DEMOCRATIC AND POPULAR REPUBLIC OF ALGERIA

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

UNIVERSITY OF ABDELHAMID IN BADIS – MOSTAGANEM
FACULTY OF FOREIGN LANGUAGES
DEPARTMENT OF ENGLISH LANGUAGE

MASTER

Didactics and Foreign Languages

Evaluating the effectiveness Of The ESP

SyllabUS For The learnerS’ FUTUre careerS
The Case of First Year Master Students in the faculty of
Economics Commerce and Management sciences in Mostaganem

Presented by:

SALLAYE Fatima Zohra

Board of Examiners:

Chair Person: Dr. AOUMEUR Hayet UNIVERSITY OF MOSTAGANEM

Examiner: Dr. BENOSMAN Naziha UNIVERSITY OF MOSTAGANEM

Supervisor: Mrs. BENAOUDA Sihem UNIVERSITY OF MOSTAGANEM

Academic Year: 2019-2020

 Dedications

I dedicate this work to all members of my family for their

constent encouragement.
To my parents for their endless love and continuous
support
I also dedicate it to my friends Djamila, Sarah, Amina,
Houda and Yara for their incredible moral support.

I
 Acknowledgements

I would like to express my sincere gratitude to my teacher and

supervisor Mrs BENAOUDA for her great guidance, support, and the
patience she had shown throughout this work.
Special thanks to the members of jury who were generous enough to
take time to read, evaluate and correct this humble work.
Iam also grateful for EVERYONE who had helped directly or
indirectly in the fulfillment of this dissertation.

II
 Abstract
To design syllabus that meets different needs of different learners in a specific field is a
crucial part in the ESP teaching/learning process. However, there should be a
continuous process of assessment and evaluation to guarantee a successful syllabus that
aims to fit the learners’ requirements to enhance their level. In this context, the current
study aims at investigating whether the designed syllabus meet the learners’ future job’s
requirements. It also aims to discover whether the teacher studies learners’ needs before
designing the syllabus. To carry out this study, the mixed methods approach was
adopted in order to gather both the quantitative and the qualitative data. Two
instruments were used to collect data, the questionnaire and the interview. The
questionnaire was distributed to the students in the faculty of Economics Commerce and
Management sciences in Mostaganem; while, the interview concerned the teacher of the
English module in the same faculty. The obtained results indicated that the syllabus
designed are useful and helpful for the learners’ future careers, but the teacher did not
ask about the learners’ need before designing this syllabus. Thus, this study tried to put
forward few recommendations to improve ESP teaching in this particular field, such as
taking into consideration the learners’ needs to design the syllabus. Also, it suggested
that there should be continuous assessment and evaluation for both benefits the learners
and the English courses’ objetives.
Key Words: English for Specific Purposes, syllabus design, English courses,
assessment and evaluation, English for Economics and Business.

III
 List of Abbreviations

ESP: English for Specific Purposes

ELT: English Language Teaching
EFL: English as a Foreign Language
EAP: English for Academic Purposes
EOP: English for Occupational Purposes
EE: English for Economics
BE: Business English
OED: Oxford English Dictionnary
GE: General English
CLT: Communicative Langugae Teaching
NA: Needs Analysis
CNP: Communicative Need Processor
EST: English for Scientific and Technology
EBE: English for Business and Economic
ESS: English for Social Sciences
EBP: English for Business Purposes
MHESRS: Ministry of Higher Education and Scientific Research

IV
 List of Figures

Figure 1.1 ESP Classification by Professional Areas ………………………… 7

Figure 1.2 Students’ Attitude toward English Language ……………………... 26

Figure 1.3 Importance of English Courses for Future Job ……………………. 28

Figure 1.4 Students’ Satisfaction with the English Courses Arrangement …… 28

Figure 1.5 Skills Neglected in the English Courses …………………………... 29

Figure 1.6 Skills Needed in the English Courses ……………………………... 30

Figure 1.7 Activities in Speaking ……………………………………………... 30

Figure 1.8 Activities in Listening …………………………………………….. 31

Figure 1.9 Activities in Writing ………………………………………………. 32

Figure 1.10 Activities in Reading ……………………………………………… 32

Figure 1.11 Use of Materials …………………………………………………... 33

Figure 1.12 Techniques of Working in the Classroom ………………………… 33

V
 List of Tables

Table 3.1 Learners’ Age ……………………………………………………... 26

Table 3.2 Learners’ Gender ………………………………………………….. 26

Table 3.3 Students’ Level in English ………………………………………… 27

Table 3.4 English Courses Importance ………………………………………. 27

Table 3.5 Learners’ Needs …………………………………………………… 29

VI
 List of Contents
Dedication I

Acknowledgment II

Abstract III

List of abbreviations IV

List of figures V

List of tables VI

List of contents VII

General introduction 01

Chapter One: Assessment and Evaluation in ESP

Introduction 05

1.1 Definition of English for Specific Purposes 05

1.2 Types of ESP 06

1.2.1 Business English versus English for Economics 07

1.3 ESP Teaching Situation in Algeria 08

1.4 Syllabus Design 09

1.4.1 Definition of Syllabus 09

1.4.2 Types of Syllabi 10

1.4.3 ESP Syllabus Design 11

1.4.3.1 Approaches to Syllabus Design 11

1.4.3.2 Syllabus Design Criteria 13

1.5 Assessment and Evaluation 13

1.5.1 Definition of Assessment 13

1.5.2 Types of Assessment 14

1.5.3 Definition of Evaluation 14

1.5.4 Levels of Evaluation 14

Conclusion 15

VII
 Chapter Two: Methodology and Data Collection

Introduction 17

2.1 Research Methodology 17

2.1.1 Setting 18

2.1.2 Population Sample 18

1.2.1 Students 18

1.2.2 Teacher 18

2.2 Data Collection 19

2.3 Data Collection Tools 19

2.3.1 Students’ Questionnaire 19

2.3.2 Teacher’s Interview 22

Conclusion 23

Chpater Three: Data Analysis and Recommendations

Introduction 25

3.1 Data Analysis Process 25

3.1.1 Analysis of Students’ Questionnaire 25

3.1.2 Discussion of the results 34

3.1.3 Analysis of teacher’s Interview 34

3.1.4 Discussion of the results 36

3.2 Suggestions and Recommendations 36

Conclusion 37

General Conclusion 39

Bibliography 42

Appendices

VIII
General Introduction
 General Introduction

General Introduction
It is widely acknowledged that English has dominated the world as an international
language and a medium of communication. English for Specific Purposes (ESP), as a branch
of English Language Teaching (ELT), is witnessing a remarkable attention and growth. It has
become one of the most prominent areas of ELT today. ESP, in its simplest definition, is
considered as the teaching of a specific content for specific group of learners in order to build
up the needed abilities whether for academic studies or professional purposes. Thus,
designing a syllabus that should meet the learners’ needs is a crucial part in the ESP
teaching/learning process.
Algeria fully recognizes the significance of English for effective integration in different
fields such as economics and business. Yet, the process of teaching/learning ESP is
underestimated in various ways. The process of designing syllabus that best fits the different
needs of the learners from different fields is a difficult task for teachers. Additionally, the
process of assessment and evaluation which are vital elements in any ESP syllabus design can
be seen as a complete neglected aspect and rarely taken seriously.
Being an English language learner myself. I have always been curious abut what kind of
English syllabus that the other specialties have especially that of the Economics and Business
field. Moreover, despite the importance of English courses in this field, there are rarely if any
study or research undertaken to investigate the ESP teaching/learning process, or the
evaluation of ESP syllabus designed for the Economics and Business learners in Algeria.
Accordingly, the purpose of the present study is to investigate the status of ESP
teaching and learning in the faculty of Economics Commerce and Management sciences in
Mostaganem, Algeria. It aims to shed light on the ESP syllabus design process and whether
the learners’ needs are reflected in the designed courses. This work also identifies the
learners’ needs in this particular field in terms of content, materials, and classroom
interactions. In addition to that, the study aims to highlight the importance of assessment and
evaluation in ESP.
In the light of the aim stated above, this dissertation tries to answer the following
questions.
* Which approach does the teacher adopt to design the syllabus presented to the students of
Economics Commerce and Management sciences?
* To what extent are the designed syllabi useful for the learners’ future jobs’ requirements?
* Does the teacher ask about the learners’ needs before designing the English courses?
To answer the questions raised above, the hypotheses are proposed as follows:

1
 General Introduction

* First, the approach adopted by the the teacher to design the syllabus is the
communicative approach.
* Second, the syllabus designed are somehow helpful for the learners’ future careers’
requirements.
* Lastly, the teacher does ask about his/her learners’ needs before designing the syllabus.
Thus, the English courses reflect these needs.
As mentioned previously, the present study is conducted in the faculty of Economics
Commerce and Management sciences, in Mostaganem. The mixed methods approach is
adopted where both the quantitative and qualitative methods are used in order to collect
valuable data for this research. Hence, the tools used to carry out this study are the
combination of a questionnaire and interview. The former concerns the students in this field.
While, the latter concerns the English module teacher in this faculty as well. The
questionnaire is translated to Arabic and distributed to the learners. The choice of such tool
for this research is because it is considered as the most appropriate tool to obtain direct
information about the learners’ needs, wants, lacks, and their opinions about the English
courses they have. The interview is addressed to the teacher of English module. It includes a
number of questions that aim to investigate the process of designing the ESP syllabus in this
specific field as well as the approach followed to design the English courses.
As far as the structure of this dissertation is concerned, it is divided into three chapters.
The first one deals with the literature review where the theoretical background about the topic
is tackled. This chapter presents definition of ESP and its types including English for
Economics and Business English. It also sheds light on the ESP syllabus design, types of
syllabi, and the approaches to syllabus design. Lastly, the important part of this work to be
tackled is the process of assessment and evaluation in ESP, and their importance for both the
learners’ improvement and the English courses’ outcomes.
The second chapter is about the practical part of this work. It explains the the research
methodology design and the process of data collection by referring to the choice of methods,
the setting, and the sample selected for this study. It also provides detailed description of both
the tools used to collect data; the questionnaire and the interview. Moreover, it states the aim
of each instrument used.

2
 General Introduction

The third chapter is devoted to the analysis of the data collected for this work. It
represents the analysis of the data collected from both the students’ questionnaire and the
teacher’s interview. It also provides a discussion of the results obtained from both tools.
Additionally, this chapter attempts to propose some suggestions and recommendations to help
the teacher and the faculty itself to improve the teaching of ESP in this field.

3
 Chapter one
Assessment and Evaluation in ESP
Chapter One Assessment and Evaluation in ESP

Introduction
The present chapter aims at investigating the theoretical beckground of the present
study. It starts with some definitions of ESP given by different scholars, followed by types of
ESP. Also, it deals with differences between English for Economics and Business English as
types of ESP. This chapter also highlights the syllabus design; definition of syllabus and its
types; as well as ESP syllabus design alongside with its approaches and criteria. Finally, the
chapter ends with the definition of assessment and evaluation as well as the types of
assessment and levels of evaluation.
1.1 Definition of English for specific purposes
Since the 1960s, English for Specific Purposes (ESP) has been considered as an active
branch of applied linguistics in general, and of teaching English as a foreign language (EFL)
in specific. Despite its undeniable growth and expansion, there is still no unified definition of
what ESP exactly means, instead there are different definitions provided by various linguists.
According to Mackay and Mountford (1987: 02) ‘’ESP is generally used to refer to the
teaching of English for a clearly utilitarian purpose’’. It indicates that English should be
taught to achieve specific language skills and to understand the English related to a specialty
or profession.
Zhang (2013: 72) imports ‘’ESP is a goal oriented and well targeted instruction system,
which stresses the combination of English language learning and specific purposes of
professional learning’’. The ESP content and courses are oriented by the needs of the learners,
and they are to some extent an integration of the subject matter and English language
teaching.
Hutchinson and Waters (1987: 19) maintain that ‘’ESP is an approach to language in
which all decisions as to content and methods as based on learners’ reason for learning’’. ESP
is a discipline to teaching in which the content, methods and materials are based on the
learners’ needs and reasons to learn English.
Anthony (1997: 9-10) argues that
some people described ESP as simply being the
teaching of English for any purpose that could be
specific, others, however, were more precise describing
it as the teaching of English used in academic studies or
the teaching of English for vocational and professional
purpose.

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Chapter One Assessment and Evaluation in ESP

The role of ESP is to help the language learners build up the needed abilities and skills
in order to use them in specific fields of inquiry or workplace.
All the above definitions can be considered as a common core, because they describe
ESP as teaching a specific contents and skills of English to a group of learners who are
willingly aiming at communicating effectively in academic or professional situations.
1.2 Types of ESP
Hutchinson and Waters in 1987 rooted one of the most well-known and useful theories,
regarding English language teaching branches within the ‘’tree of ELT’’, in which they
divided ESP into three types:
 English for Science and Technology (EST),
 English for Business and Economics (EBE),
 English for Social Studies (ESS).
Each type is concerned with specific field of scientific knowledge as technology,
business and economics or the social field in general. Also, each one of these branches is
divided into further sub-branches: English for academic purposes (EAP) and English for
occupational purposes (EOP). An example of EAP in ‘’Business and Economics’’ is ‘’English
for economics’’ and in EOP is ‘’English for secretaries’’, or ‘’English for administration’’.
Moreover, Hutchinson and Waters (1987: 16) note that there is no clear-cut distinction
between EAP and EOP, claiming that ‘’people can work and study simultaneously’’, where
both serve the same end purpose which is employment.
In Dudley-Evans and St John (1998: 6) EAP and EOP have been divided according to
discipline or professional areas:
English for Academic Purposes (EAP): It involves English for Science and
Technology (EST), and English for Management, Finance and Economics.
English for Occupational Purposes (EOP): It includes English for Professional
Purposes (English for Business Purposes (EBP) and English for Vocational Purposes (pre-
vocational English and Vocational English).
This division is clearly presented in the following figure:

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Chapter One Assessment and Evaluation in ESP

English for Specific Purposes

English for Academic English for Professional

Purposes Purposes

English for (Academic)

Science and Technology English for English for Vocational
(EST) Professional Purposes Purposes

English for (Academic) English for Medical Pre-vocational English

Medical Purposes (EMP) Purposes

English for (Academic) Legal English for Business Vocational English

Purposes (ELP) Purposes

English for Management,

Finance and Economics

Figure 1.1 ESP classification by professional area

(Dudley-Evans and St John, 1998, p. 6)

In the figure above, the term EAP refers to the English taught in academic contexts,
such as universities or colleges in order to fulfill a set of academic purposes. Whereas, EOP is
not for academic purposes but rather professional ones relative to administration, medicine
and business and vocational purposes for non-professional in work or pre-work situation.
Thus, a distinction is made between studying the language and the discourse of any given
discipline.
What is worth noticing in the classification is the fact that English for Business
Purposes is placed as a type within EOP, while English for Economics is considered as a type
within EAP. Therefore, a distinction is to be made between the two who have been sometimes
regarded as the same discipline.
1.2.1 Business English versus English for Economics
It is important to highlight the differences and similarities between Business English
(BE) and English for Economics (EE), since they are considered as the same discipline in the
literature. According to the definition given by Oxford English Dictionary (OED) Third
edition, Economics stands for ‘’The branch of knowledge concerned with the production,

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Chapter One Assessment and Evaluation in ESP

consumption, and transfer of wealth’’. On the other hand, Business is defined as ‘’the activity
of making, buying, selling or supplying goods or services for money’’.
The first noteworthy element of distinction is that economics is a scientific descipline,
whereas business is an activity, as outlined by Wells (2011) in an article about what he calls
‘’the art of business and the science of economics’’. He states that ‘’economics concerns
systems and general principles and is therefore a theoretical subject eminently suitable for
academic study in a university, while business is a practical craft that does not belong there’’.
Regardless of the clear distinction between BE and EE, they are to some extent
connected to each other. Giménez Moreno (2010: 44) states that:
Business English feeds on English for
Economics (Academic language) which offers the
necessary theoretical support and explanatory
appartus. On the other hand, it develops into […]:
Commercial English and Financial English
(Professional languages) which put into practice the
theories devised by the science of economics.
Subsequently, the two professional languages of commerce and finance would be
considered as the practical outcome of English for economics, a scientific and academic
language.
1.3 ESP Teaching Situation in Algeria
Algeria is well aware of the significance of English-dominated communication in
development, in simple words, it recognizes English as a factor for economics and intellectual
growth. That is why the Algerian higher Education Ministry (MESRS) has included its
teaching in higher education institutions nationwide. Notwithstunding that, and apart from
being aware of the increasing needs of English for the university students successful
integration in different fields such as: scientific, technology, economics and others, ESP
teaching and learning process has not been taken seriously, and training teachers to teach ESP
could be regarded as an incredibly slow process.
At the university level, English is studied in different curriculum at different
departments all around the country. Apart from the English department where it is the main
subject for almost every module, English is taught as an additional but compulsory module in
other departments. Students from these departments are required to follow ESP courses
depending on their needs and area of research as well.

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Chapter One Assessment and Evaluation in ESP

The ESP teaching situation in Algeria becomes more complicated due to the problems
and ongoing challenges the teacher encounters in the ESP class. These hindrance are listed in
Rakia Bouroumi’s article named ‘’offering the Algerian ESP Issue a Better Opportunity’’ in
2017.
 Low level of interest and lack of motivation that the students show in ESP classes. The
students get absorbed in their specialty courses, which they consider more valuable than the
ESP course. Moreover, the limited class time; one hour and a half session weekly; that causes
very limited learning apportunities and leaves no room for real practice of the language.
 The total absance of ESP training, since in Algeria there exists no institutional or
academic body that train teachers or prepare them to teach ESP. Therefore, the ESP teachers
are not equipped with the specialised technical knowledge.
 Unlike the general English (GE) teachers, the ESP teachers are required to prepare
their own courses and materials since they are not provided with any official syllabi. The ESP
practitioners teachers are left on their own to manage their teaching from scratch (designing a
course) to its implementations and evaluation. Thus, designing a course or preparing a whole
programme for learners is not an easy task, ‘’designing a course that can best serve learners’
interests and needs is an obstacle for many instructors’’ (Maouche, 2016, p. 29).
1.4 Syllabus Design
1.4.1 Definition of Syllabus
Syllabus holds a vital role in the whole teaching/learning process of the English
language in general and of ESP in particular. ESP practitioners are required to design their
own courses/syllabi following specific steps while taking into consideration the learners’
needs and objectives.
Before reviewing what the term ‘’syllabus’’ means, it is more appropriate to
differentiate and clarify the confusion in the literature between ‘’curriculum’’ and
‘’syllabus’’. The distinction between the two terms is clear in what Allen (1984) proposes
‘’clear distinction, …, the curriculum being concerned with planning, implementation,
evaluation, management, and administration of education programmes, and the syllabus
focusing more narrowly on the selection and garding of content’’ ( 61).
On the one hand, curriculum is a broader concept, it includes the entire
teaching/learning process, including materials, equipments, examinations, and the training of
the teachers. Also, it is concerned with objectives and methods as well as content. On the
other hand, syllabus could be seen as the specification of what is to be taught in a language
programme and the order in which it should be taught. In the same track of thoughts, Allen

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Chapter One Assessment and Evaluation in ESP

implies that the syllabus is ‘’that subpart of curriculum which is concerned with the
specification of what units will be taught’’ (Allen, 1984. p 61).
Widdowson (1984: 26) takes an enormous and unspecific view of syllabus and defines
it as ‘’a framework within which activities can be carried out: a teaching device to facilitate
learning’’. It denotes that the syllabus is seen as an instrument that simplify the learning
process by which the teacher or syllabus designer organizes the classroom activities according
to the learners’ needs and objectives after the process of analyzing them.
The syllabus is perceived differently in the goals and functions by the literature because
of the diverse educational approaches. As a result, various types of syllabi are suggested by
the scholars, each is being systematically organized according to a specific language
component.
1.4.2 Types of Syllabi
The linguists have classified six types of syllabi throughout the literature and they are
somehow interrelated to each other; they are as follows:
a) Synthetic and analytic syllabi
Wilkins (1976) who first drew attention to the distinction between synthetic and analytic
syllabuses, he views the synthetic language teaching strategy as the one in which the language
is broken down into items and taught separately and step by step. Here the acquisition is
regarded as a process of collecting these parts until the whole structure of language is built up.
In contrast, analytic syllabuses are organized in terms of purposes where learners are
presented with chunks of language; all kinds of language performances; that are necessary to
meet those purposes. These syllabi aim at developing the learners’ communicative
competences. In the same vein, Basturkmen (2006: 26) proposes that syllabus can be
‘’synthetic’’ in which the language is segmented into discrete linguistic items for presentation
one at a time’’, or ‘’analytic’’ where ‘’the language is presented whole chunks at time without
linguistic controls’’.
b) Product oriented and process oriented
Nunan (1988) demonstrates that product oriented syllabi are those which focus on the
knowledge and skills which the learners will obtain as a result of instruction, while process
oriented syllabi are those which focus on the learning experiences themselves. The product
oriented syllabus is commonly known as the synthetic syllabus and the process oriented
syllabus as analytic syllabus. The product oriented syllabus employs instruction to emphasize
learners learning, it lists a selection of graded items to be learnt. Hence, this type of syllabi
may include: the grammatical, lexical, situational, and notional-functional syllabuses. On the

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Chapter One Assessment and Evaluation in ESP

other hand, the process oriented syllabus focused on the learning process rather than the
learning product. Thence, this type may include: procedural, process, content, and task-based
syllabuses.
c) Type A and type B syllabi
White (1988), from other perspective explains that all the current syllabuses come under
two categories: Type A and type B. While a ‘’type A’’ syllabus equips learners with an
external knowledge of language, the ‘’type B’’ syllabus provides an internal awareness of
language. Also, while type A follows a synthetic approach, the type B follows more analytic
one. Type A syllabus is concerned with what should be learned in the classroom. The
emphasis is only on the subject and content. The teacher is the authority and decides what
items should the learners master and how they will be evaluated. On the contrary, type B
syllabus is more concerned with how the language is learned and how it should be inserted
with learners’ experiences. The emphasis is rather on the learning process itself. The
objectives are decided based upon the needs of learners.
Each one of these syllabi is suitable for a specific context and purpose, and supplies for
specific group of learners with specific needs. Some of these have been used longer and wider
than the others. Practically, any syllabus design has a set of strengths as well as weaknesses.
In this context, Hutchinson and Waters (1987) suggest that taking an eclectic approach in
which only the advantages of each type of syllabi is implemented alongside with trusting the
experience of the teacher is a wise decision when designing a syllabus.
1.4.3 ESP Syllabus Design
Designing an appropriate syllabus that best fits a specific group of learners is not an
easy task to perform especially for an ESP programme. Owing to the diverse needs of the
learners from different fields, there is no official template of syllabi of ESP that could be
followed globally. Hence, it is in most cases the teacher’s responsibility to design his/her own
syllabus that should meet his/her learners’ requirements. Therefore, there are approaches to
syllabus design which mainly underlay the language learning theories as well as a set of
criteria that the syllabus designer needs to follow when making decisions about the selection
and grading of the content.
1.4.3.1 Approaches to Syllabus Design
The approaches to syllabus design are mainly presented as follows: structural-
grammatical, notional-functional, and the communicative approach. Before defining each one,
it is worth mentioning that the two terms ‘’approach’’ and ‘’type’’ of syllabus are used by
linguists interchangeably due to the correlation between their functions.

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Chapter One Assessment and Evaluation in ESP

The structural approach is based on the theory of language which assumes that the
grammatical aspects of language forms are the most basic and useful. In using such approach,
the language has to be broken down into elements and the learner has to master one item
before moving to the next. Wilkin (1976: 2) describes this approach to syllabus design as
follows ‘’in planning the syllabus for such teaching, the global language has been broken
down into an inventory of grammatical structures and into a limited list of lexical items’’.
The notional-functional approach developed as a response to the failure of structural-
grammatical syllabus which focuses on one aspect of language; grammar; wherein there exist
more aspects to language.This approach is closely associated with Communicative Language
Teaching (CLT) which presumes that the language is used as a vehicle for the expression of
functional meaning. According to Nunan (1988: 35) ‘’function maybe described as the
communicative purposes for which we use a language, while notions are the conceptual
meanings (objects, entities, states of affairs, logical relationships, and so on) expressed
through language’’. That is to say that, the notional-functional syllabus does not includes only
the elements of grammar and lexical, but also specific topics, notions and concepts the learner
needs to communicate.
The communicative approach has been developed in reaction to the structural and
notional-functional trends. As the former focused only on grammatical forms and the latter
did not present the communicative nature appropriately. This kind of approach focuses on
providing the learners not only with the linguistic competence, but also with communicative
competence too. Apparently, now, the syllabus is developed with a particular need to use the
language. These needs are determined by a need analysis (NA). Munby (1978) whose
considered as the explorer of the communicative approach investigating the learners’ behavior
using his Communicative Need Processor (CNP).He defines it as ‘’a specific category of
second language participant has specific communicative objectives which are achieved by
controlling particular communicative behaviors’’. It was quite a successful tool in identifying
the needs of the learners, so that, it was applied by a lot of ESP researches thereafter.
A large number of linguists and scholars consider the approaches to syllabus design the
same as the types of syllabus. Thus, it is quite common in the literature to find types of
syllabus treated as an approach to syllabus design or the opposite. Moreover, despite the fact
that the choice of the syllabus is crucial in language learning as well as the approaches
applied, every syllabus need to be developed following certain rules and criteria.

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Chapter One Assessment and Evaluation in ESP

1.4.3.2 Syllabus Design Criteria

According to Harmer (2001: 295) ‘’whatever type it is, every syllabus needs to be
developed on the basis of certain criteria’’. These criteria are supposed to help make decisions
about the selection and graduation of the content, also about what items to include, when and
where it should be included. Harmer puts four criteria to be taken into account by the teacher,
they are as follows:
* Learnability: The teacher should start with easy structures which are best grasped by
the learners, then, he/she moves to more difficult ones as the learners advance through the
syllabus.
* Frequency: The teacher selects items that are used more frequently. Within ESP
context, each field has its own vocabulary and register which should be introduced to the
learners.
* Coverage: There are words and structures that have a larger scope of use than others;
they are used more repeatedly than others; the teacher should teach those words and structure.
* Usefulness: The teacher needs to teach a type of vocabulary that is used depending on
the utility for learners, words that the learners use more often to enhance their linguistic
ability.
As mentioned above, the choice of syllabus is a significant part of the process of
teaching and learning.Therefore,there should be a continuous process of assessment and
questioning the learners’ needs, and the aims and objectives of the teaching/learning process
in order to guarantee a successful ESP syllabus.
1.5 Assessment and Evaluation
Assessment and evaluation are vital elements in any ESP curriculum and syllabus
design. They are the last stages in a curriculum process. The two concept ‘’assessment’’ and
‘’evaluation’’ have been often used interchangeably, but it is worth making the distinction
between the two. According to Nunan (1991: 47) ‘’assessment is a process of collecting
information about what a learner can do in the target language, while program evaluation is a
more general of obtaining a variety of information relating to difficult elements and process,
for decision-making process’’. In other words, assessment reviews the learners’ proficiency in
a language, whereas evaluation is a wider process, it deals much more with the effectiveness
of the learning as a whole.
1.5.1 Definition of Assessment
Black and Wiliam (1998) define assessment broadly to include all activities that
students and teachers undertake to collect information that can be used analytically to adjust

13
Chapter One Assessment and Evaluation in ESP

teaching and learning. In the same respect, Catherine et al (1999) determine assessment as the
systematic collection, review, and use of information about educational programs undertaken
for the purpose of improving students learning and development. In short, assessment could
be considered as the process of collecting information and gathering data about the learners’
progression throughout the courses, these information are analysed to improve the
teaching/learning process.
1.5.2 Types of Assessment
The common types of assessment mainly used are as follows: formative, summative,
and continuous assessment.
* Formative assessment refers to the assessment that aims at providing a feedback on
the learners’ performance to improve learning and enhance understanding (Race etal, 2000). It
is an ongoing process thta takes place as the course is in progress in order to provide valid
information about how well the students are doing (Starkman, 2006).
* Summative assessmentoccurs at the end of a course to sum up the learners’
achievement with grades. Summative assessment techniques generally take the form of
exams, text and assignments to provide information about the overall accomplishment of the
learners and the course as well (Hinett and Knight, 1996).
* Continuous assessment implies the assessment which is integrated into the course and
contributes in some cumulative way to the assessment at the end of the course. It includes a
series of focused tasks and allows the students’ creativity and strengths to be taken into
account (common European Framework of Reference for Language, 2001).
1.5.3 Definition of Evaluation
Unlike assessment which is a process mainly concerned with the learners’performance
and course effectiveness, Evaluation is a broader process which in fact includes the
assessment process itself, evaluation can be applied to the assessment to determine if it is
relevant, reliable and valid. Brown (1995: 217) states that ‘’the heart of a systematic
approach to language curriculum design is evaluation: the part of the model that includes
connects and gives meaning to all other elements’’. Evaluation as the last stage to course
syllabus design, is a fundamental part in the teaching/learning process. It is the formal
determination of the quality, effectiveness or value of a program or a curriculum.
1.5.4 Levels of Evaluation
Hutchinson and Waters (1987: 144) claim that there are two levels of evaluation in ESP,
learners’ assessment and course evaluation and both have similar function in providing
feedback in the ESP.

14
Chapter One Assessment and Evaluation in ESP

Learner assessment is to assess the learner performance at the beginning and the end of
the course (formative/summative assessment). Hutchinson and Waters, to perform learner
assessment, they suggest the use of basic test types, such as: placement, achievement and
proficiency tests. The result of this kind of evaluation equips the institution, teachers, and
learners with valuable information about the level of the learners.
Course evaluation helps to assess whether the course goals and objectives are being met
and doing what it is designed to do or not. Hutchinson and Waters (1987) also recommend
that the following techniques can be used for course evaluation: test results, questionnaire,
discussion, and interviews. The information gathered forms the starting point for any
necessary revision of the course and help in guiding the design of other courses.
Evaluation in general and program/curriculum evaulation in specific are crucial in ESP
because they measure whether the goals of an ESP program have been met and ensure the
program’s constant improvement. Despite its importance, evaluation has been neglected, as
indicated by Macalister and Nation (2010: 12) ‘’It is generally a neglected aspect of
curriculum design’’. The reasons for such negligence of ESP evaluation could refer to the
short duration of ESP courses, difficulties in implementing time-consuming program
evaluation processes (Swan, 1986) and the challanges related to measuring learning transfer
from school to the work place (James, 2010a).
Conclusion
This chapter has set out to present the assessment and evaluation processes in ESP. It
started with different definitions of ESP and its types, moving to the distinction between
Business English and English for Economics. It also highlighted the definition of syllabus, its
types and syllabus design. Finally, it concluded with the two processes of assessment and
evaluation, their definition, types of assessment and levels of evaluation.

15
 Chapter Two
Methodology and Data Collection
Chapter Two Methodology and Data Collection

Introduction
The present chapter tackles the practical part of the research. It provides a description of
the methodology used to conduct this study including the setting, population and the
instruments applied (questionnaire and interview). The chapter explores the students’
questionnaire and the teachers’ interview. They are explained and described in details with
stating the aim of each and the obtained data from both tools will be analysed later within this
work.
2.1 Research Methodology
Research is one of the most important activities students are required to undertake in
higher education in order to answer questions and solve problems. Research is the process that
aims at collecting, analysing, and interpreting information to understand a topic or issue.
However, research does not occur randomly, but it requires following a suitable methodology.
The latter refers to the systematic plan which the research follows to examine and test a topic
or a phenomenon. Thus, research methodology can be defined as a systematic and detailed
study into problems, issues and concerns using scientific methods to find answers and
solutions to problems.
In conducting a research, there are three common approaches: quantitative, qualitative,
and mixed methods approach. Creswell (2009) states that a research approach is plan of action
that gives directions and guidance to conduct a research in a systematic way. Based on the
research objectives, the researcher selects the approach he/she sees as the most suitable one to
conduct his/her study.
The quantitative approach responses to the research questions that requires a numerical
and statistical data. The results of this approach are often presented in tables and graphs.
Unlike the quantitative approach, the qualitative one requires textual and descriptive data.
However, conducting a research following quantitative approach solely or the qualitative one
can lead to gathering small amount of data, or having vague answers which many effect the
collection of data negatively. Therefore, using a mixed methods approach is opted for to
overcome such obstacles. These approach responses to research questions that requires both
numerical and textual data. It combines both methods of collecting data, quantitative and
qualitative methods, from the quantitative and qualitative approaches in one research
framework.
A well conducted research depends on the choice of the appropriate methods and
approaches to investigate the intended study. Thus, the present study adopted the mixed
methods approach where both the quantitative and qualitative methods are applied with the

17
Chapter Two Methodology and Data Collection

purpose of gathering both the statistical and textual information to achieve the objective of
this study.
2.1.1 Setting
The research took place at the university of Abdelhamid Ibn Badis located in
Mostaganem, Algeria; the faculty of Economics Commerce and Management sciences. The
university comprises nine faculties and one institute including the faculty of
Economics/Commerce and Management sciences where the chosen population of this
research dissertation is. This research includes both the ESP teacher and the master one
students in the same faculty as a sample in the academic year 2020/2021.
2.1.2 Population Sample
As far as this research is concerned, and for the purpose of testing the hypotheses stated
previously, a sample was selected for this study. The sample is composed of twenty first year
master students of Economics Commerce and Management sciences who belonge to
Abdelhamid Ibn Badis University. This sample could be seen as a representative of other
students in this faculty. In addition, the teacher of English module in the same faculty is
chosen as a sample as well.
1.2.1 Students
The sample selected for this study comprises the first year master students of
Economics Commerce and Management Sciences in Mostaganem. The number of participants
was not that high due to the COVID-19 circumstances where there was no direct contact with
the students, also, because they were not familiar with the method used to conduct this
research. The participants are 20 students in master one. They had English courses for a year
unlike the licence years where they had English courses for one semester only and the other
semester was for the French language. The reason of dealing with master one in this field is
because they had English courses for a whole year, two semesters, which make it easier to
collect enough data for the research.
1.2.2 Teacher
The objective behind dealing with the teachers is to investigate what procedures and
approaches they follow to design their syllabus and the courses they deliver, also, if they take
into consideration their learners’ needs before designing the syllabus. The sample consist of
one ESP teacher in the faculty of Economics Commerce and Management Sciences.

18
Chapter Two Methodology and Data Collection

2.2 Data Collection

Data collection is a crucial part in conducting a research that seeks answers to a
problem. It is defined as the process that aims at gathering and analysing specific information
to offer solutions to relevant questions and evaluate the answers. The key purpose of
collecting data is to capture quality evidence that allows analysis to lead to the formulation of
credible answers.
As previously mentioned, this study followed the mixed methods approach to collect
specific information to be analysed later in this work. This type of approach applies both the
quantitative and qualitative methods that use different tools to enrich the research findings.
The quantitative methods include mainly the questionnaires and surveys, while the qualitative
ones include the focused groups, observations and interviews.
Subsequently, the present dissertation made use of both the questionnaire and the
interview which are considered as the most common tools used. They were used to increase
the validity and reliability of data. The questionnaire was distributed to the learners in the
faculty of Economics Commerce and Management Sciences with the aim of obtaining
quantitative and qualitative data. The questionnaire consists of questions that require exact
answers, and others are intended to obtain personal opinion and to give the learners an
opportunity to add further explanations or suggestions about the ESP syllabus. The interview
was addressed to the teacher of English in the same faculty with the purpose of getting deeper
information about the process of teaching ESP in this field. The interview consists of
questions that need explanation and description about the intended study. The use of the two
tools; the questionnaire and the interview; in this study would result in obtaining a reliable
and a valuable data to examine the hypotheses proposed and the quality of the research.
2.3 Data Collection Tools
There are various tools and techniques to gather data. These tools are determined largely
by the research questions and objectives. In the present study, the tools are the questionnaire
and the interview. The questionnaire was administrated to the students whereas th interview
was addressed to the English module teacher. The aim of using both tools is to obtain
quantitative and qualitative data about the ESP syllabus taught in the field.
2.3.1 Students’ Questionnaire
Questionnaire is the process of collecting data through an instrument consisting of a
series of questions and prompts to recieve a response from the participants it is administrated
to. The use of questionnaire is opted for getting data because of its facility to obtain
quantitative, statistical and a large amount of data in short period of time.

19
Chapter Two Methodology and Data Collection

The questionnaire was selected as the first tool to collect data for this study. It was
designed to draw an insight about the learners’ needs, lacks, wants and their satisfaction about
the English courses they have. The obtained results would be an evaluation of the English
courses as well as the teachers’ performance.
Description
The questionnaire addressed to learners was written in English and translated to Arabic
language in order to prevent any misunderstanding. It is composed of 12 questions, classified
into three sections and each section covers a specific aspect. The first section is about the
students’ personal information, the second one is about the English language, and the last one
is about the learners’ needs. In this questionnaire, there are different types of questions, the
close-ended questions and open-ended ones. In the close-ended questions, students are asked
to answer yes/no questions or tick some answers from the options, while; the open-ended ones
aim at identifying the reasons for selecting an option rather than the other, or give an
explanation for such choice.
Section One: Students’ information
Students in this section are asked about their age, gender and level. The question about
age was to check if there are students from the classical system who are back to obtain a
Master degree in LMD system for employment purpose, their answers would provide
different information about ESP syllabus. The question about gender is to identify the
differences between the males and females’ views of the English courses.
Section Two: English language (Q1-Q6)
This section of the questionnaire has both the close and open-ended questions; each
question is described in details:
Question one was about the English language. The students were asked if they like the
English language or not. It aims at investigating the students’ attitude towards the language,
their interest and motivation to learn it.
Question two was set to check how the students would rate themselves in English
language. It aims at knowing the students’ feedback on their own performance in English.
Question three was about the importance of the English courses the master one students
have. This question was set to get students’ feedback on the courses and if they are satisfied
with the courses delivered.
Question four was about the importance of the English courses for the students’ future
carreers. They had to choose if the courses are important or not according to their perspective
and explain why they made such choice.

20
Chapter Two Methodology and Data Collection

Question five was set to investigate the students’ satisfaction with the courses their
teacher designed and arranged, also, they had to explain why the English courses arrangement
was satisfying or why it was not.
Question six was about the students’ needs, it was to investigate if the teacher asked
about his/her learners’ needs before starting their courses. Their answers would ensure if the
courses they have reflect their needs, lacks and wants.
Section Three: Learners’ needs (Q7-Q12)
Section three consists of six questions and has both the close and the open-ended
questions; each question is described in details.
Question seven was about the four language skills: speaking, listening, writing and
reading. They had to choose a skill they think it was neglected in their English courses.
Question eight was also about the language skills. It was set to identify which skill
needs to be focused on more in their learning. Their answers would indicate which skill they
think it is important and want to practice it more in the class.
Question nine was about selecting the activities in each skill they think they need and
want to have them in their English courses. They are asked to select from the options
suggested and/or name other activities they want to have.
Question ten was about the materials used in the course (see appendix I). The students
were asked to select the materials they want to study with in English module. There were
different materials suggested to choose from, and the students had the opprtunity to suggest
others.
Question eleven was about the students’ learning style, they were asked to indicate the
way they prefer to work in the class. The qestion presented different ways of working in class
(see Appendix I), and their answers would reflect their learning style.
Question twelve was the last question in the questionnaire. It was devoted to give the
students an opportunity to list a few changes they would like to occur to the English courses
they have. The answers of this section (3) would form a starting point to revise the ESP
courses and guide teachers to design other courses taking into account the learners’ needs.
The questionnaire was administrated to the Economics Commerce and Management
Sciences students from the second week of July till the second week of August. It was sent
online through social media. Since the questionnaire was handed online, the majority of the
participants took so much time to answer because they were not familiar with the
questionnaire, so, they needed time to answer the questions.

21
Chapter Two Methodology and Data Collection

2.3.2 Teacher’s Interview

The interview is a two-person conversation with the aim of collecting relevant
information to satisfy research objectives (Cannel and Kahn, 1968, as cited in Ryan et al,
2009, p. 303). The interview is the most commonly used tool in a research due to its role is
gathering specific information that is pertinent to the study.
There are three main types of interview as indicated by Babbie (2012); the structural,
the semi-structural interview and the unstructured interview. The structured interview is a
verbally administrated questionnaire. It lacks depth but it is highly recommended for speed
and efficiency. The semi-structured interview covers a set of predetermined questions but
other questions can be asked when necessary. It is a flexible tool and leads to generating data.
The last type, the unstructured interview, it is an in-depth interview that allows the researcher
to collect wide range of information since the questions are spontaneous and with no
restriction.
In the present study, the interview was selected as the second tool to gather information
from the teacher of English module in the faculty of Economics Commerce and Management
sciences. The interview submitted to the teacher was done online by the use of social media
due to some obstacles that prevent having a face to face interview. It was conducted with the
purpose of obtaining information about the process of teaching ESP as well as the process of
designing the syllabus. The interview aimed also at revealing the hindrances and the
difficulties that the teachers face in teaching ESP.
Description
The type of interview selected for this study was the structured one which was the most
suitable for gathering efficient and rich data in short period of time. This structured interview
consists of seven questions; each question is described below in details:
Question one was about the number of years the teacher has been teaching ESP in the
field of Economic Commerce and Management sciences. It aims at checking if the years of
experience would influence ESP teaching process and how.
Question two was about the training, it was to investigate if the teacher had any training
to teach ESP. The teacher had to answer with a yes or no and if the answer is yes, he had to
mention for how many years.
Question three was to check what procedures and strategies the teacher undertakes
before starting his courses and while preparing them. It was set to investigate if he asked
about his learners’ needs or not, also, if he decided upon the syllabus type, approach,
materials and so on.

22
Chapter Two Methodology and Data Collection

Question four was about the approach that the teacher followed to design his
courses/syllabus. It was to check which approach he chose to design his courses, and based on
what perspective he believed it was the most reliable one to meet his learners’ needs and
goals.
Question five was to check the teacher’s feedback and assessment of his learners’ level
in English language, and his feedback on his courses and if they helped improve his learners’
level and proficiency in English and explain how.
Question six was set to give the teacher an occasion to list few difficulties he faced in
teaching ESP in the field of Economics Commerce and Management sciences. The teacher’s
answers could be used as a review of ESP teaching problems and trying to find solutions.
Question seven, the last question in the interview, it was set for the teacher to add
comments about the teaching of ESP in the field of Economics Commerce and Management
Sciences. The teacher could list a set of issues that faced him in teaching ESP or changes he
would like to suggest to occur to the courses of ESP.
The interview was done online through social media with ESP teacher of Economics
Commerce and Management Sciences in the third week of August. It was carried out in a
comfortable environment and the teacher was quite cooperative and helpful for this research
data collection.
Conclusion
This chapter was about the methodology of this research and the tools used to collect
data for the present study, with a detailed explanation and description of the instruments
applied (students’ questionnaire and teacher’s interview) that were selected to obtain the
results of this research. The obtained data will be analysed and discussed later in this work in
order to answer the questions proposed in this dissertation.

23
 Chapter Three
Data Analysis and Recommendations
Chapter Three Data Analysis and Recommendations

Introduction
The present chapter is concerned with the analysis and the interpretation of the data
collected from the questionnaire and the interview. The chapter represents the analysis and
discussion of the findings of the stuednts’ questionnaire. Then, the analysis and the discussion
of the teacher’s interview. Finally, the chapter ends with an attempt to provide
recommendations to better the process of designing ESP syllabus in the faculty of Economics
Commerce and Management sciences.
3.1 Data Analysis Process
In order to collect data for this research, two instruments were used; namely the
questionnaire and the interview. The obtained data will be analysed to test the hypotheses
proposed and answer the research questions. The analysis is presented in graphs, tables as
well as qualitative analysis for the open-ended questions. It is important to note that the
analysis covers all the questions since they are linked in way or another to the research
questions and help to answer them.
3.1.1 Analysis of Students’ Questionnaire
This section is devoted to the analysis of the questionnaire which was distributed to the
students in the faculty of Economics Commerce and Management sciences. It was written in
English and translated to Arabic language to help the students understand the questions. The
questionnaire included twelve (12) questions which were explained previously in this work.
However, it is worth mentioning that among the demerits of the questionnaire is that some of
the questions remained unanswered by the participants especially the ones that needed
explanation or justification, this might have influenced the results of this research.
Section One: Students’ Information
Level: Master one of Economics Commerce and Management sciences.
Learners’ age:
The aim of this question is to know the age of the participants. The table below shows
that the respondents’ age ranges between twenty one (21) to twenty five (25). The majority of
them are twenty two (30%), followed by those who are aged twenty five (25%), then those
who are twenty three (20%). Law rate is recorded for the students who are twenty one (10%)
and twenty four (15%). Since the respondents are around the same age, it indicates that they
all belong to the LMD system.

25
Chapter Three Data Analysis and Recommendations

Age 21 22 23 24 25
Respondents 2 6 4 3 5
Percentage 10% 30% 20% 15% 25%
Table 3.1: learners’ age

Gender:
The aim of this question is to know the participants’ gender. The table below shows that
the majority of the participants are females presented with percentage (55%), while the rest of
them are males with percentage (45%).

Gender Male Female

Respondents 9 11
Percentage 45% 55%
Table 3.2: Learners’ gender

Section Two: English Language

Q1: Do you like the English language?
The aim of this question is to know the learners’ attitude toward the English language.
As shown in the figure below, the majority of the respondents (85%) stated that they like the
English language, while the minority (15%) stated that they do not. It indicates that the
majority of students have a positive attitude toward the English language.

15%

Yes
No

85%

Figure 3.2: Student’s Attitude towrd English Language

26
Chapter Three Data Analysis and Recommendations

Q2: How would you describe your level in English?

The aim of this question is to check the level of the respondents in English according to
their description. The table below shows that the majority of the respondents described their
level in English as being average (55%), followed by those who have a good level (25%),
then those who have a weak level in English (20%). Whereas, no student rated him/herself as
having an excellent level in English (0%).

Level Weak Average Good Excellent

Respondents 4 11 5 0
Percentage 20% 55% 25% 0%
Table 3.3: Students’ level in English

Q 3: what do you think of the English courses you had ?

The aim of this question is to investigate the importance of the English courses the
students had in this field. The table below shows that the majority of the learners (65%) said
that the courses are useful, followed by those who stated that it is not useful (25%). Then, the
students who said it is very helpful (10%). It shows that the majority of the students are
satisfied with the English courses that they had so far.

Responses Useless Useful Very useful

Respondents 5 13 2
Percentage 25% 65% 10%
Table 3.4: English courses’ Importance

Q 4: Do you think the English courses you had are important for your future job? Explain
why?
The figure below shows that twelve students from the whole sample stated that the
English courses they had are important for their future careers. They justified their choice by
refering to the status that the English language holds as an international language. On the
other hand, the rest of the respondents stated that English courses are not important for their
future works. They supported their choice by refering to the fact that Algeria uses the french
language in almost every field.

27
Chapter Three Data Analysis and Recommendations

40%
Yes
No
60%

Figure 3.3: Importance of English for Future Job

Q 5: Are you satisfied with the way your teacher arranged the courses and deliver them?
Justify why?
The figure below shows that twelve from twenty students are not satisfied with the
teacher’s way of arranging and delivering the English courses. They expressed their
dissatisfaction by stating the following points: the teacher does not deliver the courses
smoothly, the lessons are neither motivating nor relevant to their field of study, and the
lessons neglect interactions and communication in class. However, the rest of the respondents
who expressed their satisfaction with the English courses, they stated that the teacher
delivered the lessons in a clear, simple and understandable way which motivated them to learn
the language. However, it is worth mentioning that the students are divided into groups and
have different teachers, and and that is the most possible reason for having this split of
opinions concerning teacher’s teaching techniques.

40%
Yes
No
60%

Figure 3.4: Students’ Satisfaction with the English Courses Arrangement

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Chapter Three Data Analysis and Recommendations

Q 6: Were you asked about your needs through a test before starting your courses?
The aim of this question is to know if the teacher asked about his/her learerns’ needs
before designig the English course. The table below confirms that the students were not asked
about their needs, lacks and wants.

Responses Yes No
Respondents 0 20
Percentage 0% 100%
Table 3.5: Learners’ Needs

Section Three: Learners’ Needs

Q 7: Which skill do you think it was neglected in your courses?
The aim of this question is to investigate which skill was neglected the most in the
English courses. The figure below shows that the majority of the students stated that the
speaking skill was neglected in their courses, followed by reading, writing and listening skills
in this order.

5%

15%

Speaking
Reading
Writing
20% 60% Listening

Figure 3.5: Skills Neglected in the English Courses

Q 8: Which skill do you think it should be focused on more?

The aim of this question is to investigate which skill needs to be focused on in the
English courses the students have. The majority of the respondents selected the speaking,
reading, writing, and listening skills in this order. It is cear that the majority of the students
are more interested in practicing the speaking skill in their courses.

29
Chapter Three Data Analysis and Recommendations

5%

15%

Speaking
Reading
Writing
20% 60% Listening

Figure 3.6: Skills Needed in the English Courses

Q 9: Which activity in every skill do you think you need in your lessons?
A. Speaking:
The aim of this question is to investigate which activity in the speaking skill the learners
want to have in their lessons. This figure below shows that eight of the learners want speaking
activities about discussions; six others want activities about presentations. Then, four students
want speaking activities about meeting. Lastly, two students want activities about negotiating.

0%

10%

Discussions
20% 40%
Presentations
Meetings
Negotiating
Other activities

30%

Figure 3.7: Activities in Speaking

30
Chapter Three Data Analysis and Recommendations

B- Listening:
The question aims at knowing the activities that the learners want in listening skill. This
figure below shows that eleven students want listening activities about how to understand
daily conversations, while eight students want activities about how to listen and take notes.
Finally, one student suggested listening to English videos about their field of study as an
activity.

5%

Listening and taking notes

40%
Understand daily
conversation
Other activities
55%

Figure 3.8: Activities in Listening

C- Writing:
The aim of this question is to know the activities that the learners want in the writing
skill. The figure below shows that nine learners stated that they want writing activities about
formal emails and letter, followed by five others who want activities about writing reports;
and five others want writing activities about describing figures and statistics. While one
learner suggested having dictation as an activity in writing.

31
Chapter Three Data Analysis and Recommendations

5%

Writing formal Emails and

letters
25%
Writing Reports
45%

Describing Figures and

Statistics
Other Activities

25%

Figure 3.9: Activities in Writing

D- Reading:
This questions aims at knowing the activities that the learners want in the reading skill.
The figure below shows that half of the respondents want rading activities about preparing for
presentations and meeting; six others want activities of reading articles about statistics. The
rest four learners want activities of reading texts and complaints.

0%

Reading articles about

30% statistics
Reading texts and
complaines
50%
Preparing for presentations
and meetings
Others activities

20%

Figure 3.10: Activities in Reading

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Chapter Three Data Analysis and Recommendations

Q 10: What kind of materials do you want to study with?

The aim of this question is to know the wants of the learners in terms of the lesson
materials. The figure below shows that half of the learners want videos, picture and recorders
as materials in their courses, while the other half want books and hand-outs.

0%

Videos, Recorders and

Pictures
Books and Hand-outs
50% 50%

Other Materials

Figure 3.11: Use of Materials

Q 11: How do you want to work in English classes?

The question aims to know the different ways that the learners want to work in the
classroom. The figure below shows that eight learners prefer pair work; five others want
group work, while five others like a mixture of individual, pair-work and group work in their
lessons. Finally, two students prefer working individually.

13%

31%
Individual
Pair-work
Group work
Mixture of all
6%
50%

Figure 3.12: Techniques of Working in the Classroom

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Chapter Three Data Analysis and Recommendations

Q 12: In your opinion, what changes should occur to the English courses you have? List few.
The aim of this question is to give the learners an opportunity to list few changes and
modifications they would like to happen to the English courses they have. The respondents set
a few changes which are summarised in the following points:
* Devoting more sessions to teach English in order nhance the students’ level.
* Increase the number of assignements, tests, and presentation to develop learners’ speaking
and writing skills.
* Vary the materials in class and teach grammar and pronounciation as well as the
terminology related to Economics Commerce and Management field.
* Change the program that the students in this field have been following, and assign an
English speacialized teachers.
3.1.2 Discussion of the results
Based on the data obtained and analysed from the students’ questionnaire, it is found
that:
 the learners are fully aware of their needs, wha they want to study, and how they want
to study English.
 The learners have a positive attitude toward the English language; and they are willing
to improve their though they have an average to good level in English.
 Despite the fact that the majority of learners are satisfied with the English courses that
their teacher designed, and aware of its importance for their future careers, a large number of
them are not satisfied with the way the teacher deliver thoses courses.
 The learners show interest in practicing the speaking skills and its activities more than
the other skills because they think it is the most needed skill to learn English properly and
use it to communicate effectively in their future work.
 Learners prefer different techniques of interaction in the classroom as well as using
various materials to learn English such as books, handouts, videos and so on.
 It is ensured that the teacher did not ask about his learners’ needs before designing the
courses. Thus, the courses do not reflect the learners’ needs, lacks and wants.
3.1.3 Analysis of Teacher’s Interview
After analysing the students’ questionnaire and discussing its results, this section is
devoted to the analysis of the teachers’ interview. Before moving with the analysis forward, it
is important to note that after having an informal discussion with the participants of this
research and the head of department himself in this faculty, it is confirmed that the teachers
who teach English in this faculty are not ESP teachers, rather subject specialists with an

34
Chapter Three Data Analysis and Recommendations

acceptable level in English. Additionally, this research aimed to interview two or more
English teachers in order to compare their different teaching techniques. However, only one
teacher was willing to collaborate and answer the questions, this might have influenced the
results of this research.
Q 1: Teaching Experience
This question aims to know how long has the teacher been teaching English for the
Economics Commerce and Management students. It is found that he had the experience of
teaching English for four years.
Q 2: Training for ESP teaching
This question aims to know if the teacher had any training to teach ESP. It is confirmed
that he did not have any kind of training in this field of ESP.
Q 3: Process of designing syllabus
The aim of this question is to know what procedures and techniques the teacher have
followed before and after designing the lessons. The teacher stated that before preparing the
lessons, he decides upon the approach to follow according to the domain of research (eg:
economics, commerce..) and his learners’ level. This question also aims to know if the teacher
takes into account his learners’ need before designing the syllabus. However, the teacher said
nothing about the needs of the learner which makes it clear that he did not ask about their
needs before starting the lessons.
Q 4: Approaches to syllabus design
The aim of this question is to know which approach the teacher has followed to design
the syllabus. It is found that the teacher followed the communicative approach to design his
courses. The teacher believes that this approach is the most suitable one to meet his learners’
needs as well as their future job’s requirements.
Q 5: Teacher’s feedback on the lessons and the students level
This question aims to investiagte how the teacher would assess his learners and evaluate
the courses he designed. The teacher strongly believed that the courses he designed have
helped his learners to improve their level in English since he adopted the communicative
approach. He said ‘’I based my lessons on commnication and this helps the students to
discover new words in their domain of research and reuse them’’.
Q 6: Difficulties in teaching ESP
The question aims to investigate what kind of difficulties the teacher faced while
teaching ESP in this field. The teacher stated that the challenges he faced mainly revolves
around the learners. First, the teacher had to translate the lessons into Arabic most of the time

35
Chapter Three Data Analysis and Recommendations

in order to help students understand, which is a time consuming activity and does not help
them improve their level in English. Then, he stated that the students avoid speaking in class
and do not communicate as he described ‘’they feel themselves shy’’. Lastly, the teacher
found that his learners ignore grammar and vocabulary which make it harder to deliver the
courses well, or achieve good results in tests and exams.
Q 7: Additionary comments about teaching ESP
This question aims to give the teacher an opportunity to add any comments about
teaching ESP in this field. The teacher add that teaching English in the field of Economics
Commerce and Management sciences requires taking into considration many procedures, such
as deciding upon the approach; the lesson from grammar, terminology, vocabulary and so on;
also, the activities and materials to teach with.
3.1.4 Discussion of Results
Based on the data obtained from the teachers’ interview above, it is found that:
 The teacher has experience of teaching English for four years without any training.
 The teacher decides upon the approach before designing the syllabus as well as his
learners’ level.
 It is confirmed that the teacher did not ask about the learners’ needs before designing
the courses, because he believes that he knows what they need since he is a subject
specialist.
 The teacher adopts the communicative approach which he thinks is the most suitable
one to meet his learners’ needs and prepar them for their future job. This approach to
syllabus design focuses on providing the learners with linguistic competence as well as the
communicative competence which helps them build the needed skills to communicate
effectively whether in the classroom or in a workplace.
 Despite the fact that the teacher neglects his learners’ needs and as mentioned earlier
that the students are not satisfied with the way the teacher presents his lessons; but, the
lessons are quite useful and helpful for their future careers as it was indicates by the students
responses, and according to the approach followed to design those courses.
 The teacher faces different challenges concerning mainly the students and their
problems, such as focusing on learning and practicing the different aspects of the language.
3.2 Suggestions and Recommendations
Based on the results obtained from both the students’ questionnaire and the teachers’
interview, it is suitable to suggest these recommendations to the ESP teacher in the faculty of

36
Chapter Three Data Analysis and Recommendations

Economics Commerce and Management sciences as well as to the faculty itself to improve
the process of teaching ESP.
 Since the students are aware of their needs and know what they want to study and
how, their needs should be taken into account and analysed before designing the courses.
 Teacher sould design his/her courses where all the skills of the language are tackled
equally while using different materials in the teaching process as well as varying the
techniques of interaction in the classroom.
 The teacher should make a continuous process of evaluating the courses by using
questionnaire, discussions and interviews with his learners or colleagues in order to make
the necessary revision on the lessons. The teacher also should assess his/her learners
constantly using different tests to ensure that his lessons are helping the students improving
their level in English, and meet their needs.
 There should be more sessions devoted to teach English in order to give the students
enough time to practice the language and enhance their level.
 Although the teachers teaching English in this faculty are subject specialists, and they
did a good job so far, ESP teachers are more needed in this faculty in order to improve the
process of teaching ESP.
Conslusion
This last chapter was devoted to analyse the data obtained from the participants of this
research. After analysing the students’ questionnaire and the teachers’ interview as well as
discussing their results, it was found that the syllabus designed by the teacher who is a subject
specialist are quite useful and important for the learners’ future careers. However, the teacher
neglects his learner’s need and did not ask about them before designing the English courses.

37
General Conclusion
 General Conclusion

General Conclusion
In Algeria, English language is gaining more attention and interest nationwide; though,
the ESP teaching and learning process is not showing much growth or development. The ESP
teachers still struggle with designing their own courses that aims to meet their learners’ needs
and improve their levels in English, whereas the university does not provide much of help and
support for those teachers. As a result, learners do not feel motivated enough to learn the
language instead they focus on their specialty courses which they think are more valuable for
their studies.
The current research has focused on three main objectives. The ultimate purpose of this
study was to investigate the degree of usefulness of English syllabus designed for the learners
of Economics Commerce and Management sciences for their future careers. Also, the study
aimed at discovering the approach adopted by the teacher to design the English courses in this
field. Furthermore, it attempted to investigate whether the teacher did ask about the learners’
needs before designing those courses or not.
The present study was composed of three main chapters. The first one tackled the
theoretical part of this study through which much of the talk was about the ESP syllabus
design, the approaches, and the processes of assessment and evaluation in ESP. then, the
second chapter covered the explanation of the research methodology and data collection. It
also provided a full description of the two Instruments used to collect data for this research;
the questionnaire and the interview. Lastly, the third chapter was devoted to the analysis and
interpretation of the data obtained. It ended with proposing some suggestions and
recommendations.
Based on the analysis of the data gathered, it was found that the ESP syllabus designed
for the learners are quite useful and helpful for their future jobs’ requirements, and the
learners are to some extent satisfied with them, although they are quite unsatisfied with this
teaching techniques. It was also found that the teacher has adopted the communicative
approach to design the English course which he believed it was the most suitable one to meet
the learners’ needs and prepare them for future challenges. Hence, two of the proposed
hypotheses were proved concerning the approach followed to design the syllabus, and the
usefulness of those courses for the learners. As far as the last hypothesis is concerned, the
results from both the students’ questionnaire and the teacher’s interview have confirmed that
the learners’ needs were not taken into consideration before designing the syllabus, because
the teacher believes that he knows best what they need since he is in the same field of study.

39
 General Conclusion

As a conclusion, it should be confessed that this work has confronted some obstacles
and handicaps that might effected the results of this dissertation. First, the number of the
students was not big enough to have a larger insight about their needs and opinions about the
English courses that they have. Second, there was only one teacher to interview and his
answers cannot be generalised to all the other English teachers in that faculty. Since each
teacher has his/her own teaching styles and techniques, they could have provided different
answers which could have led to different results. Yet, this work could be considered as
threshold for further researches that may tackle this topic differently and thoroughly.

40
Bibliography
 Bibliography

Works Cited
Books
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Brumfit, C. J. (ed).
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Approach. London: Longman.
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Press.
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London: Routledge.
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paper, the CULT International Conference on Trends in Language Program Evaluation.
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Brumfit (ed).
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- Brown, A. (1995). The effect of rate variables in the development of an occupation.
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Assessment. Cambridge University Press. (2001) - PP. 185,186,192.
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(3) – PP, 3-10. http://www.oed.com.
http://www.philosohersbread.org/2011/10/art-of-business-and-science-of-conomics.html.
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challenges to learning transfer. English for Specific Purposes, 23, 133-147.
- Maouche, S. (2016). Motivating Translation Studies in Algerian Higher Education Context:
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what do international business practitioners have to say about their text? English for Specific
Purposes, 32, 144-156.

43
Appendices
Appendix N° 1:

Questionnaire for students

Dear Students,

You are kindly invited to fill in the questionnaire which is a necessary part from

the research undertaken for a Master dissertation. The aim of this research is to assess

and evaluate the English courses you had and to investigate if they are helpful for your

future career. Your sincere answers would be highly appreciated and of a great help for

the research. Please keep in mind that your answers are anonymous and confidential.

Part One: Student’s information

- Age : ‫ــــــــــــــــــــــــــ‬
- Gendre : Male Female
- Level : ‫ــــــــــــــــــــــــــ‬
- Specialty : ‫ــــــــــــــــــــــــــ‬

Part Two :
Please answer the following questions by ticking the suitable box or give full
answers if necessary.
1- Do you like the English language ?
Yes No
2- How would you describe your level in English ?
Weak Average Good Excellent
3- What do you think of the English courses you had ?
Useless useful very useful
4- Do you think the English courses you had are important for your future job ?
Yes No
Please explain why ‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪5- Are you satisfied with the way your teacher arranged the courses and delivered‬‬
‫? ‪them‬‬
‫‪Yes‬‬ ‫‪No‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Please justify why‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫? ‪6- Were you asked about your needs through a test before starting your courses‬‬
‫‪Yes‬‬ ‫‪No‬‬

‫‪Part Three:‬‬
‫? ‪1- Which skill you think was neglected in your courses‬‬
‫‪Speaking‬‬ ‫‪listening‬‬ ‫‪writing‬‬ ‫‪reading‬‬
‫? ‪2- Which skill do you think it sould be focused on more‬‬
‫‪Speaking‬‬ ‫‪listening‬‬ ‫‪writing‬‬ ‫‪reading‬‬
‫? ‪3- Which activity in every skill you think you need in your lessons‬‬
‫‪A- Speaking:‬‬ ‫‪Discussions‬‬
‫‪Presentations‬‬
‫‪Meeting‬‬
‫‪Negotiating‬‬
‫)‪Other activities (please mention them‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪B- Listening:‬‬ ‫‪Listening and taking notes‬‬
‫‪Understanding daily conversations‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Other activities‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪C- Writing:‬‬ ‫‪writing formal emails and letters‬‬
‫‪Writing reports‬‬
‫‪Describing figures and statistics‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Other activities‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪D- Reading:‬‬ ‫‪Reading articles about statistics‬‬
‫‪Reading texts and complains‬‬
‫‪Preparing for presentations and meetings‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Other activities‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫? ‪4- Which kind of materials you want to study with‬‬
‫‪Videos, recorders, pictures‬‬
‫‪Books, hands-out‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ )‪Other materials (please mention them‬‬
‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫? ‪5- How do you want to work in English class‬‬
‫‪Individual‬‬
‫‪Pair work‬‬
‫‪Group work‬‬
‫‪All the preceded‬‬
‫‪6- In your opinion, what changes should occur to the English courses you have ? please‬‬
‫? ‪list few‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪a-‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪b-‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪c-‬‬

‫‪Thank You‬‬
 ‫اعخبُبن ىيطيبت‬
‫ػضَضٌ اىطبىب (ة)‪:‬‬
‫أوج بنو ىطف مذػى ملوء هزا االعخبُبن اىزٌ َؼخرب جضء مهم مه اىبحذ اجلبسٌ ألجو أطشوحت ختشس‬
‫املبعخش‪ ،‬هذف هزا اىبحذ هى حقُُم وحقذَش اىذسوط اإلجنيُضَت اىيت حذسعهب اِن واىخحقق مه أمهُخهب ملغريحل‬
‫املهىُت مغخقبال‪ ،‬إجببخل اىظبدقت يف غبَت اىخقذَش واألمهُت هلزا اىبحذ‪ .‬وَشجً اىخزمري بأن أجىبخل جمهىىةت‬
‫وعشَت‪.‬‬
‫‪ -‬اجلضء األوه‪ :‬مؼيىمبث اىطبىب (ة)‬
‫‪ -‬اىغه‪ :‬ةةةةةة‬
‫أوزً‬ ‫رمش‬ ‫‪ -‬اجلىظ‪:‬‬
‫‪ -‬املغخىي‪ :‬ةةةةةةةة‬
‫‪ -‬اىخخظض‪ :‬ةةةةةةةةةةةةةةةةةةةة‬
‫‪ -‬اجلضء اىزبين‪:‬‬
‫مه فضيل أجب ػه األعئيت اىخبىُت ببخخُبس املشبغ املىبعب أو إػطبء إجببت مبميت إرا اقخضج اىضشوسة‪.‬‬
‫‪ -1‬هو حتب اىيغت اإلجنيُضَت؟‬
‫ال‬ ‫وؼم‬
‫‪ -2‬مُف حظف مغخىاك يف اىيغت اإلجنيُضَت؟‬
‫ممخبص‬ ‫جُذ‬ ‫مخىعط‬ ‫ضؼُف‬
‫‪ -3‬مبرا حظه خبظىص دسوط اىيغت اإلجنيُضَت اىيت دسعخهب؟‬
‫مفُذة جذا‬ ‫مفُذة‬ ‫غري مفُذة‬
‫‪ -4‬هو حظه أن دسوط اىيغت اإلجنيُضَت اىيت دسعخهب مهمت ىؼميل املغخقبيٍ؟‬
‫ال‬ ‫وؼم‬
‫مه فضيل اششح ملبرا؟ ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬
 ‫‪ -5‬هو أوج ساع ػه طشَقت أعخبرك يف حىظُم اىذسوط اىيت َقذمهب؟‬
‫ال‬ ‫وؼم‬
‫مه فضيل بشس ملبرا؟ ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫‪ -6‬هو مت عؤاىل ػه احخُبجبحل ػه طشَق اخخببس قبو بذء دسوعل؟‬

‫ال‬ ‫وؼم‬
‫‪ -‬اجلضء اىزبىذ‪:‬‬
‫‪ -1‬أٌ مه املهبساث اىخبىُت حظه أوه مت إمهبهلب يف دسوعل؟‬
‫اىقشاءة‬ ‫اىنخببت‬ ‫االعخمبع‬ ‫اىخحذد‬
‫‪ -2‬أٌ مه املهبساث اىيت جيب اىخشمُض ػيُهب أمزش بشأَل؟‬
‫اىقشاءة‬ ‫اىنخببت‬ ‫االعخمبع‬ ‫اىخحذد‬
‫‪ -3‬أٌ مه األوشطت اىخبىُت يف مو مهبسة حظه أول حببجخهب يف دسوعل؟‬
‫مىبقشبث‬ ‫‪ -‬اىخحذد‪:‬‬
‫حقذمي ػشوع‬
‫ىقبءاث‬
‫مفبوضبث‬
‫أوشطت أخشي (َشجً رمشهب) ةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫اعخمبع وأخز مالحظبث‬ ‫‪ -‬االعخمبع‪:‬‬

‫فهم حمبدربث َىمُت‬
‫أوشطت أخشي (َشجً رمشهب) ةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫مخببت بشَذ وسعبئو سمسُت‬ ‫‪ -‬اىنخببت‪:‬‬

‫مخببت حقبسَش‬
‫وطف أشنبه وإحظبئُبث‬
‫أوشطت أخشي (َشجً رمشهب) ةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫قشاءة مقبالث ػه إحظبئُبث‬ ‫‪ -‬اىقشاءة‪:‬‬

‫قشاءة وظىص وشنبوٌ‬
‫حتضري ىيؼشوع واىيقبءاث‬
‫أوشطت أخشي (َشجً رمشهب) ةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫‪ -4‬أٌ مه املىاد اىخبىُت حشَذ أن حذسط هبب؟‬

‫فُذَىهبث‪ ،‬حغجُالث وطىس‬
‫مخب‪ ،‬ميخظبث‬
‫مىاد أخشي (َشجً رمشهم) ةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬

‫‪ -5‬مُف حفضو اىؼمو يف حظض اىيغت اإلجنيُضَت؟‬

‫مىفشدا‬
‫ػمو رىبئٍ‬
‫ػمو مجبػٍ‬
‫مو مب عبق‬
‫‪ -6‬حغب سأَل‪ ،‬مب هٍ اىخغُرياث اىيت جيب أن حتذد ىذسوط اىيغت اإلجنيُضَت اىيت حأخزهب‪َ .‬شجً حؼذاد‬
‫اىقيُو؟‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬ ‫‪-1‬‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬ ‫‪-2‬‬
‫ةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةةة‬ ‫‪-3‬‬

‫شنةةةشًا‬
Appendix N° 2:

Teacher’s Interview

1- How long have you been teaching ESP in this field ?

2- Have you been trained to teach ESP ? If yes, please mention for how many years ?
3- What do you take into account before and while preparing the lessons you deliver ?
4- What approach do you follow to design the courses you present to your learners ?
5- considering the level of your learners, do you think the courses help them improve
their English ? please explain how ?
6- As an ESP teacher, could you please list a set of difficulties you have encountered in
your teaching ?
7- Any other comments you would like to add about teaching ESP in this field.

Thank you for your collaboration

and your valuable time