Until reasonably late ESP is still a new phenomenon in Vietnamm though it dated back from the terminal of the Worlod War II in the universe. Great attempts have been made to develop and set ESP programmes in assorted educational and vocational institues to fulfill the expections of the scholars. Still, ESP classs are by and large merely to supply the scholars with the vocabulary volume and interlingual rendition of proficient texts. This focal point helps scholars get cognition of new constructs, accomplishments and penetrations into the Fieldss relevant to them but barely encourages them to larn better. These consequences in a low linguistic communication result during the learning procedure every bit good as at T he stop of each class
Learners ‘ low motive in these instances by and large oringinates from the fact that most of these classs were designed on the BASIC of unequal consideration on demands ( mark needs or larning demands ) . In fact, many classs ignore the factor of leaners ( for illustration, their involvements, penchants ) , which lead to superficial logical thinking and unsound demands analysis and later brought the class to an unsuccessfully terminal or at best holding fullfilled merely some parts of all the expected purposes.
As an English instructor, I designed an ESP speech production course of study for a category of 5 pupils from 23 – 25 old ages old. My pupils are jouralists who are working for Vietnam Net. Sometimes they use English to roll up intelligence in some foreign web sites. They are at intermediate degrees. They are supposed to work abroad for a twelvemonth as journalists. They are traveling to take a ten-week class. The entire class is supposed to be 90 45-munite periods. They study English to pass on with others when they work abroad. With the progress in information engineering, a great many mention stuffs are available in the market. However, ESP is a really hard industry, which requires syllabus interior decorators to get down from and concentrate chiefly on the demands of a specific aim instead than a general one for which it is easy for the interior decorator to happen a suited text edition.
The course of study will supply the pupils with sufficient preparation in unwritten undertakings they will meet in the future occupation every bit good as betterment on vocabulary, talking accomplishments, linguistic communication maps and familiarisation with subjects related to the occupations of journalist abroad.
The survey aims at planing an ESP speech production course of study for pupils who will work as journalist abroad. Apparently, a close demand analysis is a cardinal factor to the successful course of study design. Thereforce, the survey marks to:
Conduct a needs analysis, i.e. to investihate the mark demands and larning demands relevant to unwritten communicating events in the occupations of journalist abroad.
Propose an ESP speech production course of study for the pupils based on the needs analysis.
Needs analysis theories
2.1.Defination of demands:
The construct of “ demand ” describes “ demands ” as a thing or an ability which is of import to a individual and which he is no good at or does non hold. All the same, Hutchinson and Waters ( English for specific intents – A learning-centered attack, 1987, p.54 ) perceive demands as “ the ability to comprehen and/or green goods lingual characteristics of the mark state of affairs ” . There have been a figure of ways of categorization of demands.
Needs are classified as nonsubjective and subjective demands by Brindley ( 1989, p.65 ) . Besides, Berwick ( 1989, p.55 ) divides needs into perceived and felt demands. Huchinson and Waters divide demands into other groups ( 1987, p.55 ) . They rank demands into two groups: mark demands and larning demands of which mark needs consit of neceesities, deficiencies and wants. Target demands are what the scholars need to make in the mark state of affairs. The analysis of mark demands includes acknowledging the characteristics of mark situatio, viz. the scholars ‘ necessities ( what is English needed for ) ; deficiencies ( what scholars do non cognize ) ; and wants ( wat scholars feel they need ) . The 2nd type of demands, larning demands, is concerned with why scholars take the class, what they seek to accomplish, and what their attitude towards the class is.
2.1.1. Target demands:
Target demands have been characterized by the two expertd Huchinson and Waters ( 1987 ) as “ what the scholars need to make in the mark state of affairs ” . Argreeing that scholars ‘ demands in working good in the mark state of affairs are essntisl to the orientation of any linguistic communication class, they however raise inquiries if scholars are ever able to place their hereafter demands. Thereforce, they suggest transporting out a study of linguistic communication demands of a pre-determined class of scholars by analysing the linguistic communication usage among individual already utilizing linguistic communication in the same field as class of individual concerned. In other words, it would be more realistic if the onjectives of the proposed course of study were compatible with his demands of the linguistic communication usage in a specific field of employment market.
With the purpose of placing mark demands, Huchinson and Walters ( 1987 ) have clearly initiated its three constituents, viz. necessities, deficiencies and wants as follow:
Necessity: what the leaner has to cognize in order to work efficaciously in mark state of affairs.
In this instance, the ESP speech production class for the mark stuants is to develop them to go journalists abroad must happen out the manner these staff usage spoken linguistic communication at their workplace, the manner it is organized, the subjcet they deal with, the mark people of the communicating, the topographic point and the clip the linguistic communication is used.
Lack: The spread between the bing proficiency and the mark proficiently.
In this undertaking, the mark proficiency of the ESP pupils is the proficiency degree of the alumnuss as prescribed in the General Curriculium and as perceived by employers. The scholar ‘s bing proficiency degree is the speech production proficiency degree that the pupils must obtain before they take the ESP speech production class.
Privations: Learners may hold their ain position of their necessities and deficiency and their ain wants, which may conflict with perceptual experiences of class interior decorators, patrons, teachersaˆ¦
In short, it is likely unwise to take an attack merely based on the rule of scholars ‘ engagement while disregarding their wants and positions. Target needs with its three cardinal constituents thereforce should be good treated up to its significance in supplying through input into the development and building of a suited course of study for pupils. In the visible radiation of this treatment, the “ wants ” for this class are what the pupils wish the ESP speech production class to supply them.
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2.1.2. Learning demands:
Approachs to demands analysis:
aˆ¦ ” a needs analysis which focal point on pupils ‘ demands at the terminal of the linguistic communication class can be called mark state of affairs analysis ( TSA ) ”
aˆ¦ ” a present state of affairs analysis ( PSA ) seeks to set up what the pupils are like at the start of the linguistic communication class, look intoing their strength and failing ” .
Robinson ( 1991 )
PSA besides involves “ cardinal variables ” which should be considered before or at the same time with TSA. Thus, Needs Analysis may be seen as a combination of TSA and PSA. There is another term, called LNA = Learning Needs Analysis
Once the interior decorator has answered the inquiry of what is necessary for the leaners to make in the mark state of affairs, he so has to look for the keys for the mystifier what cognition and abilities the scholars will necessitate in order to be able to execute the require grade of competency in the mark state of affairs. In other words, he has to happen out the right manner to acquire to the given finish from the identified going under certain fortunes. It is native to establish a class design merely on the mark aims, merely as it is native to believe that a journey can be planned entirely in footings of the starting point and the finish. The demands, potencies and restraints of the path ( i.e. the learning state of affairs ) must besides be taken into history, if we are traveling to hold any utile analysis of scholars ‘ demands.
The mark state of affairs, therforce, can function as a compass on the journey to give the general waies while the larning state of affairs will assist make up one’s mind on the path harmonizing to the vihicles and ushers avaiable ( i.e. the conditions of larning state of affairs ) , the bing roads within the scholars ‘ head ( i.e. the cognition, accomplishments and startegies ) and the scholars ‘ motive for going.
In position of this literature, the research worker must happen out the grounds mark pupils take the ESP speech production class, the manner they learn i.e. their acquisition penchants and motive toward the class, the description of the mark pupils ( age, societal category, possibility of being provided with occupations, ect. ) and the description of the ESP speech production class ( installations, etc. ) .
2.2. The functions of demands analysis in planing course of study
Needs analysis is a typical characteristic of class designs. Theoretically, cognizing why and what for a group of pupils ‘ demand to larn English should be a cardinal point to see at the beginning of any procedure of linguistic communication class development be it General English of ESP.
Dicussing the topographic point of demands analysis in planing course of study ( Nunan ( 1988, p.47 ) states, “ needs analysis is regarded as the initial procedure for the behavioural aims from which elaborate facets of a course of study such as subjects, maps, constructions of undertakings are drawn ” . The intent of demand designation is to supply input for course of study design, which will determine the content of a langauge-teaching plan. Therefore, it is necessary to understand the charateristics, capablenesss of the mark groups concerned in order to place their linguistic communication demands and choose the aims, content and course of study, which will fulfill them.
In LTL history, there have been a great trade of linguistic communication classs stoping in failure as a consequence of learning non paying attetion to leaners ‘ involvements and disregarding pupils as a beginning of indispensable information. Therefore, demands analysis should be the going in the procedure of planing a course of study. Once being carried out needs analysis will assist warrant the type of demands of a peculiar group of pupils. As the demands analysis specifies the terminal, which the scholars hope to accomplish, the demands analysis consequence will greatly and realistically contribute revelant information to the design of an equal lanaguage course of study.
2.3. Rationale for the attack adopted:
From the above history, it can be seen that needs analysis involves far more than merely placing lingual characteristics of both mark state of affairs and leanring, However, to manage such complexness of demands, Huchinson and Walters ( 1987 ) provided two sinple models which outline the sort of information that the course of study interior decorator needs to garner for an analysis mark demands and larning demands. These models serve in the survey as the guidelines for the procedure of demands designation in this research.
On the fundemental apprehensions about the stuents ‘ mark demands and larning demands, the research worker has proposed on ESP talking syllabus.To look into the mark state of affairs needs, the research must happen out the intents of the class, the manner scholars will utilize linguistic communication in the aget state of affairs, the manner it is organized, the topics the class will cover with, the mark people of the scholars, the topographic point the linguistic communication will be used and the clip it will be used. So I choose larning demands attack. Because if you want to investiage the acquisition demands, the research must happen out the ground scholars take the class, the manner they learn i.e. their acquisition penchants and schemes, and the resources that are available to the class, the scholars themselves and the clip of the class.
Data aggregation methods
There is a strong belief, which is scientifically proved true among research workers that roll uping informations for any research is a combination or triangulation of different methods. It is desirabe to use more than one method of informations aggregation and refer to more than one beginning of information because if merely one method or individual beginning of information is used, so the information collected will perfectly be incompelete or lone represent portion of the truth. In other words, utilizing both multipe methods and assorted beginnings can supply clearer penetration into different degrees of analysis.
Based on the cognition of triangualating informations aggregation methods, I utilized a choice of informations roll uping instruments i.e. semi-constructerd interviewws, questionaires.
The first type of information that needs investiagting was the intents of pupils when speaking category. It was besides the questionaire to arouse their penchants in larning talking English. This information helped the course of study interior decorator further understand the scholars ‘ wonts and involvements in larning talking English to plan suited activities and undertakings for the scholars. The following purpose put into the questionaire was to detect the degree of their motive in leanring speech production and the ground why they were demitivated to see if they sind the right manner to increase or stay their motive in larning talking English. The last intent that the questionaire served was to happen out the pupils ‘ outlook from the class. In other words, what do they desire the class to supply them in the acquisition procedure. Detailss of the type of information in inquiries are described in the below tabular array.
Part
Questions
Types of information
1.
1
Purpose of pupils go toing category
2.
1 – 13
Learning penchants
3.
1 – 4
Feeling and motives
4.
1
Students outlooks of the class.
Decision
In a more and more mutualist universe, the demands for linking with the outside universe are on dramatic addition. Training of beginning of qualified workers working abroad is a more of import scheme than of all time before in any ESP classs in Vietnam. In that context, developing an effectual langauge plan which helps theie English big leagues function good as journalists abroad is one of overpowering instructors ‘ desires, non merely mine.
The strong focal point of this survey is put on a sound needs analysis on the pupils ‘ demand. To obtain the consequences of these demands, the demands analysis was conducted through a series of informations roll uping methods i.e. questionnaires. From this needs analysis, some chief findings were made including typical unwritten undertakings and common job-related subjects. Besides from these findings, the interior decorator identified the pupils ‘ extremely motivated but small confident feelings toward larning speech production, which need particular interventions by the content of the class every bit good as by instructors.
Mentions
Brindley, G. P. ( 1989 ) . The functions of Needs Analysis in Aldult ESL Programme Design. In Johnson ( 297 ) , pp 63-78
Burns, A. , & A ; Joyce, H. ( 1997 ) . Focus on speech production. Sydney: National Centre for English Language Teaching and Research.
Huchinson, T. , and Walters, A. ( 1987 ) . English for Specific Purposes. Cambridge University Press.
Gillham, B. ( 2000 ) Developing Questionnaire. London: Continuum.
Krahnke, K. ( 1987 ) . Approaches to Syllabus Design for Foreign Language Teaching. Washington. DC: Center for Applied Linguistics.
Munby, J. ( 1978 ) . Communicative Syllabus Design. Cambridge: Cambridge University Press.
Nunan, D. ( 2001 ) . Aspects of course of study Design. Retrieved August 15, 2004 from: hypertext transfer protocol: //www3.telus.net/linguisticsissues.htlm.
Robinson, P. C. ( 1991 ) . ESP today: A Practitioner ‘s Guide. Prentice Hall.
Willis, J. ( 1996 ) . A ftamework for Task-based Learning. London: Longman.
