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الرئيسية > ESP in the Algerian Context:>الوصف

ESP in the Algerian Context: Categorization of Learners and Considerations for Course Designers

المصدر: مجلة آفاق للعلوم
الناشر: جامعة زيان عاشور الجلفة
المؤلف الرئيسي: Tiaiba, Imane (Author)
المجلد/العدد: مج8, ع5
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2023
الشهر: ديسمبر
الصفحات: 83 - 99
DOI: 10.37167/1677-008-005-006
ISSN: 2507-7228
رقم MD: 1446432
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, EcoLink, HumanIndex
مواضيع:
تعلم اللغات | اللغة الإنجليزية | الدورات التدريبية | التعليم العالي | الجزائر
كلمات المؤلف المفتاحية:
Course Design | ESP Learners’ Categories | EAP | EMI | Algerian Context
رابط المحتوى:
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المستخلص: In recent years, research on ESP as a learner-centered approach to English as Foreign language (EFL) teaching has gained increasing momentum among Algerian scholars. In this regard, a substantial body of empirical and theoretical studies has been published in the CERIST (Centre de recherche sur l'information scientifique et technique) and ASJP (Algerian Scientific Journals Platform). Most of these studies called for more consideration of the learners' needs when tailoring ESP courses. However, prior work offers no clear practical steps to EFL teachers as major course practitioners and material providers, in order to meet the overall academic and occupational demands of the target learners. Such requirements have significantly grown with the Algerian Ministry of Higher Education and Scientific Research's desire to implement and improve the use of English in tertiary education. Based on a suggested framework for ESP classification, the prime thrust of the current paper is to introduce and critically discuss the main steps involved in syllabus design with reference to the Algerian context, particularly (a) learners’ needs; (b) objectives; and (c) selection of teaching materials and learning activities. For each ESP learners’ category, evidence from the meta-analysis of relevant studies are provided. The study concludes by establishing directions for future research.
ISSN: 2507-7228

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