ASSIGNMENT SUBMISSION AND ASSESSMENT ________________________________________________________________________ HBET4703 ENGLISH FOR SPECIFIC PURPOSES (ESP) JANUARY 2014

AIDA ALYA BINTI AZZUHRI 830311-08-5252-001 ONLINE LEARNER PETALING JAYA 0192195673 aidaalya83@yahoo.com ________________________________________________________________________

PART I a)

INTRODUCTION. ESP practitioners have almost always understood needs as being in constant change in respect of the target they identify (e.g. Richterich & Chancerel, 1978), or as iterative, in other words. English is an international language, spoken in many countries both as a native and as a second or foreign language. It is taught in the schools in almost every country on this earth. It is a living and vibrant language spoken by over 300 million people as their native language. Millions more speak it as an additional language. English is learned everywhere because people have found out that knowledge of English is a passport for better career, better pay, advanced knowledge, and for communication with the entire world. English is also learned for the literature it possesses, and for the variety and rich experience it provides. English has replaced French as the language of diplomacy. In this computer age, English is bound to expand its domains of use everywhere. Everyone wants to appropriate English as their own.

In the scope of ESL, especially in Malaysia, we need to understand the needs of the target audience. English, as a whole is a very complex language, and like any other language, the frequency of usage (read/write/speak) then only can one become fluent. However, it is unpractical if we were to ask an engineer, who has a medium level of English usage to learn the whole lot of English just like those that are in school, considering the in depth of the English language that is used in Engineering articles. We can however help the Engineer is to apply English for a specific purpose, and that is to understand the language of his nature of job. There are terms that he is already familiar with. This is due to English being the lingua-franca and used in educational journals and books. There are mechanical terms or equipment that cant even be translated in Malay. Due to this, the engineer will not have issues on understanding the article because he is already familiar with the technical terms of the nature of his job. From the example given above, it is very obvious that practicality plays a major role in ESP.

THEORIES AND METHODS TO IMPLEMENT ESP

ESP makes use of the methodology of other content subjects. This is the strength of ESP methodology that integrates language learning approaches and subject learning approaches. Widdowson (1983) wrote ESP (or ought logically to be) integrally linked with areas of activity (academic, vocational, professional) which represent the learners aspirations (pp. 108- 9). For instance ESP uses case studies, project work and tasks. Furthermore, a typical ESP class uses video discs, CD-ROM, the internet, e-mail and Computer Aided Language Learning (CALL). Role play, real play and simulation play have a key role in an ESP classroom. Content Based Instruction and Task Based Instruction are very useful in ESP classrooms. ESP teachers make use of learners specific subject knowledge, which makes classroom interaction and methods different from General English. A good ESP teacher will try to minimize the negative effects of the learners' emotional reactions to learning and will instead try to boost the positive emotions by using the following strategies:

i.

Use pair work and group work to minimize the stress of speaking in front of the

class, for example, pyramid discussion; ii. Structure the task, i.e. introduce the task, remove hurdles, give clear instruction, concept checking, demonstrating the task, run the activity, close the activity and give feedback; iii. Give time to think and do, listen to the learners, ask questions, give enough time to think and answer, allow them to complete; iv. Emphasis on the process rather than the product as the correct answer is not the most important issue but getting the answer is important; vi) Include fun, variations, varieties; vii)Avoid monotonous and mechanical teaching.

b)

THE IMPORTANCE OF NEEDS ANALYSIS IN THE PLANNING AND TEACHING OF ESP.

The discussions of the importance of needs analysis focus on its roles as a starting point or a guide for course design, syllabus design, materials selection, assessment or even classroom activities. Berwick (1989) says that needs assessment is important for decision planners to design the course. Assessment of a course needs involvement of learners Changes concerning learner needs may have to be made during the course with consultation of the learners. Hawkey (1980) says that needs analysis is a tool for course designer. Thispresupposes a "language training situation with reasonably specific occupational or educational objectives involving a reasonably homogeneous group of learners" (p.81). Given the information about learner needs a course designer will be able to produce a specification of language skills, functions, and forms as required in the learner needs profile. McDonough (1984) states that the language needs of the learner should be the bases for course development. He says, "information on his or her language needs will help in drawing up a profile to establish coherent objectives, and take subsequent decisions on course content " (p.29). Riddell (1991) points to the crucial role that needs analysis plays in syllabus and course design. As he puts it, "...through it [needs analysis] the course designer becomes equipped to match up the content of the program with the requirements of the student body [what learners need]" (p.75). With reference to the third world context, he considers teaching materials as an important factor. Teachers can use published materials, adapt or write in house materials. Whatever option is taken, the assessment of student needs has to be taken into consideration (p.75). Bowers (1980) notes the importance of needs as a guide in syllabus de- velopment, materials and examination. The importance of needs is quoted in Clark (1978), who says that, "The first step in any language teaching project must surely be to design a syllabus that will reflect the language needs and wishes of the learner concerned, and that will accord with a responsible theory of language learning" (p.67 in Bowers). According to Jordan (1997), needs analysis should be the starting point for devising syllabus, course materials and classroom activities (p.22). In Shutz and Derwing (1981), needs analysis is considered as the first step that any course planner should take. They quote Palmer and McKay (1978:3) who say that, "Many well-intentioned language 4

programs ... have foundered because either no consideration was given to the actual use the learner intended to make of the language or because the list of uses drawn up by the course designer was based on imagination rather than an objective assessment of the learner's situation, and proved to be inaccurate and in many cases entirely inappropriate to his real needs" (p.30 in Schutz and Derwing). Recognizing that language problems can also be traced through sociological context, Schutz and Derwing agree that, "...a detailed analysis of the situations of language use is a pre-requisite even to the selection of the particular linguistic forms or structures that ought to be taught" (p.31). Brindley (1980) argues that objective needs should be used as a starting point in course design. He says, "If instruction is to be centered on the learners and relevant to their purposes, then information about their current and desired interaction patterns and their perceived difficulties is clearly helpful in establishing program goals which in turn can be translated into learning objectives" (p.64). He further states that needs analysis is essential in two different ways; (I ) as a guide in setting broad goals, and (2) as a guide in the learning process. The importance of needs is also recognized in the learner-centered language teaching. In this system. the learner and the teacher need to continuously share information as to what the learner wants or needs to study during the course. Needs analysis should be carried out throughout the course in order to adjust the learning objectives as the need arises. In other words, feedback from the learner can be used as bases for modifying learning objectives. Savage and Storer (1992) discusses the role that learners can have in the process of needs assessment. Learners can contribute substantially to the course if they are actively involved at all stages of the course design; at the initial, during, and final stages of course evaluation. Questionnaires and interviews are two commonly used instruments for needs analysis. Ciiiistisou and Krahnke (1986) belicvc that students' own experience can be used as a basis for planning teaching program and curriculum design. They observe that much of what is taught is based on the teacher's beliefs rather than facts (p.63). Christison and Krahnke use structured questionnaire to find out the students' language learning experience during the pro-gram. The questionnaire covers language skills area, out-of-class language experience. aspects of the language program and opinions about their language teachers. Clowes (1994) analyzes language needs of industry. He interviewed people working in the industry to find out their perception of needs (what is the need and what are the reasons for it) and language use (which people in business will be using languages and for what purposes). Howell's (1995) study on students' needs and expectations of Chinese language learning reveals some interesting results. His study uses 5

questionnaire and interview techniques to find out what the students need during the program, what aspects of the program that need improvements and views on how well the program prepares the students to enter business or employment in general. He assumes that "students' views can provide valuable information for reviewing of developing effective strategies for learning and teaching ..." (p.22). Jordan (1993) studies language learning difficulties experienced by over-seas students in Britain. He uses questionnaire which covers students' language learning experience in their own countries, expectations during the language course in Britain and difficulties they experience during the course.' Schutz and Derwing (1981) use questionnaire to find out students' characteristics, previous English language learning experience, motivations, attitudes and relevance of the program to future job.

CONCLUSION

Needs-analysis should be seen as an indispensable aspect of ESP syllabus design in order to link the present students' academic needs with their needs in their prospective employment. Needs-analysis involves not only the students but also all parties in the educational system and relevant user institutions that ultimately employ students. The literature in this field abounds with models and approaches of needs- analysis and they should be reviewed and selected on the basis of contexts and conditions of teaching and learning in Malaysia.

PART II For this part of the assignment, you need to read and understand Holme and Chalauisaengs (2006) concept of Participatory Appraisal (PA) as explained in 4. Objectives of the study and the attraction of PRA (pp.407-409) and complete the following tasks.

a) Do you think it is a good idea to let learners take over the role of ESP practitioners as needs analyst?

Ironically, although many 'General English' teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, many so-called ESP teachers are using an approach furthest from that described above. Coming from a background unrelated to the discipline in which they are asked to teach, ESP teachers are usually unable to rely on personal experiences when evaluating materials and considering course goals. At the university level in particular, they are also unable to rely on the views of the learners, who tend not to know what English abilities are required by the profession they hope to enter. The result is that many ESP teachers become slaves to the published textbooks available, and worse, when there are no textbooks available for a particular discipline, resolve to teaching from textbooks which may be quite unsuitable. Dudley Evans describes the true ESP teacher or ESP Practitioner (Swales, 1988) as needing to perform five different roles. These are ;

1) Teacher, 2) Collaborator, 3) Course designer and materials provider, 4) Researcher and 5) Evaluator.

The first role as 'teacher' is synonymous with that of the 'General English' teacher. It is in the performing of the other four roles that differences between the two emerge. In order to meet the specific needs of the learners and adopt the methodology and activities of the target discipline, the ESP Practitioner must first work closely with field specialists.

From the above, I concluded that Learners can take the role of a teacher in ESP environment as long as all of the above are successfully applied.

b)

The most important difference lies in the learners and their purposes for learning English. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area that is important to the students . .

ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.

As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation. The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster. The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since

their interest in their field will motivate them to interact with speakers and texts.ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.

THE RESPONSIBILITY OF THE TEACHER

A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching. As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.

ORGANIZING COURSES You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.

SETTING GOALS AND OBJECTIVES You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students' potential is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation.

CREATING A LEARNING ENVIRONMENT

Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or 9

misunderstanding back at them through your replies. Good language learners are also great risk-takers , since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That s why the teacher should create an atmosphere in the language classroom which supports the students. Learners must be selfconfident in order to communicate, and you have the responsibility to help build the learner's confidence.

EVALUATING STUDENTS

The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.

THE RESPONSIBILITY OF THE STUDENT What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.

INTEREST FOR LEARNING

People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes. The ESP student is particularly well disposed to focus on meaning in the subjectmatter field. In ESP, English should be presented not as a subject to be learned in isolation 10

from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.

SUBJECT-CONTENT KNOWLEDGE

Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English. LEARNING STRATEGIES

The learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English.

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Cambridge: Cambridge University Press. Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 6378). Cambridge: Cambridge University Press.

Chambers, R. (1994). Participatory rural appraisal (PRA): challenges, potentials and paradigm. World Development, 22(10), 14371457. Chambers, R. (1997). Whose reality counts: putting the last first. London: Intermediate Technology Publications.

Gimenez, J. C. (2001). Ethnographic observation in cross cultural business negotiations between non-native speakers of English: An exploratory study. English for Specific Purposes, 20, 169193.

Gypmantasiri, P., Wiboonpongse, A., Perkasem, B., Craig, I., Rerkasem, K., Ganjanapan, L., et al. (1980). An interdisciplinary perspective of cropping systems in the Chiang Ma Valley: Key questions for research. Multiple Cropping Project, Faculty of Agriculture, Chiang Mai: Chiang Mai University, Thailand.

Jasso-Aguilar, R. (1999). Source, methods and triangulation in needs analysis: a critical perspective in the case study of Waikiki Hotel maids. English for Specific Purposes, 18/1, 2746. Johns, A. M. (1997). Text role and context. Cambridge: Cambridge University Press. Jones, C. (1996). PRA in Central Asia: coping with change. Brighton: Sussex Institute for Development Studies

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Richterich, R., & Chancerel, J. (1978). The needs of adults learning a foreign language. Oxford: Pergamon.

Anthony, L. (1998). Preaching to Cannibals: A Look at Academic Writing in Engineering. Proceedings of the Japan Conference on English for Specific Purposes (forthcoming). Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A multidisciplinary approach. Cambridge University Press.

Hall, D., Hawkey, R., Kenny B., & Storer G. (1986). Patterns of thought in scientific writing: A course in information structuring for engineering students. English for Specific Purposes, 5:147-160.

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