Dedication
We dedicate this humble work to:
Our parents for their help and supports
Our siblings and our friends
To everyone who knows us
1
Acknowledgements
We owe great thanks to our supervisor Dr. Larouz for valuable
guidance and assistance, also our deep greatfulness goes to students of
Master Programme, namely Prof. Bani, Mustapha, Nouredine and Prof. Said
for their help and support.
We would like also to address our special thank to S6 students and
their teachers.
Finally we would like to address our profound thanks to our professors
both of the first and second semester and to everyone who contributed in
conducting this research paper.
2
Table of contents
Introduction
General overview of the topic………………………………………...4
Research design………………………………………………………..5
Statement of the problem…………………………………………..5
Research questions………………………………………………….5
Hypotheses………………………………………………………….5
Sampling……………………………………………………………..5
Data collection procedure…………………………………………..6
Purpose………………………………………………………………6
Significance………………………………………………………….6
Instruments…………………………………………………………..6
Chapter one
1. General overview of ESP
1.1 Definition of ESP………………………………………………..
1.2 Origins of ESP……………………………………………….
1.3 Development of ESP…………………………………………….
2. Needs Analysis
2.1 Definitions of Needs Analysis……………………………………
2.2 Characteristics of Needs Analysis………………………………..
2.3 Techniques of Needs Analysis……………………………………
2.4 Approaches of Needs Analysis……………………………………
2.5 Limitations and problems in Needs Analysis……………………..
3. Previous studies……………………………………………………..
3
Chapter two
Methodology
1. Sampling procedure……………………………………………………
2. Analysis of data………………………………………………………...
Chapter three
1. Interpretations………………………………………………………….
2. Implications…………………………………………………………….
Conclusion……………………………………………………………………
4
Chapter 1: Introduction
1. General overview of the topic:
Language teaching and learning is one of the most areas related to
the field of Applied Linguistics. When it comes to the context of ESP or
EGP, language teaching and learning is considered as one of the suitable
ground in which the issue of methodology and course design could be highly
discussed. ESP emerged during the Second World War and has kept
developing ever since. ESP is known as an approach to language teaching in
which all decisions are based on the learner’s reason for learning as
Hutchinson (1987) states, that is to say ESP focuses on the learner by taking
into consideration his needs. Thus, needs analysis is known as the house
plan or the core of ESP that plays a crucial role in the process of designing
and carrying out any language course, whether it be English for Specific
Purposes (ESP) or general English course. In that, needs analysis is defined
as a systematic attempt to discover the needs for which the learner or a
group of learners requires a language. As we have stated above, needs
analysis is of great importance in language teaching and learning. In this
respect, Richards (1990:2) considers NA as ‘fundamental’ to the planning of
general language courses and in language curriculum planning. NA can be
utilized as a means to a number of things, i.e.:
1) It can serve as a device for gathering an extensive range of input into the
content, design, and implementation of language programme through
involving all the stakeholders (Richards 1990:1).
2) It can help in setting goals, objectives and content for a language
programme by determining general and specific language needs.
5
3) NA can be instrumental in providing data which can be used for
reviewing and evaluating an existing programme.
4) It can help teachers in understanding the local needs of the students and
making decisions in pedagogy and assessment for further improvement
(Tarone & Yule 1989 cited in Iwai et al).
2. Research design:
2.1 Statement of the problem:
The problem is that no predetermined objectives in the teaching
of English for specific purposes (business or tourism) and the students’
needs are not taken into consideration in the sense that, they are not given
either a test, an interview or questionnaires at the beginning of the year in
order t know about their needs. As a result, students fail in their attempt to
acquire the basic knowledge about tourism and business.
The present study aims at addressing the following questions
 Are students in need to develop all language skills?
 Do teachers’ courses cover all the four skills?
Based on these questions, the following hypotheses are formulated:
 Students focus only on developing oral skills.
 Teachers’ courses cover all the four skills.
Sampling:
Non-random sampling has been chosen because of reduced
number of the third year students of English (option Linguistics). It will
allow us to study the whole population. In addition, they are the only
students that learn some subjects related to ESP courses.
6
Data collection procedures:
The questionnaires will be distributed for both teachers and students
in order to compare between students’ needs and teachers perceived needs.
Purpose:
The purpose of this study is to discuss the results of needs analysis of
the third year students who study English for tourism and business and their
teachers by comparing the students’ needs and teachers perceived needs.
Significance:
This research paper will provide some data for ESP programmes
intended for the fields of tourism and business. ESP researchers and
textbook designers can benefit from this study to promote language teaching
and learning by making a revisit to universities and find out areas of
problems and difficulties that students encounter.
Instruments:
The instruments for collecting data in this study were the questionnaire
because it is easy, time-saving, does not demand much effort from the
person and it is also easy to analyze and it allows to study large population.
Description of the content:
This research paper is composed of three chapters: the first will deal
with review of literature, the second with methodology and the third with
interpretations and implications of the research findings.
7
2. Needs Analysis
2.1 Definitions of Needs Analysis:
Before defining the concept of needs analysis we should first define
what is meant by needs itself. Many researchers and linguists have not
agreed on one definition of what needs means. In this respect, Robinson
(1991) states that a number of people have discussed the different meanings
or types of needs. For example Widdowson (326, p.2) indicates that needs
can refer to students’ study or job requirements, that is, what they have to be
able to do at the end of their language course. In this sense, Berwick views
needs as objectives. Mountford indicates that needs can mean ‘what the
user-institution or society at large regards as necessary or desirable to be
learnt from a programme of language instruction’ (Mountford (81, p.27)).
Robinson identifies that we can consider needs as what the students
themselves would like to gain from the language course, that is to say, the
personal aims of every student.
Needs analysis has been defined by many researchers in different
ways. Richards (1992) defines needs analysis also needs assessment (in
language teaching and language programme design) the process of
determining the needs for which a learner or group of learners requires a
language and arranging the needs according to priorities. It makes use of
both objective and subjective information (e.g. data from questionnaires,
tests, interviews, observation).
Gupta (2007) indicates that needs assessment (analysis) is a process
for figuring out how to close a learning or performance gap. It involves
determining what the important needs are and how to address them. The
process includes comparing the current condition to the desired condition,
defining the problem or problems, understanding the behaviors and
8
mechanisms that contribute to the current condition, determining if and how
specific behaviors and mechanisms can be changed to produce the desired
condition, developing solution strategies, and building support for action.
MC Ardle (1998) points out that needs analysis process is a series of
activities conducted to identify problems or other issues in the workplace
and to determine whether training is an appropriate response. A needs
analysis is usually the first in a series of steps implemented to encourage
effective change. This is mainly because a needs analysis specifically
defines the gaps between current and desired organizational and individual
performances.
Johns, 1991 assumes that needs analysis is the first step in course
design and it provides validity and relevancy for all subsequent course
design activities.
Hutchinson & Waters (1992) define needs analysis on the basis of
“necessities” and “wants” in order to classify between what the learners have
to know and what the learners feel they need to know. The focus here is on
the “lacks” that represent the gap between the required proficiency in the
target situation and the existing proficiency of the learners.
Brown (1995) identifies the term needs analysis (also called needs
assessment) as the activities involved in gathering information that will
serve as the basis for developing a curriculum which meet the learning needs
of a particular group of students.
Needs analysis is referred to as systematic attempts and trials to find
out the needs, necessities, wants and lacks for which the learner or a group
9
of learners requires a language. It is a gap between a current situation and a
desired condition.
From these definitions, one can deduce that the concept of needs
analysis
is
closely
related
to
the
terms
“necessities”,
“wants”,
“requirements”, “lacks” and “gaps” that a learner or a group of learners or a
trainee attempts to achieve in learning a language.
2.2 Characteristics of Needs Analysis:
Needs analysis has some characteristics that are provided by many
researchers. Richards (1990) states that needs analysis:
a) Can provide a means of obtaining wider input into the content,
design and implementation of a language program.
b) It can be used in developing goals, objectives and content.
c) It can provide data for reviewing and evaluating existing programs.
Tarone & Yule (1989) indicate that needs analysis can help teachers in
understanding the local needs of the students and making decisions in
pedagogy and assessment for further improvement (Tarone & Yule 1989
cited in Iwai et al. 1999:10).
With the appearance of CLT (the Communicative Approach) there was
a shift from teacher-centered to learner-centered and this leads to the
involvement of learners in designing textbooks in order to meet their needs
and this is assured when Brindley stated that “ if instruction is to be centered
on the learners and relevant to their purposes, then information about their
current and desired interaction patterns and their perceived difficulties is
clearly helpful in establishing programme goals which in turn can be
translated into learning objectives”. (Brindley, 1989:64).
10
In addition, Needs Analysis helps administrators, syllabus designers
and teachers to know about different needs of students, therefore; designing
and developing materials, curricula on the one hand. On the other hand it
helps teachers to come up with effective skills for assessing students,
different teaching approaches and teacher training. Meanwhile, Needs
Analysis helps in assuring a flexible and responsive curriculum rather than a
fixed and linear one as far as the students needs are changing.
It also helps in providing teachers with information about the learners
and their background knowledge so as to know about what they bring to the
course at the beginning, what have been accomplished during the course and
what they want and need to know next.
2.3 Techniques of Needs Analysis:
Schroder (1981) suggests that there are essentially four techniques for
investigating needs: The questionnaire, the detailed interview, participating
interview, and press ads (he means by press ads the advertisement of job
vacancies in the newspaper might indicate the language needs of the job).
Others like Robinson and Jordan state that there are other techniques
to be used while investigating the needs such as surveys, learner diaries, case
studies, tests, previous research, follow-up investigations, evaluation/
feedback, participatory analysis, to mention but only a few. The following
techniques are the most useful ones.
1. Questionnaires: are instruments used in researches and which
consist of a set of questions distributed to a small or large population for the
purpose of gathering information from respondents. Questionnaires should
be valid, reliable and clear. Checklist and rating scale are forms of
questionnaire. Besides, questionnaires have many advantages in that they
11
can be sent fairly and easily to a large number of people; easy to analyze and
time saving and also they do not demand much effort from the person as
interviews and tests. However, questionnaires can be misinterpreted by the
respondents and this lead to inaccurate answers.
2. Interviews: another instrument of gathering data in which we
have two persons. One who asks questions (interviewer) and the other who
answers the questions (interviewee). There are two types of interviews:
a). Structured or formal interview in which the interviewer comes
with already prepared questions before coming to an interview.
b). Unstructured or informal interview in which the interviewer
comes with questions but that might be changed during the interview.
The advantages of using interviews lie in the fact that they enable
us to learn things which can not be observed directly and expand the
accuracy of the answers. Tarantimo (1988, pp. 35-36) argues that the
interviewer is able to help the respondents with linguistic clarification and to
record their answers and explanations. Interviews enable one to modify
his/her lines of enquiry; in this respect, Mackay points out, the interviewer
can pursue any interesting new line of enquiry that develops, while at the
same time having a planned agenda to refer to.
3. Participatory analysis: one can call it as a direct participation
which involves discussion, negotiation, reconciliation with other students
who are involved in the discussion of their needs and wants. As Robinson
(1991) states participatory analysis involves the students more actively than
in simply completing a questionnaire. He adds in this respect that students
are invited to take part in a discussion on their needs and wants, with the
students able to make recommendations as to what should happen in the
resultant course. As an example, students who want to do Business or
12
Tourism can take part in a discussion in order to know their needs and
necessities in that field or domain they are about to enter.
4. Case studies: are methods of research that are used by
researchers in order to have an in-depth investigation of a single individual
or a group of individuals. Richards defines the case study as an intensive
study of an aspect of behaviour, either at one period in time or over a long
period of time.
Schmidt (1981) suggests that the case study as a means of
assessment not only identifies difficult linguistic features but provides
information to support a process oriented definition of needs as well
(Schmidt (81, p. 201)). Case studies are of great importance in that they give
the chance to invoke to the students’ understanding about his/ her
difficulties, needs, and want in a clear and detailed than in interviews or
questionnaires. Case studies are an occasion for the curriculum developer to
do a direct observation of the student in the classroom and study situation
and to gain insight into the students’ own methods of learning (Schmidt (90,
pp. 200-1)).
5. Tests: are methods or procedures of measuring a person’s ability,
knowledge, or performance in a given domain. Students should be tested in
order to know their abilities and find out what they are capable to perform
and what their weaknesses are before starting their courses. Tests should be
reliable and validated; otherwise, they will lead to serious problems and then
redesign of a course as Saunders (320, p. 34) describes.
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2.4 Approaches of Needs Analysis:
There are researchers and linguists who called these approaches as
models or types.
1. Target Situation Analysis (TSA)
Richards
(Dictionary of Language Teaching
and
Applied
Linguistics) defines the target situation analysis also known as SWOT
analysis, as follows in curriculum development, the identification of key
factors that might positively or negatively affect the implementation of a
curriculum plan and the study of the direct and indirect effects a proposed
curriculum will have on the students, on other programmes, and on other
people in and outside the institution. Situation analysis is sometimes
considered a dimension of NEEDS ANALYSIS. This is sometimes known
as SWOT analysis because it involves examination of a language
programme’s internal strengths and weaknesses in addition to external
opportunities and threats to the existence or successful operation of the
language programme. This definition stresses that while developing a
curriculum one should take into consideration different factors such as
students needs, different programmes and people inside and outside the
institution.
This approach was first developed by Munby’s (1978) model of the
Communication needs process. This model focuses on the students needs at
the end of a language course, and target-level performance. This model is
composed of nine elements which are used as a means for discovering the
target situation of a learner or a group of learners. These components are as
followed:
14
1. Participants: it is concerned with the information about the
identity and language of the learners.
2. Purposive domain: generally, it has to do with the purpose that
the target language will be used for at the end of the course.
3. Setting: it has to do with the physical (spatial and temporal) and
psychological (environment) settings for which the language will be used.
4. Interaction: it has to do with the identification of the learner’s
interlocutors and the prediction of the relationship that exists between them.
5. Instrumentality: indicates the medium (spoken or written or
both); the channel (face to face, telephone) and the mode (dialogue or
monologue).
6. Dialect: different dialects that learners have to use or understand
according to the social context.
7. Target level: the level of proficiency that the learners have to
achieve at the end of the course for performing certain jobs.
8. Communicative event: refers to the productive or receptive
activities and things that the learners will have to do.
9. Communicative key: it has to do with the way, the manner and the
method through which learners will have to do different activities (e.g.
politely or impolitely; formal and informal).
Thus, it is worth noting that this model is comprehensible and is
concerned with communicative needs of the learners. However, this
approach has received some criticism from different linguists for the reason
that it is inflexible, complex and time consuming (West). Meanwhile,
Hutchinson and Waters (1987) also point out that it is too time-consuming to
write a target profile for each student based on Munby’s model. This model
only considers one viewpoint, i.e. that of the analyst,
15
but neglects others (those of the learners, user-institutions, etc.).
And also, it does not take into account of the learning needs nor it
makes a distinction between necessities, wants, and lacks.
2. Present Situation Analysis (PSA)
Robinson (1991) and Jordan (1997) consider the present situation
analysis as a complementary to the target situation analysis. As we have seen
that the target situation analysis attempts to set up what the learners are
expected to be at the end of the course, the present situation analysis tries to
find or to come up with what the learners are like at the initiation of the
course. This approach was introduced by Richterich and Chancerel (1980)
who indicate that there are three sources of information: the students
themselves, the teaching establishment, and the ‘user institution’, e.g. place
of work. The purpose of this model is to look for information about different
levels of ability, resources and views on language teaching and learning,
surrounding society and cultural elements.
To stress the relationship between the two approaches above,
researchers including Munby who states that the present situation analysis
represents a constraint on the target situation analysis, which will have been
conducted first. It is pointed out that both TSA and PSA are considered as
the two landmarks that should be combined as far as needs analysis is
concerned.
3. Learner-Centred Approaches
This approach was developed and advocated by Hutchinson and
Waters (1978). They make a distinction between learner-centred and
learning-centred. The former means that learning is totally determined by the
learner without the intervention of teachers and outside factors which proves
that this approach does not exist (because teaching involves the contribution
16
of different factors inside and outside the school). Whereas the latter
involves learning as a process of negotiation between individuals and society
which includes teaching, syllabus, methods, materials, etc. (Jordan, 1997). In
other words the society sets the target needs (performance in the target
situation) while the learner has to do his best to meet those target needs.
Hutchinson and Waters divide those target needs into necessities, lacks and
wants. They mean by necessities what the learner has to know in order to
function effectively in the target situation by obtaining information about
different situations in which language is used such as lectures, seminars.
Lacks refer to the gap between the target proficiency and what the learner
knows already (Jordan) i.e. weaknesses and deficiencies or generally what
the learner lacks. According to Jordan necessities and lacks can be regarded
as being objective since they are derived from different kinds of factual
information about learners.
Wants or subjective needs refer to the cognitive and affective needs of
the learner. In this respect, Brindley states that those needs can be derived
from information about affective and cognitive factors such as personality,
confidence, attitudes, learners’ wants and expectations with regard to the
learning of English and their individual cognitive style and learning
strategies (Brindley (57, p. 70)).
4. Strategy Analysis
This refers to the different strategies, procedures, and methods
employed by learners in order to learn another language. That is to say it is
concerned with how the learners wish to learn rather than what they need to
learn as (West, 1998) states. Jordan (1997) indicates that Allwright (1982)
was a pioneer in the field of strategy analysis, in that he makes a distinction
between needs, wants and lacks. At the beginning the teacher observes
17
different strategies used by students and tries to tune his language and
simplifies his way of teaching in order to create an anxiety-free atmosphere.
Since students have different styles and learning strategies, the teacher
has to vary his activities in order to meet the needs of students.
5. Means Analysis
Holliday & Cook (1982) cited in (Jordan, 1997: 27) indicate that
means analysis attempts to study the local situations, i.e. the teachers,
teaching method, students, facilities, etc in order to see how a language
course may be implemented. In addition Dudley-Evans and St. John (1998:
125) suggest that means analysis provides us with information about the
environment in which the course will be run and thus attempts to adapt to
ESP course to the cultural environment in which it will be run. Thus, it is
obvious that this approach focuses and fosters the local environment of the
learners because its purpose is to prevent the alienation caused by imported
teaching methods that may be culturally inappropriate as Jordan states.
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2.5 Limitations and Problems in Needs Analysis:
As we have seen that Needs Analysis is one of the tools that is used to
help teachers and syllabus designers to identify students needs and interests
in the field of ESP. However, it has several limitations and problems. First, it
becomes difficult to get or determine the source of information from
students because they provide their teachers with wrong information.
Second, one can find that some students know some of their needs but not
all, and also teachers know some of the needs and interests of their students
but not able to analyze them. Meanwhile, the clash can arise between
students needs and teachers process and institutions as a result we come to
what we call individual differences that is to say each one wants to develop
his own purposes and his own process; thus, the teacher does not know how
to do his job properly. In addition, needs in general may change over time
and this will lead to discuss those needs each time which is a problem in
itself. Moreover, the lack of equipments and materials will prevent both
teachers and students from satisfying their needs. In what follows we are
going to deal with some of the previous studies conducted by different
researchers in the field of ESP.
19
3. Previous studies
Al-Khatib (2005) conducted a research in two workplaces about
graduate university students who work in the field of banking and tourism in
Jordan. He investigated the target needs of those workers by focusing on
three elements: necessities, wants and lacks. Meanwhile, he examined the
attitudes of 30 workers (15 in the field of banking and 15 in the field of
tourism) toward English in general and English for specific purposes in
particular. The findings of the study were revealed under four headings. For
necessities it was reported that workers need English mainly for three things:
communication, improving proficiency of language and travel. Concerning
wants it was found that both groups of workers believe that increasing their
corpus of specialized lexical items and technical terms and improving the
language skills except reading should be taken into consideration when
designing any training courses. For lacks and use of language, the findings
revealed that it is due to the type of work that determines the proficiency of
workers in each language skill. Concerning the attitudes it was pointed that
both groups have positive attitudes towards English. The findings revealed
also that both groups hold instrumental and integrative attitudes, but more
instrumental than integrative.
In a study conducted within the field of tourism and hospitality
industry students, Karalak and Sukamolson (2005) investigated three areas
of needs. (1) the students’ content area and language skill needs, (2) what
they think about web-based instruction and whether they would agree to use
it or not, and (3) their suggestions in order to use them as general guidelines
for designing web-based instruction. The findings revealed that students
want to know more about accommodation, tourism and food and the most
20
language skill needed is speaking. Meanwhile, most of the student agreed to
use web-based instruction.
Lombardo (1988) investigated 200 students in the School of
Economics by examining their needs and their attitudes toward learning
English as a second language. The findings revealed that students have
positive attitudes and a strong desire to learn English in order to get a job.
Among the activities required, we find the need for understanding oral
reports and participating in meetings in order to succeed in their field.
Technical terminology was the major problem in reading. Meanwhile, most
importance is primarily given to listening, then speaking, reading and
writing.
21
Chapter 2: Methodology
1. Sampling procedures:
Sampling:
Non-random sampling has been chosen because of reduced number
of the third year students of English (option Linguistics). this will allow us
to study the whole population. In addition, they are the only students that
learn some subjects related to ESP courses.
Data collection procedure:
The questionnaires will be distributed for both teachers and students
in order to compare between students’ needs and teachers perceived needs.
2. Analysis of data
Students’ questions
Table N.1
Age
Frequency
Valid
Percent Percent
Cumulative
Percent
37
88.1
88.1
88.1
Between
25 and 30
5
11.9
11.9
100.0
Total
42
100.0
100.0
Valid Between
20 and 25
The table N.1 represents the age of the participants. As it is indicated
in the table, we have 37 participants (88.1٪) whose age is between 20 and
25, while only 5 (11.9٪) participants’ age is between 25 and 30.
22
Table N.2
Gender
Valid
Frequency Percent Percent
Cumulative
Percent
24
57.1
57.1
57.1
Female 18
42.9
42.9
100.0
Total
100.0
100.0
Valid Male
42
Table N.2 represents the gender of the participants. As we notice
from the table, there is a slight difference between male and female. 57.1٪
are males, whilst 42.9٪ are females.
Table N.3
What is your puropse in learning English for Business/tourism?
Valid
Frequency Percent Percent
Cumulative
Percent
16
38.1
38.1
38.1
Applying for Master 10
programme
23.8
23.8
61.9
Interest
14
33.3
33.3
95.2
Others
2
4.8
4.8
100.0
Total
42
100.0
100.0
Valid Job
The table above deals with the purpose of learning English. As we
see so far, 38.1٪ of students learn English for having a job. 23.8٪ want to
continue their studies. 33.3٪ are interested in learning English for business
and tourism, while 4.8٪ have other interest for learning English for ESP.
23
Table N.4
The focus should be on listening
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
24
57.1
57.1
57.1
18
42.9
42.9
100.0
100.0
100.0
Total 42
The table N.4 shows that 57.1٪ of participants confirm that the course
should focus on listening whereas 42.9٪ of students claim that the course’s
goal should not concentrate on listening.
Table N.5
The focus should be on speaking
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
31
73.8
73.8
73.8
11
26.2
26.2
100.0
100.0
100.0
Total 42
The data presented above shows that 73.8٪ of students need to
develop speaking skill, while only 26.2٪ of them do not.
Table N.6
The focus should be on reading
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
17
40.5
40.5
40.5
25
59.5
59.5
100.0
100.0
100.0
Total 42
It is shown in the data above that 40.5% of students see that the
course should focus on reading, whereas 59.5% see the opposite.
24
Table N.7
The focus should be on writing
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
15
35.7
35.7
35.7
27
64.3
64.3
100.0
100.0
100.0
Total 42
The table above shows that only 35.7% of students see writing as an
essential element in English language courses; however, 64.3% does not.
Table N.8
How often do you speak English?
Valid Rarely
Valid
Frequency Percent Percent
Cumulative
Percent
2
4.8
4.8
4.8
Sometimes 19
45.2
45.2
50.0
Usually
18
42.9
42.9
92.9
Always
3
7.1
7.1
100.0
Total
42
100.0
100.0
The table above shows the extent to which students speak English. It
is only 4.8% who rarely speak English, while 45. 2% for those who speak
sometimes, and 42.9% who do so usually. The data presented also make
clear that it is only 7.1% who always speak English.
25
Table N.9
How often do you read English?
Valid
Frequency Percent Percent
Cumulative
Percent
Valid Sometimes 11
26.2
26.2
26.2
Usually
19
45.2
45.2
71.4
Always
12
28.6
28.6
100.0
Total
42
100.0
100.0
The table above presents the extent to which students read in English. It
is 45.2% who usually read in English, while28.6% of them claim that they
sometimes do so. It is only 28.6% who always read in English.
Table N.10
How often do you listen to English?
Valid Rarely
Valid
Frequency Percent Percent
Cumulative
Percent
2
4.8
4.8
4.8
Sometimes 19
45.2
45.2
50.0
Usually
15
35.7
35.7
85.7
Always
6
14.3
14.3
100.0
Total
42
100.0
100.0
The data given so for present into what extent students listen to
English. It is 4.5% who rarely listen to English, whilst 45.2% listen
sometimes. Those who always listen to English are only 14.3%.
26
Table N.11
How often do you write in English?
Valid Rarely
Valid
Frequency Percent Percent
Cumulative
Percent
4
9.5
9.5
9.5
Sometimes 18
42.9
42.9
52.4
Usually
12
28.6
28.6
81.0
Always
8
19.0
19.0
100.0
Total
42
100.0
100.0
This table is an apparent response to the question given about how
often students write in English. Students who rarely write in English are
9.5% while those who usually do so are 28.6%. It is 42.9% who sometimes
write in English, while it is only 19% who do so.
Table N.12
I sit for a test at the beginning
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
7
16.7
16.7
16.7
35
83.3
83.3
100.0
100.0
100.0
Total 42
The table shows that it is 16.7% who sit for a test at the beginning,
while 83.3% who do not do so.
Table N.13
I sit for an interview at the beginning
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
2
4.8
4.8
4.8
40
95.2
95.2
100.0
100.0
100.0
Total 42
27
The data given so far shows whether students sit for an interview at
the beginning or not. It is 4.5% who sit for it while 95.2% says no.
Table N.14
I filled a set of questionnaires at the beginning
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
9
21.4
21.4
21.4
33
78.6
78.6
100.0
100.0
100.0
Total 42
The data presented so far claim that 21.4% of the students sit for a
questionnaire at the beginning of the year, while 95.2% sit for none.
Table N.15
I sit for none
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
26
61.9
61.9
61.9
16
38.1
38.1
100.0
100.0
100.0
Total 42
The data presented above show that 61.9% sit for no test at all at the
beginning of the year while 38, 1% confirm the opposite.
28
Table N.16
Which of the four Skills is neglected more in teaching English
for business or tourism?
Valid NA
Valid
Frequency Percent Percent
Cumulative
Percent
2
4.8
4.8
4.8
Listening 13
31.0
31.0
35.7
Speaking 17
40.5
40.5
76.2
Reading 8
19.0
19.0
95.2
Writing
2
4.8
4.8
100.0
Total
42
100.0
100.0
The data presented above shows the skill that is neglected by teachers.
31% of students confirm that listening is the one neglected by teachers,
while 40.5% confirm that teachers are very often focus on the other skills at
the expense oaf speaking. 19% of them claim that reading is overlooked in
language teaching, while 4.8% of them argue that writing is neglected by
teachers
Table N.17
Who can help ensure that your language learning needs are being
met?
Valid
Frequency Percent Percent
Cumulative
Percent
17
40.5
40.5
40.5
Teachers
10
23.8
23.8
64.3
Students
12
28.6
28.6
92.9
Friends
2
4.8
4.8
97.6
Native
speaker
1
2.4
2.4
100.0
Total
42
100.0
100.0
Valid NA
29
The table shows that 2,4 recourse to their native speaker to ensure that
what they are taught meet their needs, while 4,8 of them ask their
friends.28,7request other students ,whilst23,8 of them ask their teachers.
Teachers’ questions
Table N.1
Listening needs to be covered in the course of tourism or
business
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
10
90.9
90.9
90.9
1
9.1
9.1
100.0
100.0
100.0
Total 11
Table N.2
Speaking needs to be covered in the course of tourism or
business
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
10
90.9
90.9
90.9
1
9.1
9.1
100.0
100.0
100.0
Total 11
Table N.3
Reading needs to be covered in the course of tourism or
business
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
10
90.9
90.9
90.9
1
9.1
9.1
100.0
100.0
100.0
Total 11
30
Table N.4
Writing needs to be covered in the course of tourism or
business
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
9
81.8
81.8
81.8
2
18.2
18.2
100.0
100.0
100.0
Total 11
Table N.5
Grammar needs to be covered in the course of tourism or
business
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
4
36.4
36.4
36.4
7
63.6
63.6
100.0
100.0
100.0
Total 11
The tables above show that all the four skills should be covered in the
course of ESP. 90.9% of participants view that listening, speaking and
reading should be covered and 81.9% view that writing should be covered.
However, the majority of participants (63.6%) view that grammar is less
important than the four skills.
Table N.6
Time of teaching listening in each session
Valid
Frequency Percent Percent
Cumulative
Percent
3
27.3
27.3
27.3
15 min 2
18.2
18.2
45.5
30 min 1
9.1
9.1
54.5
45 min 1
9.1
9.1
63.6
Valid NA
31
60 min 1
9.1
9.1
72.7
More
3
27.3
27.3
100.0
Total
11
100.0
100.0
Table N.7
Time of teaching speaking in each session
Valid NA
Valid
Frequency Percent Percent
Cumulative
Percent
1
9.1
9.1
9.1
30 min 3
27.3
27.3
36.4
45 min 2
18.2
18.2
54.5
60 min 1
9.1
9.1
63.6
More
4
36.4
36.4
100.0
Total
11
100.0
100.0
Table N.8
Time of teaching reading in each session
Valid
Frequency Percent Percent
Cumulative
Percent
2
18.2
18.2
18.2
15 min 2
18.2
18.2
36.4
30 min 3
27.3
27.3
63.6
60 min 1
9.1
9.1
72.7
More
3
27.3
27.3
100.0
Total
11
100.0
100.0
Valid NA
32
Table N.9
Time of teaching writing in each session
Valid
Frequency Percent Percent
Cumulative
Percent
2
18.2
18.2
18.2
15 min 2
18.2
18.2
36.4
45 min 2
18.2
18.2
54.5
60 min 2
18.2
18.2
72.7
More
3
27.3
27.3
100.0
Total
11
100.0
100.0
Valid NA
It is shown in the tables above that the time of teaching each skill
differs from one teacher to another. It is generally between 18.2% and
36.4%, that is there is no agreed fixed time.
Table N.10
Students need ESP for job
Valid Yes
Valid
Frequency Percent Percent
Cumulative
Percent
11
100.0
100.0
100.0
The table above shows that 100.0% of participants claim that
Moroccan students learn English for business or tourism for the sake of
getting a job.
Table N.11
Students need ESP for Master studies
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
7
63.6
63.6
63.6
4
36.4
36.4
100.0
100.0
100.0
Total 11
33
It is shown from the data above that 63.6% see that Moroccan
students learn English for tourism or business in order to apply for master
programme.
Table N. 12
Students need ESP for gaining knowledge about the subject
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
4
36.4
36.4
36.4
7
63.6
63.6
100.0
100.0
100.0
Total 11
The table above implies that only 36.4% of teachers who view that,
students learn English (tourism or business) for the sake of gaining
knowledge; however, 63.6% of teachers see the opposite.
Table N.13
Textbooks are used as teaching materiel in the classroom
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
5
45.5
45.5
45.5
6
54.5
54.5
100.0
100.0
100.0
Total 11
Table N.14
Handouts are used as teaching materiel in the classroom
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
9
81.8
81.8
81.8
2
18.2
18.2
100.0
100.0
100.0
Total 11
34
Table N.15
Data-show is used as teaching materiel in the classroom
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
7
63.6
63.6
63.6
4
36.4
36.4
100.0
100.0
100.0
Total 11
The tables above show that teachers make use of handouts and datashow more than textbooks. Handouts come first with the rate of 81.8%, then
data-show with the rate of 63.6% and finally textbooks with the rate of
45.5%.
Table N.16
Students are given an interview at the beginning of the year
Valid
Frequency Percent Percent
Cumulative
Percent
Valid NA
1
9.1
9.1
9.1
Yes
3
27.3
27.3
36.4
No
7
63.6
63.6
100.0
100.0
100.0
Total 11
Table N.17
Students are given a questionnaire at the beginning of the
year
Valid
Frequency Percent Percent
Cumulative
Percent
Valid NA
1
9.1
9.1
9.1
Yes
1
9.1
9.1
18.2
No
9
81.8
81.8
100.0
100.0
100.0
Total 11
35
Table N.18
Students are given a test at the beginning of the year
Valid
Frequency Percent Percent
Cumulative
Percent
Valid NA
1
9.1
9.1
9.1
Yes
3
27.3
27.3
36.4
No
7
63.6
63.6
100.0
100.0
100.0
Total 11
Table N.19
Students are given nothing at the beginning of the year
Valid
Frequency Percent Percent
Cumulative
Percent
Valid NA
1
9.1
9.1
9.1
Yes
2
18.2
18.2
27.3
No
8
72.7
72.7
100.0
100.0
100.0
Total 11
The tables above show that few of the teachers who make use of an
interview, questionnaire or a test at the beginning of the year in order to
know about the needs of their students.
Table N.20
Teachers make sure that course objectives are met through
Valid
Frequency Percent Percent
Cumulative
Percent
7
63.6
63.6
63.6
1
9.1
9.1
72.7
Feedback 2
18.2
18.2
90.9
Tasks
1
9.1
9.1
100.0
Total
11
100.0
100.0
Valid Exams
Quiz
36
It is shown in the table above that 63.6% of teachers make sure that
the course objectives are met through exams, 9.2% through quizzes, 18.2%
through feedback and 9.1% through tasks.
Table N.21
Are your perceived needs consistent with your students'
needs?
Valid Yes
No
Valid
Frequency Percent Percent
Cumulative
Percent
10
90.9
90.9
90.9
1
9.1
9.1
100.0
100.0
100.0
Total 11
The table above shows that 90.9% of participants claim that their
perceived needs are consistent with students needs, whereas only 9.1% claim
the opposite.
Chapter 3: Interpretations and implications:
1. Interpretations
1.1Students’ questions
The results of the data from question 2 to 6 and from 8 to 11 provide
answers to the first research question:
Are students in need to develop oral skills?
Table 4:
The second question was asked to know about which skills are put
more emphasis on. 57.1% of the students support the view that more
emphasis should be on listening. Thus, listening skill seems to be the most
important for them. It is also the most difficult skill that the majority of
students can not cope with. Meanwhile, it is the basic skill in language
acquisition because students can not speak unless they listen first. 73.8% of
37
the students as it has been indicated in table 5 advocate the view that the
course should focus on speaking. This is because of the fact that they want
to use and communicate the language as well as to have contact with
foreigners. Also to have a job as a guide requires speaking fluently.
Unlike listening and speaking, 59.5% of students view reading as less
important skill in the course of ESP. This is because they want from their
teachers to devote much time to speaking and listening inside the classroom.
Meanwhile, they view that reading in the field of business and tourism is not
highly required. 64.3% of students view writing as less important than the
other skills. This is because writing is not much required in the field of
tourism and business. Also writing is the most difficult skill that requires
language accuracy, students however can speak without being afraid of
making mistakes and they enjoy communicating with foreigners and listen to
authentic materials.
Table 8, 9, 10 and 11:
These questions aimed to know how often students practise the four
skills. According to students, it is found that almost all of them practise the
four skills sometimes and usually. The table 8 presents how often Moroccan
students can transfer what they have learnt to communicate outside the
classroom. It is found that students can not always speak English since it is a
foreign language and it is not used in every day life. Instead, the only chance
for them to speak English is that they can converse from time to time with
some foreigners and with their friends as well. However, with the expansion
of technology, learning a foreign language becomes an easy task. The focal
concern of the table 10 is to understand how often students listen to English.
It seems that Moroccan students still learn English in a traditional way.
There is no integration of technological materials while teaching listening.
38
Teachers still read texts to the students who hence can not be exposed to
authentic materials. Besides, students themselves are not used to listen to
foreign language. What is more, listening is of crucial value as it is the
source of input and the basis of language acquisition. Therefore, such factors
hinder Moroccan EFL learners from developing oral skills which they view
as the most important skills to develop. The table 9 indicates that Moroccan
students are not good reader. They are not educated to read for the sake of
pleasure and gain knowledge. However, they read only for the exam.
Reading plays a great role in boosting language proficiency, and developing
the oral skills.
The table 11 shows that Moroccan students are not used to write in
English due to range of reasons. First, writing is seen as a boring skill that is
not enjoyed by students. This can be explained also by the way it is taught in
the classroom.
The question 8 was asked to know which skill is neglected more in
teaching English for business or tourism. The table 16 shows that most
students advocate the view that speaking (40.5%) is the skill that is
neglected by teachers in comparison to writing (4.8%) as productive skills.
This confirms that teacher talking time is very high when compared with
that of students. Traditional way of teaching is still rooted in our Moroccan
system .The teacher is the authority in the classroom, and the source of
input. Students are not given much opportunity to communicate within the
classroom. Concerning receptive skills, it is indicated that listening (31%) is
more neglected than reading (19%). That is to say, students are not exposed
to listen to authentic materials; instead much time is given to reading.
39
1.2Teachers’ questions:
The results of the data from question 2 to 6 provide answers for the
second research question:
 Do teachers’ courses cover all the four skills?
Tables 1, 2, 3, and 4:
The question 2 was asked in order to know which skills need to be
covered in the course of business and tourism. It is clear from the tables
above that teachers advocate the view that the integration of the skills is
necessary. Their perceived percentages are 90.9% for listening, speaking and
reading and 81.8% for writing. This is consistent with the recent approaches
mainly the communicative approach which states the integration of the four
skills. Hence, teachers make use of skill integration in order to vary their
activities, avoid boredom and match the different learning styles. That is,
students are required to master all the four skills. The questions 3, 4, 5 and 6
aimed to know how much time teachers’ spend in teaching each skill. The
tables 6, 7, 8 and 9 show that teachers state the importance of the four skills
in the sense that they spend more than one hour in teaching each skill.
It is obvious from the interpretations above that one of the pedagogical
problems is related to the four skills and from which of them to lay more
emphasis on. It is clear that both teachers and students do not share the same
opinion about the priority of the skills. For instance, the language teachers
give much more priority to the four skills, whereas the students prefer to
give priority to speaking and listening. This proves that the hypotheses
stated at the beginning are confirmed. In addition, the question 7 in students’
questionnaire and the question 9 in teachers’ questionnaire were asked to
know whether students are giving a test, interview or questionnaire at the
beginning of the year. It was confirmed from the tables 15 and 19 that
students’ needs and teachers perceived needs are different. In that, it was
found that 72.7% of teachers claim that they provide their students with the
previous tools while 61.9% of students state that they do not sit for none of
those tools.
40
2. Implications:
Needs analysis is of paramount importance in language teaching and
learning for general purposes in general and for specific purposes in
particular. It makes learning programme more relevant to the real life needs
of the learners. The following implications can be considered:
- Teaching effectively implies clear identification of students’
needs. Teachers are required to make an entry test to identify the students’
needs before designing a course description
- What is special in needs analysis is that from students’ needs
and interests, syllabus designers come up with effective courses.
- Needs analysis, especially, TSA in curriculum development
plays a crucial role in the implementation of a curriculum plan. It helps in
identifying the key factors that may affect positively or negatively this plan.
- Needs analysis plays also a crucial role at all stages of the
execution of a programme; for example, it provides a tool for assessing the
needs.
41
Conclusion:
This research paper has dealt with a significant topic in the scope of
Applied Linguistics. In designing an ESP course, many factors should be
taken into consideration, among which are needs of students, the
environment, course material, classroom atmosphere, etc.
The aim behind this topic is to show to what extent students’ needs
are taken into consideration while designing courses at the university. Needs
analysis is considered as a complex issue that requires much more efforts by
applied linguists due to the fact that students’ needs change over time. The
change occurs in life entails new needs analysis geared for new generation.
The first chapter has dealt with the review of literature; including the
definition of ESP, its origin and its development. Besides, the definition,
characteristics, techniques, approaches and limitations of needs analysis.
The second chapter has dealt with methodology; including research
design and data analysis and the third chapter dealt with the interpretations
and implications.
Limitations of the study:
While conducting such a research paper, one can come across many
difficulties such as:
- First, the pilot study is one of the basic elements of conducting
such a research, but due to the strike of students and time constraints we did
not have time to do that.
- References are among the serious problems that we suffer from.
The university contains poor library.
- in distributing questionnaires for students and teachers, some of
them did not give them back and even those who answer the questions did
not devote much time to fill them. What is more is that some answers were
not completed and some teachers and students did not answer them at all.
42
Recommendations:
Moroccan education suffers from great difficulties, most of which are
neglected by Moroccan syllabus designers. The following recommendations
and suggestions should be taken into account in teaching English as a
foreign language:
- To make a revisit to universities in order to discover the areas of
difficulties that students encounter.
- To take the needs of the students into account while designing an
ESP course, that is to have their say before designing language textbooks.
- it has been found out that students need to develop oral skills than
written skills. Thus, it is the teachers’ role to make students aware of the
importance of the integration of the four skills. This enables them to
improve their language proficiency and to be communicatively competent.
43
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46
Questionnaire
Students’ questionnaire
Age group:
Under 20
□
20-25
□
25-30
□
Sex
Male
□
Female
□
These questions are part of a research project, you are kindly requested
to answer as seriously as possible these questions.
1) What is (are) your purpose(s) in learning English for Business/ Tourism?
a) Job □
b) Applying for Master programme (Business Communication) □
c) Interested in tourism and business □
d) Others please specify. □
2) What do you want the course will focus on?
a) Listening □
b) Speaking □
c) Reading □
d) Writing □
e) Others please specify □
3) How often do you speak English?
a) Rarely □
b) Sometimes □
c) Usually □
47
d) Always □
4) How often do you read English?
a) Rarely □
b) Sometimes □
c) Usually □
d) Always □
5) How often do you listen to English?
a) Rarely □
b) Sometimes □
c) Usually □
d) Always □
6) How often do you write in English?
a) Rarely □
b) Sometimes □
c) Usually □
d) Always □
7) Did you, at the beginning of the year,
a) sit for a test □
b) sit for an interview □
c) fill in a set of questionnaires □
d) sit for none of these □
8) Which of the following skills is neglected more in teaching English
for business or Tourism? (Please, answer using yes or no?)
a) Listening □
48
b) Speaking □
c) Reading □
d) Writing □
9) Which aspect(s) of the language you need to practice? And why.
…………………………………………………………………………
…………………………………………………………………………
…………
10) Who can help ensure that your language learning needs are being
met?
……………………………………………………………………………
……………………………………………………………………………
…………
11) By means of the using numbers 1 (most), 2, 3, and 4 (least) indicate
the time the course devotes to each skill.
a) Listening □
b) Speaking □
c) Reading □
d) Writing □
49
Teachers’ questionnaire
These questions are part of a research project, you are kindly requested to
answer as seriously as possible these questions.
1) What is the purpose of teaching Tourism or/and Business?
………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………
2) Which skills need to be covered in the course (Tourism or Business?)
A) Listening □
B) Speaking □
C) Reading □
D) Writing □
E) Other skills (Grammar...) please specify
3) How much time do you spend in teaching listening in each session?
15 min
□
half an hour □
45 min □
one hour □ more than that
□
4) How much time do you spend in teaching speaking in each session?
15 min
□
half an hour
□
45 min □
one hour □
more than
that □
5) How much time do you spend in teaching reading in each session?
15 min
□
half an hour
□
45 min □
one hour □
more than
that □
6) How much time do you spend in teaching writing in each session?
50
15 min
□
half an hour
□
45 min □
one hour □
more than
that □
7) What do you think your students need to do with learning English for
Business or Tourism?
a) Job □
b) Applying for Master programme (Business Communication) □
c) Having an idea about Tourism and Business □
e) Others please specify.
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………
8) What content material do you use in the classroom?
Textbooks □
Handouts □
Data-show □
Others
Please specify…………………………………..........................
……………………………………………………………………………..
9) Do you give to your students at the beginning of the year?
a) An interview □
b) A questionnaire □
c) A test
□
d) None of these
□
e) Others □
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10) How do you make sure that the objectives of your course are met?
………………………………………………………………...........................
....................................………………………………………………………
………………………………………………………………………
11) Are your perceived needs consistent with your students needs?
 Yes
 No
.
52