LANCOMNET
Volume 3, Numéro 3, Pages 20-30
2015-12-31

Teaching And Learning Specific English Language At Ens- Bouzaréah

Authors : Belhouchet Fatma Zohra .

Abstract

The main concerns of ESP have always been, and remain, with needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation.(T, Dudley-Evans et al, 1998) The expansion of English language use in science, technology, and research discoveries, leads to the development of English language as international and to its specificity. According to JC, Richards, 2001 there are scientific English, Business English and technical English. In other words, ESP is designed to meet specified needs of the learner. (Streven in T.Dodley et al, 1998) From the 1960s (T.Dudley-Evans et al, 1998) or 1970s, (C.Richards, 2001) the definitions provided about ESP differ. It was first defined as an approach”by JC. Richards, 2001 and Hutchinson and Waters in T.Dudley-Evans et al, 1998 to respond to • The need to prepare growing numbers of non-English background students who wanted to pursue their studies at American and British universities; • The need to design syllabuses to teach non-English background learners who had mastered general English but needed English to use in specific jobs as doctors, nurses, engineers; • The need to be used for business purposes; • The need of immigrants to deal with job situation. (JC.Richards, 2001) Most of researchers agreed that learners’ needs constitute the primacy in ESP. This characteristic is so important that the syllabuses and courses should develop from needs’ analysis (Robinson, 1991 quoted in T.Dodley, et al, 1998). Needs refer to wants, desires, demands, expectations…. They are described in terms of a linguistic deficiency that is as describing the difference between what the learner can presently do in a language and what he or she should be able to do. (JC. Richards, 2001). Our aim, in this project, is to seek how this specific English related to teaching is translated in the curriculum developed, what content is privileged and what skills are advantaged to acquire this specific English to be able to take and adapt what is appropriate in their classes. We will inquire teachers and learners about the curriculum via questionnaires and interviews to confirm the different data and seek whether they converge or diverge to draw conclusions suggesting possible recommendations.

Keywords

Teaching, Learning, Specific, English, Language, ENS