IMPORTANCE OF CONDUCTING NEEDS ANALYSIS TO TEACH ESP STUDENTS
Ключевые слова:
needs analysis, ESP, language proficiency, communicative skills,course syllabus, deductive and inductive approaches, online toolsАннотация
It is significant to mention that during the need analysis of students, data collection is collected by implementing observations, questionnaires, interviews, in order to prove its validation. By the help of this findings, appropriate materials, teaching techniques, topics and course contents were chosen to teach medical students. Considering students’ findings, it can be seen that they have less academic language proficiency; they have to improve more reading and writing skills rather than other skills; they should be taught using more communicative skills as they have lack of these skills for their professional field of area.
Библиографические ссылки
Al-Khatib, M. A. (2005). English in the workplace. An analysis of the communication needs of tourism and banking personnel. Asian EFL Journal, 7(2), 175–195.
Alonso-Tapia, J., & Panadero, E., (2010). Effect on Self-Assessment Scripts on Self-regulation and Learning. Infancia y Aprendizaje, 33(3), 385-397.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. Basingstoke, UK: Palgrave Macmillan.
Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development: designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21(1), 59–79.
Brown, J. D. (1995). The elements of a language curriculum. New York: Heinle & Heinle Publishers.
Brown H.D (1999) Techniques, Textbooks and Technology, Chapter 9
Georgia M. Green. (1989). Pragmatics and natural language understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hyland, K. (2006). English for Academic Purposes. London: Routledge
Nunan, D. (1988). The learner-centered curriculum. Cambridge University Press. Cambridge.
Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle.
Richards, J. C., & Farrell, T. S. (1983). Practice teaching: A reflective approach. Cambridge: Cambridge University Press. New York: Cambridge University Press.
