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Needs Analysis as a Starting Point for Designinga Syllabus for English Specific Purposes Courses

المصدر: مجلة المترجم
الناشر: جامعة وهران 1 أحمد بن بله - مخبر تعليمية الترجمة وتعدد الألسن
المؤلف الرئيسي: Benzerdjeb, Fazilet Alachaher (Author)
المجلد/العدد: ع31
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2015
الشهر: ديسمبر
الصفحات: 59 - 105
DOI: 10.46314/1704-000-031-018
ISSN: 1112-4679
رقم MD: 1043710
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: AraBase
مواضيع:
السياسة التعليمية | البرامج التعليمية | الوسائل التعليمية | طرق التدريس | اللغة الإنجليزية | مستخلصات الأبحاث
كلمات المؤلف المفتاحية:
Syllabus | English | Courses | Objectives
رابط المحتوى:

الناشر لهذه المادة لم يسمح بإتاحتها.
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245 |a Needs Analysis as a Starting Point for Designinga Syllabus for English Specific Purposes Courses 
260 |b جامعة وهران 1 أحمد بن بله - مخبر تعليمية الترجمة وتعدد الألسن  |c 2015  |g ديسمبر 
300 |a 59 - 105 
336 |a بحوث ومقالات  |b Article 
520 |b English has become a lingua franca in many areas of modern science and technology leading to the growing demand for English for specific purposes courses. As the abbreviation suggests, such courses should cater for very specific needs - those of particular groups of people working in various narrow fields. Most universities who acknowledge this tendency try to equip their students with both knowledge of the subject matter and the skills to cope in the foreign language. Aboubekr Belkaid at the Faculty of Science in Tlemcen at the Technology Department offers applied higher education in six areas: informatics, automatic control systems, construction engineering, production engineering and entrepreneurship, fuel technology, and power engineering. For all students who studied English at school it is a compulsory subject. During the first year, they complete a general English course, which aims at increasing students’ general proficiency in the language in order to prepare them for the subsequent English for specific purposes course. As for the courses’ content, the language teachers are only provided with very broad guidelines and are asked to produce their own syllabi. There are no difficulties with teaching and producing syllabi for general English, as this is exactly what teacher training prepares teachers for. However, as far as ESP courses are concerned, teachers are left to their own devises. The initial impulse in response to such a task is to transfer the list of items from the contents page in one of the course books available in the college library and plan the teaching according to it. This is very convenient and does not require much effort from teachers apart from familiarizing themselves with the subject matter beforehand. However, before applying this approach, teachers should ask themselves the following question: does the use of specialized materials alone constitute ESP teaching? Obviously, in order to answer it it is necessary to define the nature of ESP and the ways in which it is different from general English courses. 
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