elok Putri. "An ESP Needs Analysis: Addressing the Needs of English for Informatics Engineering." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 23. http://dx.doi.org/10.21070/jees.v3i1.1085.
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English for specific purposes (ESP) have different needs of English language use. These needs will be the fundamental indicators to develop appropriate ESP syllabus. In order to find those needs, a need analysis research is necessary to conduct. This qualitative study addresses the result of ESP needs analysis for 95 Informatics Engineering of Muhammadiyah University of Ponorogo students. Brief reviews of ESP, needs analysis, and current learners’ situation of ESP classroom for Informatics Engineering are described as theoretical frameworks. A needs analysis questionnaire is utilized as an approach to find specific needs and to evaluate the current class situation. The results address 10 areas of English language use for Informatics Engineering major.
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Issabella, Rizqiliyah. "DEVELOPING ESP SYLLABUS AND TEACHING MATERIALS FOR PORT BUSINESS EMPLOYEES." Magister Scientiae, no. 46 (2019): 183–200. http://dx.doi.org/10.33508/mgs.v2i46.2226.
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Swales, John. "Communicative Language Teaching in ESP Contexts." Annual Review of Applied Linguistics 8 (March 1987): 48–57. http://dx.doi.org/10.1017/s026719050000101x.
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Five years ago book-length studies of the craft of English for Specific Purposes comprsied Munby's Communicative Syllabus Design (1978) and Robinson's ESP (English for Specific Purposes) (1980), substantive additions to this very short list had been made by widdowson (1984), Kennedy and Bolitho (1984), McDonough (1984), Trimble (1985), and Hutchinson and task-orinented collections of papers (Swales 1985b, Peterson 1986), several conference proceedings (e.g., Tickoo 1986) and comprehensive survey articles such as that by Maher (1986) on English for Medical Purposes. Nor has there been any abatement in the steady stream of ESP-related articles, papers, theses, and monographs.
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Rauf, Md Abdul. "A NEEDS ASSESSMENT APPROACH TO ENGLISH FOR SPECIFIC PURPOSES (ESP) BASED SYLLABUS DESIGN IN BANGLADESH VOCATIONAL AND TECHNICAL EDUCATION (BVTE)." International Journal of Educational Best Practices 2, no. 2 (December 1, 2018): 18. http://dx.doi.org/10.31258/ijebp.v2n2.p18-25.
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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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Ramadhani, Putri, and Kurnia Ulfa. "The Multi Syllabus Syllabus Approach to Design English for Specific Purpose (ESP) Course Book for Informatics Students." International Journal of Humanities and Social Science 4, no. 1 (February 25, 2017): 6–10. http://dx.doi.org/10.14445/23942703/ijhss-v4i1p102.
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Fauzi, Imam, and Dian Hanifah. "Designing Reading Materials For ESP Students Vocational High School of Medical Science." Loquen: English Studies Journal 12, no. 1 (July 8, 2019): 31. http://dx.doi.org/10.32678/loquen.v12i1.1765.
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The study attempted to design reading materials for Medical Science at one of Vocational High Schools Medical Science in Serang. To produce satisfactory teaching materials, the researchers did the following steps: doing needs analysis, reviewing the principles of materials design and reading in a foreign language, designing course framework, designing syllabus, designing the reading materials, and implementing the sample lessons.
The researchers employed qualitative methods in gathering the data. The instruments used were questionnaire and interview. The questionnaire was addressed to students, alumni, teachers and institution. The interview was collected from the companies or users that have ever recruited the graduated students. The needs analysis was carried out by distributing questionnaires. The results were then analyzed.
The result of needs analysis, became the basis for the researchers to design course framework. The course framework was then developed into a syllabus. Finally the syllabus became the basis for designing reading materials.
The reading materials for Vocational High School Husada Pratama applied a topical syllabus. Each lesson or unit had different topics, greeting and introduction. Introduction about nurse, health, dioalogue conversation nurse and patient, eat healthy food, profile a nurse, tools, disease, nutrition, the healthy diet pyramid. Each lesson also adopted various reading skills or strategies. They were skimming, scanning, and guessing meaning from context.
When the materials had been designed, the researchers implemented six out of ten lessons of the coursebook. The results were satisfactory. Most students mentioned that the coursebook was related to their field of study. The majority of the students also said that the materials were understandable and interesting. They also said that they were satisfied with the reading materials.
Keywords: Reading materials, ESP, Reading skill
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Meiristiani, Noeris, and Ihda Rosdiana. "ESP Needs Analysis for Syllabus Design in Communication Science Study Program: A Learning-Centred Approach." English Focus: Journal of English Language Education 1, no. 1 (December 5, 2017): 54–59. http://dx.doi.org/10.24905/efj.v1i1.21.
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English subject learnt by students of Communication Science Study Program is, of course, different from English for other study programs. English learning has to be in line with the needs of Communication Science students that are considered from the target needs (necessities, lacks, and wants) and learning needs. This research focuses on the needs analysis by applying learning-centred approach and syllabus outline that will be constructed based on the result of the needs analysis. It is a qualitative research that uses questionnaire and interview as the instruments. There are 30 students as the respondents and 2 lecturers in Communication Science Study Program as the interviewees. The collected data were reduced, displayed, and concluded. The syllabus outline resulted from the need analysis emphasized on speaking skill as expected by the students even though they still have more problems in writing and pronunciation. Therefore, the materials that will be designed based on the students’ need have to pay attention to the activities for speaking performance. In addition, it also has to address the students’ lack by assigning tasks on writing and pronunciation exercises. The learning centered approach allows the syllabus designers to adjust the learning activities that are favorable for the students. Thus, the syllabus outline can be flexibly used to adjust students’ learning needs.
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Putri, Nindya Pradanitra, and Ni Luh Ketut Mas Indrawati. "Literacy Syllabus Evaluation through Needs Analysis of English for Specific Purposes." Humanis 24, no. 2 (May 28, 2020): 117. http://dx.doi.org/10.24843/jh.2020.v24.i02.p02.
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With its unique and progressive approach on education, Green School High School Literacy Syllabus shall be evaluated from an ESP perspective and there is currently no research about it. The aim of this study is to find out what language skills the students think they need and help determine if the existing syllabus at Green School has adequately addressed the needs using qualitative-quantitative methods. Through questionnaires, this study uses Hutchinson-Water's theory of target needs and learning needs. After careful evaluation, the findings suggest that the syllabus has not addressed the Needs sufficiently. Out of 86 subskills, there are only 38 subskills addressed sufficiently. In this context-specific study, there are several implications to be drawn.
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Innocent, DATONDJI Coovi. "Designing an English for Special Purposes (ESP) Course: The Case of Medical Students." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 447. http://dx.doi.org/10.17507/jltr.0803.02.
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This paper is an extract from a syllabus I have conceived and designed to be used by the medical students of the Faculty of Medicine of Porto-Novo, in the Republic of Benin. My objective in writing it is to show student teachers of English as a foreign language some of the aspects and stages that have to be considered when designing a syllabus of this kind, that is, English for Special Purposes. This course is intended for all years’ medical students at the Special Faculty of Medicine at Porto-Novo, in the Republic of Benin, and in any other university, who do not speak English as their mother tongue, but who need to know this language to further their studies abroad for specialization purposes when they finish their schooling in their various countries. Composed of three integrated modules, its purpose is to bring those students to satisfy their language and communication needs. It emphasizes critical thinking and favors the acquisition of the language through the natural route of development as it is learnt by native speakers. This course is grounded on a functional/notional syllabus based on what students need and want to know.
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Suwandi, Edi, and Khoirul Wafa. "Developing English Syllabus for Pharmacy Students." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (December 10, 2020): 426–34. http://dx.doi.org/10.24256/ideas.v8i2.1598.
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Starting with the Hutchinson and Walter (1994:18) that said if ESP is an approach to language learning based on the students’ need. Moreover, knowing the reason for the students learn English is the fundamental reason. As the writer’s experience to teach English in Pharmacy Unugiri Bojonegoro that there was no developed syllabus based on the students’ need but only based on the lecturer’ experience and knowledge. This research was at knowing the students’ need and developing it to English in pharmacy syllabus. The procedures are to break down , to depict the purpose for the syllabus, to choose the syllabus type, to compose the syllabus content, to validate the created syllabus with the expert , to assess and redesign the syllabus. The subject of this study were fifty students of the second semester of the pharmacy program at Unugiri Bojonegoro that consist of 44 female and 6 male students and an English lecturer. Besides that some questioners were given to the students. The result of this study shows that if the students need the topics that related their future career and real life in their environment. The last result for this research is English in Pharmacy syllabus for bachelor students of Pharmacy program at Unugiri Bojonegoro.
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Chovancová, Barbora. "Practicing the Skill of Mediation in English for Legal Purposes." Studies in Logic, Grammar and Rhetoric 53, no. 1 (March 1, 2018): 49–60. http://dx.doi.org/10.2478/slgr-2018-0003.
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Abstract This article deals with mediation in language teaching, focusing on how the practice of mediation – as a specific language skill – can be incorporated in the syllabus. The chapter defines the skill of mediation as an emerging concept in language education, and discusses its potential for effective teaching of English for Specific Purposes in general and English for Legal Purposes in particular. The first part of the text seeks to answer several questions, aiming to determine whether mediation is relevant in the context of legal practice and whether it has a place in an English for Law syllabus. The second part addresses a more practical concern of how the skill of mediation can be practiced by students. The article makes a case for assigning mediation a much more central place in the classroom, giving a number of specific examples of how this soft skill can be developed in the teaching of ESP and ELP.
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Nurhidayat, Nurhidayat. "The Syllabus Design of ESP for The Students of Health Analyst." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (December 26, 2018): 487–95. http://dx.doi.org/10.34050/els-jish.v1i4.5764.
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The research was purpose at finding out the need analysis of English for the Health Analyst students, and also designing the syllabus based on the students need. The research was conducted at Academy Health analyst Muhammadiyah Makassar. This research is descriptive research. Data were analyzed using quantitative and qualitative methods. Information on the needs of students is obtained through the provision of questionnaires and interviews to students, alumni, lecturers and stake holder. The findings based on the data analysis indicate that the students state that they need English for communicative competence, the priority in speaking and reading skill in order able to communication and read materials related their field and the student’s purpose in learning English to support to getting a job in the health service institution. By the students need in this study shows that the students give positive response in the health analyst related topic, grammar items and interesting task, method to be consider in apply suggested syllabus design.
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Inozemtseva, K. M., N. O. Troufanova, and A. K. Krupchenko. "Professional Development Model for ESP Teachers Working at Engineering Universities." Higher Education in Russia 28, no. 1 (March 7, 2019): 147–58. http://dx.doi.org/10.31992/0869-3617-2019-28-1-147-158.
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The article describes application of pedagogical modelling in designing professional development (PD) syllabus for Language for Specific Purposes (LSP) teachers working at Russian engineering universities. The authors consider meaningful factors defining professional requirements for LSP tertiary teachers and view the problems of LSP teachers’ professional development from engineering pedagogy perspective. They substantiate the necessity of developing the Profile of LSP tertiary teachers’ professional competencies as a standard description of qualification requirements for this specialty. The authors analyze the results of LSP teachers’ diagnostics that revealed methodo-logical deficit of the respondents in theory and practice of cross-disciplinary approach to teaching Language for Specific (Engineering) Purposes. The organizational and pedagogical model based on qualification requirements of the above Profile is proposed as the basis of professional development syllabus design, selection of teaching methods and assessment of learning outcomes. The addressees of the above model are tertiary LSP teachers willing to improve their professional competences and cross-disciplinary integrative skills in order to develop foreign language professional communicative competence of engineering students.
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Yulianti Koban, Katarina, and Maria Antonia Lema. "Teachers and Student Difficulties in Teaching ESP for Tourist Department." Udayana Journal of Social Sciences and Humanities (UJoSSH) 4, no. 2 (September 30, 2020): 55. http://dx.doi.org/10.24843/ujossh.2020.v04.i02.p02.
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This study aimed at investigating the difficulties of teaching ESP For Tourism Department. The data where taken from through observation, interview and study documents. Data collected by observation, interview and documentation, tthen, the researcher will write down the results of interviews with the English teacher and students This research shows that Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP.
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Saavedra Sosa, Gladys, and Sergio Nicolás Sánchez Matamoros. "Perceptions of Students and Teachers in an English Course: Reconstructing a Syllabus." Enletawa Journal 14, no. 1 (July 1, 2021): 14–42. http://dx.doi.org/10.19053/2011835x.13067.
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This initial research report aimed to explore the impact on students’ and teachers’ learning and teaching expectations of an English Course containing English for Specific Purposes (ESP), Saber Pro samples, and the use of graded audiobooks by interpreting students and teachers’ perceptions. Data was gathered through a survey and a focus group interview. The initial findings revealed that the current syllabus was designed efficiently in terms of layout, but certain aspects concerning content, language level, methodology, and evaluation needed to be adjusted. The interpretation of this academic community’s perceptions resulted in the reconstruction of the course syllabus.
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Đurović, Tatjana, and Nadežda Silaški. "An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 89–98. http://dx.doi.org/10.2478/rjes-2013-0007.
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Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.
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Djukic, Dusica. "English for special purposes in Serbian vocational high schools from 1996 to 2013." Zbornik Matice srpske za drustvene nauke, no. 152 (2015): 585–95. http://dx.doi.org/10.2298/zmsdn1552585d.
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The processes of globalization, economic cooperation with foreign countries and job opportunities have increased the need for English for Special Purposes (ESP). However, the ESP curriculum is not in accordance with the demand. The curriculum in use before the school year 2013/2014 was outdated, containing little explanations. Although the new curriculum is slightly improved, it still does not comply with the language demands of various professions. The ESP curriculum analysis has revealed that the topics for ESP syllabus are not developed and detailed enough. The reform of high school education has brought a new profession in our educational system - business administrator, with a new subject - business English. The students study ESP with the elements related to other vocational courses. The goal is to increase students? self-esteem when communicating in English language. The new curriculum has enabled the use of authentic teaching material related to the profession, so the teaching process is not simply regarded as vocabulary learning. Creating new professions and reforming the existing ones enables the students to participate in the labor market offering them a great number of possibilities.
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Nur, Muhamad. "PENERAPAN ESP DI PERGURUAN TINGGI UMUM (NON ENGLISH MAJORS) MELALUI PENDEKATAN CONTENT-BASED INSTRUCTION-CBT." MABASAN 12, no. 1 (June 4, 2018): 86–103. http://dx.doi.org/10.26499/mab.v12i1.39.
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Mata Kuliah bahaa Inggris di perguruan tinggi umum (nonEnglish majors) di Indonesia pada umumnya adalah sebagai bagian dari mata kuliah pengembangan kepribadian. (MPK). Kelompok mata kuliah tersebut termasuk dalam kurikulum institusional yang isinya disesuaikan menurut ciri khas perguruan tinggi (PT) yang bersangkutan dengan mengacu kepada Keputusan Menteri Pendidikan Nasional (Kemendiknas) Nomor: 232/U/2000. Karena kurikulumnya disusun secara institusional, maka kurikulum dan silabus mata kuliah tersebut ditengarai tidak selalu mencerminkan ciri khas PT bersangkutan. Ciri khas dalam konteks pembelajaran bahasa Inggris ini hendaknya menerapkan bahasa Inggris untuk tujuan khusus (English for Specific Purposes yang disingkat ESP) dengan pendekatan CBT yang mengintegrasikan bahasa Inggris untuk akademik (English for Academic Purposes yang disingkat EAP) dan bahasa Inggris untuk pekerjaan atau profesi (English for Occupation yang disingkat EOP). Metode penelitian ini adalah bersifat deskriptif kualitatif terhadap data yang diperoleh dengan mengidentifikasi dan mengobservasi kurikulum dan silabus mata kuliah bahasa Inggris yang telah diterapkan sejak tahun 2007 pada delapan PT yang diperoleh secara acakbaik negeri maupun swasta serta jenis PT. Dari sejumlah silabus tersebut, dua diantaranya dilakukan survei langsung karena lokasinya terletak di daerah yang sama dengan PT penulis yang dikatagorikan sebagai data primer. Sedangkan lainnya diperoleh melalui penelusuran internet (online) yang dikatagorikan sebagai data sekunder. Berdasarkan data tersebut menunjukkan bahwa materi pembelajaran termasuk dalam tiga katagori, yakni; (1) English for General Purposes (data: PT-1, PT-2, dan PT-7), (2) English Grammar (data: PT-3, PT-4, dan PT-6), (3) ESP dan English for General (data PT-5, dan PT-8). Dengan demikian, tidak terdapat program studi dari sejumlah PT tersebut yang menerapkan pembelajaran ESP dengan pendekatan CBT pada mata kuliah bahasa Inggris yang mencerminkan ciri khas bidang keilmuannya pada semua PT tersebut.English course at nonEnglish majorsof Higher Education (HE) settings in Indonesia is part of a personal development courses ‘Matakuliah Pengembangan Kepribadian–MPK’. The course is including in the Institutional Curriculum, which its content is based on the related HE typical referring to the National Education Ministry Decree ‘Kepmendiknas’ Number 232/U/2000. Since the institutional curriculum is composed institutionally, so its content was assumed not always represent the related HE typical. The typical of English learning in this context is should applied the English for Specific Purposes (ESP) with CBT approach that integrate the English course for Academic purposes (EAP) related to the field of study and the English for Occupation Purposes (EOP) related to the job or profession in the future. The research method was a qualitatif descriptif which was conducted through identification and observation of the curriculum and syllaby of English course that had been applied since 2007.at eight states and private, and types of the HE that taken randomly. Referring to the collected syllabus, two were taken throughdirectly survey because the location was the same region with the author which categorized as the primer data, and the others cattegorized as the seconder data which were taken through internet access. Based on the data, it is shown that the learning materials of the HE were included into three categories; (1) English for General Purposes (data HE-1, HE-2, andHE-7), (2) English Grammar (data HE-3, HE-4, andHE-6), (3) ESP and English for General (dat HE-5, andHE-8). Therefore, none of the study program was applied the ESP with CBT approah for the English course that representing the field of study at all those of HE.
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Benavent, Gabriela Torregrosa, and Sonsoles Sánchez-Reyes. "Target Situation as a Key Element for ESP (Law Enforcement) Syllabus Design." Procedia - Social and Behavioral Sciences 173 (February 2015): 143–48. http://dx.doi.org/10.1016/j.sbspro.2015.02.044.
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Susana, Kadek Yogi, and Agus Ari Iswara. "Needs Analysis for Informatics Engineering Students as a Basis to Develop Teaching Materials on English for Specific Purposes." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 56–67. http://dx.doi.org/10.22225/jr.5.1.967.56-67.
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This research aims is to find and describe students' needs for ESP and find out students' perceptions of ESP teaching that has been running. This research is a descriptive research with a qualitative approach. The subject of this research was the first semester students of Informatics Engineering of STMIK STIKOM Indonesia. The data collection was done using online questionnaire on google form application. The data obtained were then classified so that the needs of Informatics Engineering students on English learning can be identified and then be described. The results of this research can be used as a reference for subsequent research, namely syllabus planning and the development of teaching materials of ESP. Referring to students awareness of the importance of speaking skill and the also the need of having grammar lessons as basis for their practical competence, it is a task for ESP lecturer to apply teaching strategies which are interesting, motivating and engaging to cover both areas in equal portion.
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Handayaningrum, Nuraeni, and Budi Setiawan. "INVESTIGATING THE ENGLISH SYLLABUS OF ROOM DIVISION DEPARTMENT RELATED TO THE NEEDS OF THE HOTEL INDUSTRIES: A CASE STUDY AT ONE TOURISM INSTITUTE IN BANDUNG." Jurnal Pendidikan Bahasa dan Sastra 13, no. 2 (October 3, 2013): 149. http://dx.doi.org/10.17509/bs_jpbsp.v13i2.287.
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AbstractInvestigating the English Syllabus of Room Division Department Related to the Needs of the Hotel Industries: A Case Study at One Tourism Institute in Bandung. This study investigates what English syllabus needed by the first year students of Room Division Department in one tourism institute in Bandung. In this study, three hotels, 35 fifth semester students of Room Division Department and one English lecturer were involved. The purpose of this study is to find out the Room Division students’ needs in learning English after that to try to propose a new syllabus. The data were collected through questionnaire to the students, interviews with the Front Office Manager of three prestigious hotels in Bandung and one English lecturer. Data from questionnaire and interview were coded and categorized based on the students and hotels’ responses to their needs. The result of this study indicates that there are some shortages of English materials and syllabus that contribute to the students’ performance of English during their job training. Therefore, the writer tries to propose a new syllabus for Room Division Department in this tourism institute.Keywords: ESP, syllabus design, Room Division.Abstrak Investigasi Silabus Bahasa Inggris Divisi Kamar terkait Kebutuhan Industri Perhotelan: Studi Kasus di salah satu Institut Pariwisata di Bandung. Studi ini menginvestigasi silabus Bahasa Inggris yang dibutuhkan oleh mahasiswa tahun pertama program studi Divisi Kamar di salah satu institut pariwisata di Bandung. Studi ini melibatkan 3 hotel, 35 mahasiswa program studi Divisi Kamar semester 5 dan 1 dosen bahasa Inggris. Tujuan dari studi ini adalah untuk mengetahui kebutuhan bahasa Inggris mahasiswa program studi Divisi Kamar dan juga mencoba mengajukan silabus baru. Data diperoleh melalui kuesioner kepada para mahasiswa, interview dengan Front Office Manager dari tiga hotel di Bandung dan satu dosen bahasa Inggris. Data dari kuesioner dan interview dikategorikan berdasarkan respon yang diberikan oleh para mahasiswa dan Front Office Manager. Hasil penelitian yang didapat mengindikasikan adanya kekurangan pada materi dan silabus bahasa Inggris yang turut berkontribusi dalam performa mahasiswa dalam menggunakan bahasa Inggris. Berdasarkan data tersebut, peneliti mengajukan silabus baru untuk program studi Divisi Kamar pada institut pariwisata tersebut.Kata kunci: ESP, rancangan silabus, Divisi Kamar.
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Astika, Gusti. "The Role of Needs Analysis in English for Specific Purposes." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (August 29, 2015): 31. http://dx.doi.org/10.15639/teflinjournal.v10i1/31-47.
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This article discusses the role of needs analysis in ESP. 'reaching ESP should not he considered as a different kind of teaching the language but rather as an approach as it is also based on the commonly held belief of teaching language for communicative purposes. The problems that ESP teachers have are similar to those of teachers of English for general purposes although there are some additional problems that may he beyond methods and pedagogy especially those related to non-linguistic matters. Students' needs are discussed from different angles and the theoretical basis of needs analysis is derived from the ideas of communicative competence proposed by Hymes (1972) and Canale and Swain (1980). Different approaches to needs analysis and its importance are also discussed. Finally, a model of framework for needs analysis as a basis for syllabus design is presented.
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Fadlia, Fadlia, Evi Zulida, Surya Asra, Rahmiati Rahmiati, and Allif Syahputra Bania. "ENGLISH SUBJECT ON ENGLISH FOR SPECIFIC PURPOSES (ESP) IN VOCATIONAL SCHOOLS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (December 28, 2020): 358–67. http://dx.doi.org/10.30743/ll.v4i2.3064.
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This study aimed to analyze the English subject in two vocational schools in Kota Langsa based on English for Specific Purposes (ESP) approach and how it was implemented in the classroom. This study applied a descriptive qualitative method. The two vocational schools involved in the research are Hotel Hospitality Management and Maritime Fishing Vessel Engineering. The data were gained from the teachers and students by conducting observation, interview, Focus Group Discusssion (FGD), and document analysis of syllabus and teaching materials. The data were analyzed by comparing the real condition of teaching-learning process and the ideal condition based on ESP approach. The finding showed that the two schools used General English (GE) frequently rather than ESP on English subject. Despite the common use of GE in these two schools, they had the option to adjust their English subject into ESP standard. One school had the ESP subject called English for Maritime and another school chose Mandarin subject as the option. As a result, the school only had GE for English subject. Thus, the English subject was taught and designed as English for General Purposes rather than English for Specific Purposes.
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Chovancová, Barbora. "Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students." Studies in Logic, Grammar and Rhetoric 38, no. 1 (September 1, 2014): 43–57. http://dx.doi.org/10.2478/slgr-2014-0031.
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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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Setyarini, Maria Christina Eko. "Student Teachers Difficulties in Teaching English to Hotel Staff." Vision: Journal for Language and Foreign Language Learning 7, no. 1 (November 27, 2018): 23. http://dx.doi.org/10.21580/vjv7i12456.
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<p>Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.</p>
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Solovova, E. N. "NEW TENDENCIES IN TEACHING FOREIGN LANGUAGES AT TERTIARY LEVEL." MGIMO Review of International Relations, no. 6(33) (December 28, 2013): 67–71. http://dx.doi.org/10.24833/2071-8160-2013-6-33-67-71.
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The article focuses on the perspectives of FL methodology at tertiary level and the nearest objectives for the system of upgrading professional qualification for the staff members of language chairs. There are some objective problems that universities face in respect to FL teaching that secondary schools don’t. The main problem lies in the lack of transparent and clear-cut system of expectations for the level of language proficiency for graduate students. The number of credits for the FL course at some universities is reducing, while the expectations are growing. It is crucial to develop national curriculum in FL teaching for different universities and departments majoring in Humanities, Arts, Science, Engineering, etc., otherwise it will be difficult to develop realistic syllabi and the system of FL assessment and evaluation In the process of curriculum and syllabus design it seems important to rethink the correlation between possible patterns of language use that are relevant for different target groups: EGP, EAP, ESP. In terms of achieving international academic mobility it is important to design new curriculum according to ECTS, to raise the degree of learners’ autonomy. It means new forms and formats of teacher- student and student-student interaction should be implied for contact hours and the system of independent work on the course. The role of IT and the transparent system of assessment in this respect needs to be predetermined. It is equally important to develop a feasible system of re-training staff members so that they could meet new challenges well equipped.
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Flowerdew, John. "Action, content and identity in applied genre analysis for ESP." Language Teaching 44, no. 4 (December 6, 2010): 516–28. http://dx.doi.org/10.1017/s026144481000042x.
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Genres are staged, structured, communicative events, motivated by various communicative purposes, and performed by members of specific discourse communities (Swales 1990; Bhatia 1993, 2004; Berkenkotter & Huckin 1995). Since its inception, with the two seminal works on the topic by Swales (1990) and Bhatia (1993), genre analysis has taken pride of place in much of the ongoing research in languages for specific purposes (LSP). The goal of much of this research is pedagogic, the understanding being that good genre descriptions can feed into pedagogy in the form of syllabus and materials design. Whereas genre analysis usually focuses on language as action, this paper argues that analysis needs to focus also on content and identity. The discussion sketches out what this might mean in terms of pedagogic application.
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Made Aryawan, Adijaya. "AUTHENTIC MATERIALS FOR BIOLOGY STUDENTS: A NEED ANALYSIS IN ESP TEACHING." Lingua Scientia 24, no. 2 (December 30, 2017): 87. http://dx.doi.org/10.23887/ls.v24i2.18811.
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The present paper is attempting to reveal the students’ need towards the authentic materials in ESP teaching at Biology Department of Ganesha Univeristy. There were 154 students taken as the subjects of the study. The primary data were gained from the responses given by the respondents through questionnaire, while the secondary data were taken from documents study on the curriculum, and syllabus of ESP, and interview in order to get the justification and clarification towards some selection on the questionnaire. The data show that the students need authentic materials such as newspaper article, scientific journal, international papers, internet, technical documents, manual, textbook, and grammar textbook. In spite of the authenticity, it is considered to able to promote students’ motivation and bridging the gap between the classroom situation and real life purposes.
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Najmaddin, Shler Mohammed Ali, and Shilan Ali Hama Sur. "Needs Analysis as a Measure for the Accuracy of ESP Syllabus Courses in Kurdistan Technical Institutes, Department of Administration as a Case Study." Journal of University of Human Development 5, no. 3 (August 1, 2019): 150. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp150-155.
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ESP courses are used in all Higher Education institutions in Kurdistan/Iraq. These courses are supposed to provide students with both awareness and skills to handle communication in English in the target subjects. This paper addresses the effect and shortcomings of “Administrative Reading in English’, an ESP course taught in Kurdistan Technical Institutes. The paper examines the extent to which these courses fit the needs of Kurdish students; and whether the curricula of the course reflect the characteristics of a systematic standard ESP course. Data was collected through a questionnaire distributed to three different student groups and interviews were conducted with instructors. The data is used to identify the drawbacks of the course material; and investigate the relevance of the teaching methods, assessment and the language used, to the level, motivation and needs of the students. The research concludes that a solid curriculum that takes into consideration students’ motivation for learning as well as their receptive and productive learning skills has not been correctly constructed for the courses in general.
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Orang'i, Douglas Ondara. "LISTENING AND SPEAKING SKILLS AS LEARNING AND TARGET NEEDS IN BUSINESS ENGLISH PROGRAM FOR TOUR GUIDE DIPLOMA STUDENTS IN KENYA." JOALL (Journal of Applied Linguistics and Literature) 6, no. 1 (February 3, 2021): 11–31. http://dx.doi.org/10.33369/joall.v6i1.11437.
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Any ESP course design should be hinged on elaborate needs of learners so as to come up with a course that is inclusive. This can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. Needs analysis is an important step in any syllabus design and particularly that which touches on ESP. That notwithstanding, ESP practitioners are ignoring this very paramount step when designing a course. Consequently, this paper looked at the target and language learning needs of tour guide learners pursuing an ESP course in Kenya from the students’ perspective, teachers’ perceptions and employers’ perceptions as far as the ESP course offered to learners is concerned. This paper focuses on listening and speaking skills. The paper based its theoretical framework on Munbian (1978) Approach and Learning Centered Approach by Hutchinson and Waters (1987). A descriptive research design is adopted in the study. The data analysed in this paper is got from Orang’i (2013). This paper is an attempt to show that learners can very ably articulate their needs and that teachers too can give their perceptions on learners’ needs thanks to their experience in the field. Equally, employers as has been seen in this paper also have a say on the ESP courses offered to learners. It is shown that needs analysis is an important stage in needs analysis that should not be overlooked and when it is conducted, it should involve all the stakeholders in order to come up with needs that are encompassing.
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Nováková, Iveta. "Analysis of ESP in the Context of Rapid Border Teams." Internal Security 10, no. 1 (November 27, 2018): 243–59. http://dx.doi.org/10.5604/01.3001.0012.7524.
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The study outlines current migration situation which has contributed to the establishment of rapid border teams in EU member states. In the theoretical part, the author identifies key migration terms along with ESP (English for Specific Purposes) for the needs of newly created police unit. The practical part analyses Regulation of the Ministry of Interior of the Slovak Republic on Foreign Police Unit No. 37/2017 and a new Regulation (EU) 2016/1624 of the European Parliament and of the Council of 14 September 2016 on the European Border and Coast Guard. On the basis of an international research carried out at the Academy of the Police Force in Bratislava “Language Modules for Selected Police Services” (No. 165) the author identifies the language content syllabus for specific language training of rapid border teams to be deployed in Frontex joint operations.
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Djaileb, Dr Farida. "Challenges of Teaching English for specific purposes in Algeria :the case of English in medicine." International Journal of Social Sciences and Humanities Invention 5, no. 11 (November 20, 2018): 5072–74. http://dx.doi.org/10.18535/ijsshi/v5i11.02.
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This paper investigates the challenges encountered in the teaching of ESP in Algeria, and the main deficiencies encountered by the learners due to inadequate programmes used in the faculty of medicine.Medical students need English for various reasons since today scientific research is based on English.The implementation of such programmes requires a lot of effort and needs the contribution of the administration, the medical staff and both teachers and students.We suggest to offer English courses to students of medicine.Thus , we are trying to design a course directly related to the needs of medic’s students, and at the same time to provide a practical training so that to equip them with the necessary tools to communicate.Thus the main question is the following :What are main difficulties of teaching English for medical purposes ? And what are the problems encountered during both the teaching and the learning process ? In this paper,we will try to answer these questions.The findings reveal that inadequate preparation of the materials used, lack of well-trained teachers of ESP and lack of motivation are the main problems.
Key words : ESP, medicine, needs, authenticity, syllabus,
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Febrijanto, Yoyok, and Sandy Kurniajati. "DEVELOPING ESP NURSING BASED ON COMMUNICATIVE LANGUAGE TEACHING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 2, no. 2 (October 28, 2017): 62. http://dx.doi.org/10.29407/jetar.v2i2.885.
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ESP nursing materials is an important component in the success of educational programs, especially in the field of nursing. The development of English learning is now more emphasis on the authenticity of the material that is contextual activities or work involved, one of which is in nursing profession. Communicative language teaching (CLT) sets principles about the teaching of communicative competence not confined to verbal communication but also includes written communication, consists of four skills especially on ESP nursing based on nursing care (assessment, nursing diagnosis, planning(intervention & implementation, and evaluation) as the main source of objective achievement in teaching learning process. The development method used is adapted from Borg and Gall's model involved 24 students, 1 expert in English education, 2 experts in nursing education, and 1 practitioner of hospital. Researchers developed materials (4 chapters) based needs analysis (students’ need and reviewing existing syllabus) with four language skills. Result of expert validation (materials evaluation based on contents, exercises, communication, and general elements) was very good (average score 3.5) and result of students’ try out to give the decision of the product quality, the average score was 3.2, it meant the materials was acceptable and eligible to be used by the nursing students as autonomous learning. In conclusion, the final product can be used as a model of instructional materials to teach English nursing as ESP materials.
Keywords: ESP Nursing, CLT, Material Development
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Shooshtari, Zohre G., Anahita Bordbar, and Reza Banari. "Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks." Theory and Practice in Language Studies 7, no. 8 (August 1, 2017): 701. http://dx.doi.org/10.17507/tpls.0708.14.
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Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.
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Saientisna, Made Detriasmita. "NEEDS ANALYSIS OF ENGLISH LEARNING FOR STUDENTS OF ECONOMIC DAN BUSINESS UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 7, no. 1 (June 2, 2019): 16. http://dx.doi.org/10.24843/ljlc.2019.v07.i01.p04.
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To face the Asian Economic Community, active mastery of English is very important so that people can compete with good workers from their own area or workers from other Asian countries. This study aims to find out (1) whether the problems faced by the students of the Faculty of Economics, Udayana University in learning English and (2) whether the English language needs needed by economic students at the Faculty of Economics and Business, Udayana University to design the correct syllabus and effective in teaching English. Analysis of English language needs is done by giving questionnaires to students for their answers, those questions concerning the field of English what they are very proficient (speaking, listening, reading and writing) and which areas of English they find difficult to learn, and choose what lessons they think are necessary that have not been provided in the current syllabus. The answers from these students will be analyzed according to the need analysis by Hutchinson and Waters (1994) and Dudley-Evans and St. John (1998). From this research, it is expected that students can improve their English language skills in economics majors and also can design a new syllabus that is more effective in accordance with the needs of students at the Faculty of Economics, Udayana University.
Key words: Needs analysis, english language, english for economic, ESP.
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Raharjo, Didik Hariyadi. "FEASIBILITY TEST OF ENGLISH INSTRUCTIONAL MATERIALS FOR SECRETARIES THROUGH MOODLE." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (August 2, 2020): 109–22. http://dx.doi.org/10.33369/joall.v5i2.10753.
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This research aimed to investigate the feasibility of EFS instructional material developed for ASTRI Budi Luhur students. The research was designed as qualitative and quantitative (mixed) approach. The method used in this study was the Delphi method, and the data were collected through questionnaires and interviews. Quantitative data were analyzed based on eligibility categories while qualitative data were analyzed to draw conclusions. The feasibility of the product of this research was examined by two experts in English for Specific Purposes (ESP) and instructional materials. The result showed that the instructional material was feasible with several improvements. Product feasibility test in this research was carried out three times. Each test was carried out after revising the draft of instructional materials based on input provided by the experts. In the last feasibility test, the experts gave a score of 3.7 for the syllabus and 3.7 for the developed instructional material, indicating that both the syllabus and EFS instructional material developed were very feasible to be applied in EFS learning in ASTRI Budi Luhur Jakarta.
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Pandey, Gopal Prasad. "Unpacking Writing Needs of Nepalese University Students." International Journal of Language and Literary Studies 2, no. 2 (June 25, 2020): 257–69. http://dx.doi.org/10.36892/ijlls.v2i2.275.
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Assessing students’ needs is an integral part of English for specific purposes (ESP) syllabus design. Due to the significance of writing in the English for business specific purposes, there has been increasing interest in ESP studies to assess students’ writing needs. This study aimed at exploring writing needs of Bachelor of Business Studies students of Tribhuvan University (TU), Kathmandu, Nepal. Ninety two Bachelor of Business Studies (BBS) first year students and 10 English teachers of TU took part in this study. Questionnaires served as the main tools for conducting needs analysis (NA). The findings revealed that both the groups of participants (students and teachers) perceived all seven sub-skills of writing as ‘important’. There is consistency between students’ perceptions of importance of subskills of writing and teachers’ perception of importance of the sub-skills. Regarding the perceived competence, teacher participants found their students’ abilities to be “not very good” or even “poor” in the subskills which they considered ‘important’ or ‘very important’. They rated their students at levels lower than the ones students did. Students were rated poor at the following subskills of writing: reports, memos; agendas, notices; instruction booklets; user manuals; company brochures; letters and diaries and messages. Findings indicated that ESP teachers are required to help students learn all the subskills of writing so that they can communicate in the target situations effectively.