| تعداد نشریات | 24 |
| تعداد شمارهها | 859 |
| تعداد مقالات | 7,631 |
| تعداد مشاهده مقاله | 13,515,819 |
| تعداد دریافت فایل اصل مقاله | 11,638,176 |
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 1، دوره 37، شماره 3، دی 2018، صفحه 1-49 اصل مقاله (1.13 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.31601.2610 | ||
| نویسندگان | ||
| Mohammad Amerian1؛ Fahimeh Marefat* 2 | ||
| 1English Language and Literature, Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Associate Professor, Allameh Tabataba'i University | ||
| چکیده | ||
| In a scholarly convention, ESP has bilaterally focused on “academic” and “occupational” arenas leaving the symbiosis between the two almost untouched. The present study, thus, aims to weigh the concordance between what is taught in universities as EAP courses for B.A. students in Business and Economics and what English skills and abilities are, actually, required from them on the job. Altogether, 120 university teachers and 30 business managers were asked for their opinions about the existing curricula from one side and occupation-related English expectations from the graduates from the other. Triangulation of instruments using questionnaire, interview, teacher-assessment, and participant observation was applied. The results narrated not good news: considerable mismatch between the aforementioned arenas (education and occupation) and complete ignorance of oral skills (listening and speaking) in the academia, despite their vital importance at the workplace. The participants mainly emphasized equipping students with various skills required from them at work after their general English proficiency development and empowering EAP teachers with the needed content knowledge to potentially tailor university education and market. Implications of the study can include creating more practical opportunities such as simulated classes based on workshops and on-the-job training (OJT) with cooperation of the professionals in business. The findings can help educational policy-makers shift their focus to the graduates’ professional-future literacy, modify the EAP curricula with regard to real needs of the workplace and contribute to decreasing the gap between academia and labor market. | ||
| کلیدواژهها | ||
| English for Academic Purposes (EAP)؛ English for Occupational Purposes (EOP)؛ Needs analysis؛ Iran؛ workplace | ||
| مراجع | ||
|
Akbari, Z. (2014). Academic English needs of Iranian paramedical students and practitioners: An ESP context. International Journal of Language Learning and Applied Linguistics World, 5(2),274-286.
Aliakbari, M. & Boghayeri, M. (2014).A needs analysis approach to ESP design in Iranian context. Procedia – Social and Behavioral Sciences, 98, 175-181.
Alinezhad, A. & Gholami, J. (2012). English language needs analysis of nursing students and nursing practitioners in Urmia. International Journal of Physical and Social Sciences, 2(7),404-423.
Amerian, M. & Marefat, F. (2019). A Triangulated Study of Professional English Needs of University Graduates in Business and Economics in Today’s Iranian Business Sectors. Applied Research on English Language, 8(2), 227-260.
Atai, M. R. (2002). EAP curriculum planning in Iran: An incoherent educational experience. Journal of Faculty of Letters and Humanities of Teacher Training University, 9, 17-34.
Atai, M. R. & Asadi, S. A. (2013). Assessing academic and professional language needs of Iranian railway engineering students: A triangulated evaluation study. ESP Across Cultures, 10,35-54.
Atai, M. R. & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39, 30-43.
Atai, M. R. & Nejadghanbar, H. (2017). Exploring Iranian EAP teachers’ subject-related critical incidents. Journal of English for Academic Purposes, 29, 43-54.
Atai, M. R. & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of Computer Engineering: Are the courses on track? RELC Journal, 42(3), 305-322.
Atai, M. R. & Tahririan, M. H. (2003).Assessment of the status of ESP in the current Iranian higher educational system. Proceedings of LSP: Communication, Culture, and Knowledge Conference. University of Surrey, Guilford, UK.
Atefi Boroujeni, S. & Moradian Fard, F. (2013). A needs analysis of English for Specific Purposes (ESP) course for adoption of communicative language teaching: A case of Iranian first-year students of educational administration. International Journal of Humanities and Social Science Invention, 2(6), 114-123.
Banegas, D. L. (2018). Learning subject-specific content through ESP in a geography teaching program: An action research story in Argentina. English for Specific Purposes, 50, 1-13.
Basturkmen, H. (1998). Refining procedures: a needs analysis project at Kuwait University. English Teaching Forum 36, (4) 2-9.
Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40, 133-56.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. London: Laurence Erlbaum Associates.
Bhatia, V. & Candlin, C. (2001).Teaching English to meet the needs of business education in Hong Kong. Hong Kong: Center for English language education and communication research.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. NY: The Guilford Press.
Chan, C. (2018). Investigating a research-informed teaching idea: The use of transcripts of authentic workplace talk in the teaching of spoken business English. English for Specific Purposes, 46, 72-89.
Chew, K. (2005). An investigation of the English language skills used by new entrants in banks in Hong Kong. English for Specific Purposes, 24, 423-435.
Cowling, J. D. (2007). Needs analysis: planning a syllabus for a series in intensive workplace courses at a leading Japanese company. English for Specific Purposes, 26, 426-441.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches. London: SAGE Publications.
Crosling, G. & Ward, I. (2002). Oral communication: the workplace needs and uses of business undergraduate employees. English for Specific Purposes, 21(1), 41-57.
Ching Dawning, L. H. (2010). Analysis of the English communication needs and difficulties of journalism undergraduates in Hong Kong (Unpublished master's thesis). City University of Hong Kong, Hong Kong.
Dehnad, A., Bagheradeh, R., Bigdeli, Sh., Hatami, K. & Hosseini, A. F. (2014). Postgraduate ESP curriculum: Reading and writing needs. ActaMedicaIranica, 52(5), 406-410.
Deutch, Y. (2003). Needs analysis for academic legal English courses in Israel: A model of setting priorities. Journal of English for Academic Purposes,2, 125-146.
Dominguez, G. & Edwards Rokowski, P. (2002). Bridging the gap between English for Academic and Occupational Purposes. Journal of ESP World, 2 (1), Retrieved from: http://www.esp-world.info/ESP_list.htm
Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
Dovey, T. (2006). What purposes, specifically? Re-thinking purposes and specificity in the context of the “new vocationalism.” English for Specific Purposes, 25, 387-402.
Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Esfandiari, R. (2015). An investigation into ESAP needs of Iranian BA students of Law. The Journal of Teaching Language Skills, 7, 3, 29-59.
Fard-Kahsani, A., ZahediJahromi, A. H., Javadi, A. & Fallahi, A. M. (2015). Language needs analysis of Iranian undergraduate students of computer engineering: A study of reading skill. Advances in Language and Literary Studies, 6(5),167-182.
Flowerdew, J. & Peacock, M. (Eds.). (2001). Research perspectives on English for academic purposes. Cambridge: CUP.
Flowerdew, L. (2005). Integrating traditional and critical approaches to syllabus design: The what, the how, and the why? Journal of English for Academic Purposes, 4, 135-147.
Flowerdew, L. (2010). Devising and implementing a business proposal module: Constraints and compromises. English for Specific Purposes,29, 108-120.
Hashemi, M. R. & Lamir, A. R. (2011). English for B.Sc. Students of physical education in Iran: A study of English needs and effectiveness of ESP textbooks. English Language and Literature Studies1, 2,14-24.
Hashemi, A. & Radmehr, Z. (2015). A survey on the Iranian medicine students’ needs analysis. International Journal of Language and Applied Linguistics, 1(4),61-65.
Hejazi, S. Y. (2013). Assessment of academic English needs of Iranian postgraduate psychology students (Unpublished master's thesis). Khwarazmi University, Tehran.
Hutchinson, T. & Waters, A. (1987). English for specific purposes. London: Oxford University Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. London: Routledge.
Hymes, D. H. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). London: Penguin.
International Standard Classification of Occupations in 2012 (ISCO-08), International Labor Organization, retrieved from: https://www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/@publ/documents/publication/wcms_172572.pdf
Karimi, L., Sadeghi, B., BehnamNia, F., Esmaeeli-Salumahaleh, A., Mirzaei, Kh. & Farokhzadi, A. (2013). Agricultural extension and rural development ESP textbook evaluation in Bu Ali Sina University, Iran. English Linguistics Research, 2(1),113-127.
Kim, D. (2008). English for occupational purposes. London: Continuum.
Kucherenko, S. N. (2013). An integrated view of EOP and EAP. The Journal of Teaching English for Specific and Academic Purposes, 1, 3-9.
Lea, M. R. & Street, B. V. (2006). The "academic literacies" model: Theory and applications. Theory into Practice, 45(4), 368–377.
Lehtonen, T. & Karjalainen, S. (2008). University graduates’ workplace language needs as perceived by employers. System, 36, 492-503.
Lepetit, D. & Cichocki, W. (2002). Teaching languages to future health professionals: a needs assessment study. The Modern Language Journal, 86 (3), 384-396.
List of majors officially assigned by the Higher Education Development Council of Iran’s Ministry of Science, Research and Technology (2016). Retrieved from: https://prog.msrt.ir/fa
Long, M. H. (2005). Second language needs analysis. Cambridge, UK: Cambridge University Press.
Mahadavi Zafarghandi, A., KhaliliSabet, M., & ShahroudiLomar, S. (2015). Developing an ESP needs profile of Iranian students of Business Administration. International Journal of Research Studies in Language Learning, 3(5), 3-18.
Mazdayasna, G. & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery, Journal of English for Academic Purposes, 7, 277-289.
McDonough, J. & Shaw, C. (2003). Materials and Methods in ELT: A teacher's guide. Oxford: Blackwell.
McLaughlin, E. & Parkinson, J. (2018).‘We learn as we go’: How acquisition of a technical vocabulary is supported during vocational training. English for Specific Purposes, 50, 14-27.
National Statement on Ethical Conduct in Human Research; NHMRC (2018). Retrieved from: https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018.
Noori, M. & Mazdayasna, G. (2014). A triangulated study of target situation needs of Iranian undergraduate students of English language and literature. Procedia – Social and Behavioral Sciences, 98, 1374-1379.
Paltridge, B. & Starfield, S. (2013). The Handbook of English for Specific Purposes. UK: John Wiley.
Pattanapichet, F. (2009). Development of a Competency-based English Oral Communication Course for Undergraduate Public Relations Students. ESP World, 4 (25), 1-46. Retrieved from: http://www.esp-world.info/Articles_25/the_competency-based_English_oral_communication_course_for_PR_students.doc
Richards, J. C. & Schmidt, R. (2010).Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education).
Rostami, F. & Mahdavi Zafarghandi, A. (2014). EAP needs analysis in Iran: The case of university students in chemistry department. Journal of Language Teaching and Research, 5(4),924-934.
Spence, P. & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for Specific Purposes, 32,97-109.
Shamsabadi, R. & Eslami Rasekh, A. (2014). Needs analysis of Iranian EAP students of dentistry: The case of students of Medical University of Isfahan. English Language Teaching, 1(1), 36-44.
Swales, J. M. (1971). Writing scientific English. London: Thomas Nelson.
Taillefer, G. F. (2007). The professional language needs of economic graduates: Assessment and perspectives in the French context. English for Specific Purposes, 26, 135-155.
Tashakkori, A., Teddlie, Ch. & Sines, M. C. (2015). ‘Utilizing mixed methods in psychological research’. In Weiner, I. B., Schinka, J. A. &Velicer, W. F. (Eds.), Handbook of Psychology, VII: Research methods in psychology (pp.428-450). NJ: John Wiley.
Van Ek, J. A. (1975). The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults.Systems Development in Adult Language Learning. Strasbourg: Council of Europe.
Wong, K. & Wu, L. (1998). English Language needs analysis. Hong Kong: Hong Kong University of Science and Technology, Language Center.
Yaghoubi Nezhad, H., Atarodi, I. & Khalili, M. (2013). A checklist-based evaluative and comparative study of ESP books: The case of mechanical engineering. Journal of Foreign Language Teaching and Translation Studies, 2(2),50-69.
Zareian, Gh. & Pourfard, M. (2015). A needs analysis of postgraduate ESP students majoring in hospitality management in Iran. Journal of Studies in Education, 5(2),75-90. | ||
|
آمار تعداد مشاهده مقاله: 1,117 تعداد دریافت فایل اصل مقاله: 1,168 |
||