International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
A Comparative Analysis of English as Foreign Language Education Programmes inventionjournals
: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
A Comparative Analysis of English as Foreign Language Education Programmes inventionjournals
: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
An assessment of linguistic competence among tourism studentssandhya rao mehta
This presentation explores the extent to which students of Tourism Majors are equipped in their English language and associated skills to be incorporated into the tourism industry in Oman. It examines the issue from a variety of stakeholders such as instructors, students as well as industry professionals.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug & Dr. Souhila Benzerroug,
Teacher Training College of Bouzareah, Algiers, Algeria
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
An assessment of linguistic competence among tourism studentssandhya rao mehta
This presentation explores the extent to which students of Tourism Majors are equipped in their English language and associated skills to be incorporated into the tourism industry in Oman. It examines the issue from a variety of stakeholders such as instructors, students as well as industry professionals.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
English as a Second Language A Reflective Review of Policiesijtsrd
The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL English for Speakers of Other Languages students in the United States has been the subject of a lot of research, although its typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classrooms most fundamental limitations Educators may primarily work in small groups, emphasising word knowledge as well as oral reading classic educational discourse patterns may well be incompatible with common home discourse patterns and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient. Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/52772/english-as-a-second-language-a-reflective-review-of-policies/dr-dinesh-kumar
Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.
Using Computer Assisted Language Learning for English Language Teaching An Ad...ijtsrd
In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir
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International Journal of Humanities and Social Science Invention (IJHSSI)
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 6 ǁ June. 2013ǁ PP.35-44
www.ijhssi.org 35 | P a g e
A Needs Analysis of English for Specific Purposes (ESP) Course
For Adoption Of Communicative Language Teaching :( A Case of
Iranian First-Year Students of Educational Administration)
Samira Atefi Boroujeni*1
and Fateme Moradian Fard1
1,2,
MA in TEFL the University of Isfahan, Isfahan, Iran.
ABSTRACT: English language teaching has become very important because of the global status of English
and people all over the world are learning this language (Mackey, 2002). Communicative Language Teaching
Methodology, being a modern and effective method of language teaching, has been implemented in many
contexts of EFL/ESL teaching including ESP classes (Richards, 2007). This implementation has not been
without problems in many Asian countries as CLT has been in clash with local cultures of teach (Ali Khan,
2007). Iran is still following a traditional approach to English language teaching. This study was an effort to
discover the learning needs of Iranian university students to assess the implementation of CLT in ESP context.
To fulfill such an aim, two different questionnaires were used as instruments of data collection. The students’
questionnaire was arranged in multi-option question pattern and where the assessment of attitude and beliefs
was required a limited number of scaled questions were included to achieve this end. The teachers’
questionnaire had only scaled questions.90 first-year students and 30 university professors of educational
administration of different universities answered the questions. The results of the data analysis revealed that
students’ learning needs and styles supported the adoption of Communicative Language Teaching and Method.
Professors’ attitude towards CLT was also investigated and the presence of a positive attitude was established.
Subsequently, certain factors which do not allow the practice of CLT in ESP classes are identified and
recommendations are made which can help in initiating a shift towards CLT.
KEYWORDS: Needs Analysis, ESP class, Communicative Language Teaching, Educational Administration
Students.
I. INTRODUCTION
This study of students’ learning needs in Iranian state universities is probably the first of its kind as
despite the best efforts and use of all means of search no published literature related to this specific context
could be discovered. The aim of the study was to establish the presence of a favorable environment for
modernizing English language teaching in these universities by implementing CLT as a method of language
teaching. This modernization is important to make ELT more effective in different fields of study to make
students competent in English language. This is because of the role of which English plays in material
achievements of an individual. A person with good English language skills can hope for a better start in practical
life.
1-1: English as an International Language
Communication is the basic attribute of human life [11] and language is the main tool of human
communication (Clark et. al., 1994). Initially this communication was within societies and communities at local
level but it took a new dimension as people from various societies, communities and nations started interacting
with each other. The period following the 1950s saw a tremendous increase in the need for communication
among the people of the world in various spheres of international contact like politics, academics, economics,
technology and culture. The world has started becoming a global village. This gave birth to the need and
pressure of adopting a common lingua franca for this global village to facilitate communication and make it
more practical for the people of various linguistic backgrounds [3]. This phenomenon led to the emergence of an
international language. English was accorded this privilege and it became the language of international
communication or international language. Whatever may be the political or economic reasons and factors
responsible for entrenching English in this position, the reality is that these reasons and factors can not diminish
the importance of English and its pervasive use in international affairs. Presently, English is the language of
international economic system. It is a language which has secured a place for itself alongside local languages in
multilingual communities and is also learnt by all classes of the society. Its acquisition can guarantee the
availability of opportunities to employment, travelling, higher education, and even better life. These are some of
the characteristics which according to Brutt-Griffler (cited in [6]) make an international language.
2. A Needs Analysis Of English For Specific…
www.ijhssi.org 36 | P a g e
Following are some of the evidence which can be presented to support the position of English as a
global language and a language of wider communication. The researcher states that over 85 per cent
international organizations in the field of international relations make some official use of English. In Asia and
the Pacific 90 percent of the organizations use only English for their official proceedings (ibid). Thus English is
playing a vital role in political, social, educational, and economic concerns of the nations. English is the
language of popular culture in the form of being the language of English films and music which entertain people
all over the globe (ibid). The travel and tourism industries also rely on English as a common language of
communication. The knowledge of English is also essential to access printed and electronic information and
higher education as higher education is dependent on English in many countries. Thus “knowledge of English is
necessary for accessing many discourses at a global level from international relations to popular culture to
academia [6]. A huge industry of language teaching exists in many countries of the world. This includes private
language teaching institutions as well as private and state schools (Mackay, 2002:14 [6]).The number of the
people who have some familiarity with English is growing and macro-acquisition of the language is also
increasing (MacKay, 2002 [6]).Macro-acquisition means acquisition of the language by various levels of society
both at individual level and in groups. Individually more and more people are learning it, and it is also finding a
place in the academic curricula in various countries. The phenomenon can be explained by citing [3] who states
that English is now taught over 100 countries and is emerging as the chief foreign language being learnt and
displacing other language in the process.
Graddol (1997) specifies the following domains of English in the international area:
1) English is the working language of international organizations and conference.
2) English is the international language of science and technology.
3) English is used in international banking, economic affairs and commerce.
4) Advertising for global brands is done in English.
5) English is the language of audio-visual and cultural products.
6) English is the language of international tourism.
7) English is the language of tertiary education.
8) English is the language of international safety in the fields of aeronautics and sea.
9) English is the language of international law.
10) It is a relay language in interpretation and translation.
11) It is the language of technology transfer.
12) It is the language of internet communication.
It is an ample indication that English is being used as a lingua franca in all spheres of international activity and it
can be claimed that, internationally English has developed a ‘special role that is recognized in every country’
(Crystal 1997).
Regarding all this fact, it can be seen mandatory for students of numerous fields of study to learn English. It can
help them to easily communicate with other peoples around the world, having access to the new-developed
scientific knowledge of other countries and, as a result, having a better practical life.
1-2: Situation of ELT in Iranian ESP courses
Teaching English in ESP courses of Iranian universities seems far from satisfactory, not conducive to
learning the language. In most cases, it shows characteristics of traditional approaches [9]:
► Lack of deep approaches to learning; meaning, thereby, lack of connection to personal, experience of the
learner, conceptualization and integration. For language learning it has the implication of memorizing facts
about language and lack of contextualized, authentic use of the target language with a focus on meaning.
► An emphasis on rote memorization.
► Emphasis on transfer and assessment of factual knowledge rather than assessment of critical thinking and
analytical skills.
This, by implication, means a traditional approach to English language teaching. The elements of a traditional
approach to English language teaching are mentioned below (Nunan, 1999 [7]):
3. A Needs Analysis Of English For Specific…
www.ijhssi.org 37 | P a g e
Area Model
View of learning Transmission of knowledge
Power relation Emphasis on teacher’s authority
Teacher’s role Providing frontal instruction
Learner’s role Passive / individual work
View of knowledge Presented as ‘certain’
View of curriculum Static; predefined content and
product
Learning experience Knowledge of facts, concepts & skills; focus on content and
product
Control of process Teacher structured learning
Motivation Extrinsic
Evaluation Product oriented: achievement
Testing criterion referencing
This approach has a focus on the view of language as a structured system of grammatical patterns, with
a trend for formal and bookish language, with the aim to have students producing formally correct sentences and
in terms of skills, an emphasis on reading and writing (Nunan 1988). Whereas there has been a surge of research
and development in ELT world in the areas of language acquisition and teaching methodology, it seems that
Iran could not benefit from these developments and modernization grammar translation method is still being
adopted by most language programmers and language teaching programs have aspects which are not relevant to
the needs of learners/students. There is a requirement, emerging as a consequence of international and national
role of English and the developments in English language teaching methodology, to make ELT more relevant
and meaningful for Iranian students by understanding their needs. Thus ELT in Iran should be more directed
towards satisfying the present and future needs of learners and in this manner they can be well equipped for the
future challenges of life where role of English is involved.
1-3: Needs Analysis
Needs analysis (NA) is an information gathering process. Its emergence in language planning can be
traced back to the 1970s and its widespread proliferation in the domain is attributable to its adoption by The
Council of Europe’s modern language project [7]. Tudor (1996 [12]) opines that the development of a
perception of need within communicative language teaching (CLT) in the 1970s had a widespread influence on
needs analysis work. NA is considered as a basic principal of ESP (Robinson 1991) and most of the information
on NA initially came from ESP [13]. This is probably due to the fact that an NA approach is more useful when
learners’ needs are linked to a ‘discrete set of communicative situations’ [12].All these uses of NA refer to the
fact that NA can be used for a range of purposes. It can be helpful in determining whether a program should be
implemented by finding out if it matches the goals and objectives of the learners for learning a language and at
the same time used as part of a program can help in improving various components of the program and making
these more oriented to the needs of the learners. NA can also help in evaluating an existing program and if found
deficient can help in establishing the need for introducing a change and what kind of change may appropriately
match the needs of the learners and simultaneously be acceptable to teachers. This is the type of utilization of
NA which can help in determining whether a positive attitude towards implementation of CLT exists among
teachers and learners and whether CLT is more attuned to the kind of existing learning needs. Needs analysis
can be limited to gathering information about the attitudes, beliefs and opinion of the learners and teachers and
concurrently a more comprehensive NA can be conducted to gather information about all contextual factors.
II. METHODOLOGY
2.1. Participants
Participants of the study were students and teachers of educational administration. 90 first-year students
of different universities, aging from 19-20, answered the questionnaire. 30 teachers, also, invited to participate
in the study. They possess postgraduate degrees in Educational Administration and have teaching experience
ranging from three to ten years.
2.2. Material
The data collection instrument was two questionnaires for the students and teachers, both of them were
adopted from Ali Khan, 2007. The students’ questionnaire was arranged in multi-option question pattern and
where the assessment of attitude and beliefs was required a limited number of scaled questions were included to
achieve this end. The teachers’ questionnaire had only scaled questions.
4. A Needs Analysis Of English For Specific…
www.ijhssi.org 38 | P a g e
The students’ questionnaire aimed at gathering information related to the following areas:
the present and future domains of language use and thus reasons for studying English
The students’ attitude towards the place and role of English in the school curriculum
Learning preferences in terms of language skills
The importance of particular language skills
Preferred learning styles and strategies
Patterns of learner to learner interaction
Role relationship
Preference for teaching activities
The aim of this NA is also to establish the need of a change in the way learners experience the learning
process and the proposed change aims at introducing a modern approach, which is CLT, as an alternate to
traditional approach which is currently in practice. Correspondingly, the questions in the students’ questionnaire
had choices ranging from elements of the traditional approach to the elements of the modern approach. The
intention was to explore their choices between the elements of modern approach and traditional approach related
to the areas of role relationship, learning preferences, skills, pattern of interaction and activities [1].The
questionnaire for the teachers aimed at investigating the attitudes, perception, and beliefs of the teachers about
the elements of modern approach and the prevailing traditional approach. The purpose was to establish the
ownership and acceptance of CLT, as in the case of any ELT innovation the successful adoption, apart from
other factors, requires the support of teachers and it is difficult for people to accept something they do not feel
involved in (Stephenson, 1994).
2.3: Analysis of Students’ Need
The analysis of responses is organized area-wise related to areas of present and future domains of
language use, their attitude towards the place and role of English in universities, learning preferences, classroom
interaction and learning activities.
2.4. Domains of Language Use
The questionnaire contained questions with multiple-choices to help in determining the present and
future domains of language use. The questions related to this area and the responses are presented below:
► Question 1 (Why do you need to study English?): The intended purpose of this question was to discover the
students’ perception of their reasons for studying English as part of a university curriculum. A majority of the
students, which is about 64. 03% consider higher education as their reason for studying English.
III. RESULTS AND DISCUSSION
Table 1. the Reason for Studying English
Higher education 64.03%
Success for future profession 31.06%
Speak to foreigners 3.01%
Speak to friends and family 1.07%
others .83%
► Question 2 (when do you use English?): These questions aimed at eliciting response from the students about
their present domain of English language use. The present domain of language use, opted by 68.15 % in
question no 2, is for academic purposes.
Table 2. When do You Use English?
When studying 68.15%
When socializing 26.11%
At home 3.8%
Others 1.99%
► Question 3 (In future I shall be using English more for?): The aim of the question was to establish the future
domain of English language use.40.96% thought it will be in the domain of their higher education.
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Table 3. Future Use of English?
Higher education 40.96%
Job/career 38.23%
Socializing 18.43%
At home 2.38%
Others 00.0%
3.2: Role of English in University and Future Life
The questionnaire contained questions which intended to judge students’ attitude towards the role of English in
the present university curriculum and in future life.
► Question 4 (Would you like English to be taken away from school curriculum because you do not find the
present syllabus and the way of classroom teaching helpful in fulfilling your needs of English?). Question 20
aimed at probing the opinion of the students about the place of English in the university curriculum. The
question was in the scaled form and the percentage of students who ‘strongly disagreed’ and those who
‘disagreed’ is 29.32 % and 35.4% respectively. Thus 64.72 % opposed the idea of removing English from the
school curriculum even if it is not fulfilling their needs.
Table 4. Removal of English from the Universities Because It Does not Fulfill Students’ Needs
Strongly disagree 29.33%
Disagree 35.4%
Neutral 15.29%
Agree 12.02%
Strongly agree 7.96%
► Question 5 (Do you think if a student’s level of English is not good it can have………). The purpose was to
know the possible role of English in the present academic and future life of the students. Question 4 tried to
determine the effect of English language proficiency on the academic performance of the students. 75.91 %
thought that it can have a detrimental effect on students’ academic performance if the proficiency level in
English is not good.
Table 5. Question 5
A good effect on his academic performance 5.98%
A bad effect on his academic performance 75.91%
No effect at all on his performance 18.11%
► Question 6 (Do students in your class face difficulty in studying subjects like management theories, and
organizational behavior because of their poor English?). It was also considered necessary to know the students’
beliefs about the association between performance in science subjects and proficiency in English. Following are
the results which give an indication of the beliefs of the students:
Table 6. Question 6
Many face a lot of difficulty 31.02
Many face a little difficulty 45.44
They face no difficulty 23.54
3.3. Learning Preferences in Language Skills
Questions 7 and 8 were focused on finding students’ learning preferences for language skills.
►Question 7 (Which skills are emphasized more in your English classes?): Question 5 intended to investigate
the skills which students are developing more.
Table 7. Which skills are emphasized in the class?
Skills percentage
Reading 53.02
Grammar 22.78
Vocabulary 12.67
Writing 5.85
Speaking 3.41
Listening 2.27
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►Question 8: Question 8 intended to investigate the skills which students want to develop more. Majority of the
students expressed their desire for improving their speaking skills.
Table 8. Preference Pattern of Students for Various Language Areas
Skills percentage
Speaking 63.89
Listening 18.78
Reading 10.4
vocabulary 3.21
Writing 2.31
Grammar 1.4
The responses in favor of ‘speaking’ can probably be interpreted as a result of the reaction against the prevailing
traditional approach which does not prioritize the development of learners’ speaking skills, and Robison’s
(1995) explanation regarding the importance of speaking skills for students that ‘in many students’ opinion oral
proficiency is the best indication of mastery of a language’ seems to be very valid in this context also.
3.4. Classroom Interaction and Learning Activities
►Question 9: Question 9 intended to find out students’ preferred learning styles. 86.45 % of the students
preferred their active role in the class room by participating in a lot of learning activities, pair work/group work,
games and projects as compared to 13.55 % who preferred a passive role and a class with no activities.
Table 9: Students’ Preferred Learning Styles
A class with lot of activities,
pair/group work and projects
86.45
Teaching only by the teacher & no
activities by the students
13.55
►Question 10: Question 10 investigated the preference for classroom interaction patterns. 78.98 % of the
students preferred pair and group work interaction pattern as compared to working alone.
Table 10: Preference for Doing Learning Activities in the Class
Preference for working in pairs or
groups
78.98
Preference for working alone 21.02
►Question 11: Questions 11 examined students’ preferences for the role of the teacher in the classroom. A total
of 64.02 % respondents to question 10 opted for the role of teacher as guide and facilitator.
Table 11: Pattern of Preference for the Role of Teacher
Preference for the role of teacher as a
facilitator and guide
64.02
Preference for traditional role of
teacher as someone in control of
everything in class
35.08
►Question 12: Question 12 was aimed at knowing students perception of improvement or otherwise of their
English proficiency. 54.46 % thought that it is not improving. This proved the assumption that present English
syllabus is not improving the desired proficiency students to their desired level.
Table 12. Students’ Perception of Improvement in Their Level of English
English level is not improving 54.46
English level is improving 35.47
Not sure 10.07
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IV. RESULTS OF THE NEEDS ANALYSIS
Interpreting the response patterns of the questionnaire, we can come to the following conclusions:
■It can be inferred that the ‘mastery of language’ is considered instrumental in making good progress in studies
(thus present needs) and in getting a good job in future and also making good progress in future career.
■The students need to learn all the four skills of language as compared to grammar and vocabulary. Speaking is
more preferred as compared to the skills of listening, reading and writing.
■Students need a classroom environment which is supportive to their active participation by introducing pair
and group work, and activities like games, role play, and projects.
■ They need a class where they are at the center and the role of the teacher is that of a facilitator and guide.
■Students attach great importance to the study of English. They believe that present approach and course
material is not contributing to the improvement of their English.
4. `1: Teachers’ Attitudes to CA
Teachers and their attitude play a crucial role in determining the implementation of any approach
(Karavas-Doukas, 1996). Thus in the context it is suitable to present the results of the survey conducted among
the teachers of universities to get an insight in their attitudes and beliefs about
CA. The questions related to CA tried to investigate the attitude of the teachers in various areas like error
correction, group and pair work, fluency and accuracy, and role relationship.
4.2. Teachers’ Response Pattern
The following presentation, though brief in nature clearly demonstrates the attitude of the majority of
the teachers to communicative approach.
Table 13. Question 1
Teaching should focus on fluency rather than accuracy.
Strongly Agree
25.12
Agree
43. 62
Neutral
7.21
Disagree
24.45
Strongly Disagree
24.72
Table 14. Question 2
Student should be at the center of knowledge transmission. Teacher should be their facilitator.
Strongly Agree
43.07
Agree
30.74
Neutral
10.65
Disagree
10.78
Strongly Disagree
4.76
Table 15. Question 3
Teacher should spend a lot of time on role play/ games for learning/ group and pair work instead of just
teaching and students only listening.
Strongly Agree
32.12
Agree
69.5
Neutral
15.9
Disagree
7.27
Strongly Disagree
1.33
Table 16. Question 4
ELT syllabus should focus on developing all four skills.
Strongly Agree
53.22
Agree
44.3
Neutral
4.78
Disagree
2.9
Strongly Disagree
1.33
Table 17. Question 5
Communicative language teaching is the best approach for your students.
Strongly Agree
54.65
Agree
35.66
Neutral
1.42
Disagree
6.3
Strongly Disagree
1.97
The responses of the teachers lead to a conclusion that majority of them favors the features of communicative
approach and one can assume that CLT if implemented in universities will find the kind of ownership among
these teachers necessary for successful initiation of implementation of any change or innovation.
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V. CONCLUSION
The analysis of data collected through a sample group of university students and teachers of
educational administration has clearly indicated that there is strong and homogeneous bias towards CLT. The
students desire the kind of learning culture which CLT can provide and teachers also favor the elements of CLT.
However, these conclusions are limited to a specific group of students and teachers in a specific field of study,
therefore the conclusion may not take as an indication of acceptance and ownership by students and teachers in
other systems of education in Iran.
REFERENCES
[1] H. Ali Khan, Needs Analysis of Pakistani State Boarding Schools Secondary Level Students for Adoption of Communicative
anguage Teaching. M.A Diss. School of Arts & Education of Middlesex University, London, 2007.
[2] V.P. Clark, P.A. Escholz, and A. F. Rosa, (Language: Introductory readings. New York: St. Martin's Press, 1994)
[3] D. Crystal, (English as a Global Language. Cambridge: Cambridge University Press, 1997)
[4] D. Graddol, (The Future of English? The UK: The British Council, 1997)
[5] E. Karavas-Doukas, Using Attitude Scales to Investigate Teachers’ Attitudes to the. Communicative Approach.’ English
Language Teaching Journal, 50/3, 1996, 187-194.
[6] S.L. McKay, (Teaching English as an International Language. Oxford: Oxford University Press, 2002)
[7] D. Nunan, (Second Language Teaching and Learning. Boston: Heinle & Heinle, 1999)
[8] D. Nunan, (The Learner-centred Curriculum. Cambridge: Cambridge University Press, 1988).
[9] A. Rehmani, (Impact of public examination system on teaching and learning in Pakistan’ retrieved from
http://www.aku.edu/akueb/pubexam.pdf on 15-05-2007, 2003)
[10] J.C. Richards, (Communicative Language Teaching Today’. Retrieved from www.cambridge.com.mx/site/EXTRAS/jack-
CD.pdf on 02-08-2008, 2007)
[11] N. Thompson, (Communication & Language: A Handbook of Theory & Practice. New York: Palgrave Mcmillan, 2003)
[12] I. Tudor, (Learner-centredness as Language Education. Cambridge: Cambridge University Press, 1996)
[13] R. West, ‘Needs Analysis in Language Teaching’, Language Teaching Journal.27/1, 1994, 1-19.
Appendix A
Students’ questionnaire
Please read the questions and response options carefully and put a cross in front of your response.
1-Why do you need to study English?
Higher education
Success for future profession
Speak to foreigners
Speak to friends and family
others
2-When do you use English?
When studying
When socializing
At home
others
4-In future I shall be using English for
Higher education
Job/career
socializing
At home
others
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4-Would you like English to be taken away from school curriculum because you
do not find the present syllabus and the way of classroom teaching helpful in
fulfilling your needs of English?
Strongly disagree
disagree
neutral
agree
Strongly agree
5-Do you think if a student’s level of English is not good it can
have
A good effect on his academic
performance
A bad effect on his academic
performance
No effect at all on his performance
6-Do students in your class face difficulty in studying content subjects like management
theories and organizational behavior because of their poor English?
Many face a lot of difficulty
Many face a little difficulty
They face no difficulty
7. Which skills are emphasized in the class?
skills percentage
reading
grammar
vocabulary
writing
speaking
listening
8. Which of the following areas do you wish to develop more?
skills percentage
speaking
listening
reading
vocabulary
writing
grammar
9. What kind of English class do you like?
A class with lot of activities, pair/group
work and projects
Teaching only by the teacher & no activities
by the students
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10. How do you prefer to do learning activities in the class?
Preference for working in pairs or groups
Preference for working alone
11. What kind of role do you like your teacher to have?
Preference for the role of teacher as a
facilitator and guide
Preference for traditional role of teacher as
someone in control of everything in class
12. What do you think about the improvement of your English knowledge?
English level is not improving
English level is improving
Not sure
Appendix B
Teachers’ Questionnaire
Please Encircle Your Response
Teaching should focus on fluency rather than accuracy.
Strongly Agree Agree Neutral Disagree Strongly Disagree
Student should be at the centre of knowledge transmission. Teacher should be their facilitator.
Strongly Agree Agree Neutral Disagree Strongly Disagree
Teacher should spend a lot of time on role play/ games for learning/ group and pair work instead of just
teaching and students only listening.
Strongly Agree Agree Neutral Disagree Strongly Disagree
ELT syllabus should focus on developing all four skills.
Strongly Agree Agree Neutral Disagree Strongly Disagree
Communicative language teaching is the best approach for your students.
Strongly Agree Agree Neutral Disagree Strongly Disagree