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MINISTÈRE DE L'ENSEIGNEMENT SUPERIEUR ET DE LA
RECHERCHE SCIENTIFIQUE
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UNIVERSITÉ MOULOUD MAMMERI DE
TIZI-OUZOU
FACULTÉ DES LETTRES ET DES LANGUES
DÉPARTEMENT D'ANGLAIS
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Domaine: Lettres et Langues Etrangères.
Filière: Langue Anglaise.
Spécialité: Langue est
Communication.
Dissertation Submitted in Partial Fulfillment of the
Requirements for the
Degree of Master in English
Title:
Investigating the Design of Business English Courses
through Needs Analysis: The Case of the Department of English at INPED
in
Boumerdes
Presented by: Supervised by
Bourai Yasmine Adem Karima
Kechir Dalila
Board of Examiners:
Chair: AOUINE Akli, MAA,UMMTO.
Supervisor: ADEM Karima, MAA, UMMTO.
Examiner: FEDOUL Malika, MAA, UMMTO.
Promotion: 2018
Laboratoire de domiciliation du Master : Etude des
Langues et Cultures Etrangères.
Dedications
Every challenging work needs self efforts as well as guidance
of olders specially those who are very close to our heart.
I dedicate my humble effort to my sweet and loving
parents, to my two and unique brothers Kousseila and Masten and to all my aunts
and
cousins.
I also dedicate this work for two generous and kindhearted
persons; my lovely aunt Tassadit and her husband.
Special thanks for my binomial and soulmate Dalila for being a
part of
my life.
Yasmine.
This present dissertation is dedicated to my brilliant and
ever faithful parents Amar and Djouher who have raised me to be the person
am
today.
To my sister and my brother for being my guardians in life.
To my best binomial Yasmine for being my best friend ever And to all my friends
who are always in bad and good times.
Dalila.
II
Acknowledgments
We would like to express our special thanks to our supervisor
Mrs Adem Karima, for her helpful guidance and ongoing support throughout this
study.
We would also like to express our gratitude to the board of
examiners for sitting on our panel and taking the time to read our memoire.
Our acknowledgments go also to the ESP teachers and learners
of the English department of INPED in Boumerdes as well as the head of the
department, Mr Ighil, who greatly helped us in completing the questionnaires
and conducting the interview.
III
Asnemmer
Tanemmirt tameqqrant i kra n win/tin i
ay-d-yefkan afus n tallelt armi d
taggaran uxeddim
agi-ntey
Tanemmirt tameqqrant ladya i
massa ADEM Karima yef yiwellihen d yibeddi-
ines
yid-ntey s teyzi n tezrawt-agi. Tanemmirt i
usqamu ama?rayan ara d-yefken
tikti-nsen
yef leqdic-agi-ntey.
Tanemmirt i
yiselmaden n « ESP » d yinelmaden n ugezdu n teglizit n «
INPED
» n Bumerdes, mebla ma nettu ayella n
ugezdu Mass I?IL i ay-i?awnen
a?as deg
u?emmer n yimseqsi d useddu n
yidiwenniten. Tanemmirt tameqqrant i kra i ay-
yefkan afus
n lem?awna deg uxeddim-agi-ntey.
IV
Abstract
This study is intended to investigate the design of ESP
courses through Needs Analysis in the INPED of Boumerdes. It aims at achieving
three main purposes. Its aims first at checking whether Needs Analysis has been
taken into consideration by the course designers. Second, it investigates the
different instruments that are used in order to analyze the needs of the
learner so as to design the appropriate courses. Third, it intends to know
whether the learners are satisfied with the courses designed to them. To meet
this end, the present work relies on Dudley-Evans' theory of Needs
Analysis within course design as it shows the importance of combining
Needs Analysis with course design. To gather the appropriate data, two data
collection tools have been used. First, a written research questionnaire has
been distributed to a sample of learners that is composed of 30 learners at the
INPED of Boumerdes In addition, a semi-structured interview has been made with
3 teachers and a questionnaire has been administered to 6 of them. In order to
analyze the open-ended questions of the questionnaires and the interview,
Qualitative Content Analysis( QCA) has been used as a method of interpretation
and description of the qualitative data. For the quantitative data, a
quantitative method called «the rule of three» has been used
in order to generate numerical data. The results reached in this
research reveal that Needs Analysis has been taken into consideration by the
course designers at INPED of Boumerdes. In addition, these results show the
different instruments that are used in order to identify the needs of the
learners. Finally, the present study comes to the conclusion that the business
English courses that are designed meet the needs of the learners. Thus the
learners are satisfied with these courses designed for their specific
purpose.
Key Words: ESP, Business English,
Needs Analysis, course design.
V
INPED
The National Institute for Productivity and Industrial
Development (INPED), has existed since 1967. It is located in Boumerdes and it
offers a friendly and welcoming atmosphere where there is encouragement
to study. INPED's purpose is to contribute to the social and
economical development of Algeria. It provides a Master of Business and
Administration (MBA), training and a variety of short and long training courses
that are responsive to the requirements of management practice at all levels.
INPED offers a wide range of other programs in the domain of management skills
(secretarial, documentary and archive technique) and English language (general
English and English for specific purposes). The main aim of these programs is
to enable managers on the job to enhance their understanding of skills
and competences of management in today's complex business
environment.
VI
List of Abbreviations
BE: Business English
EAP: English for Academic Purposes
EBE: English for Business and Economics
EFL: English as a Foreign Language
EOP: English for Occupational Purposes
ESP: English for Specific Purposes
EST: English for Science and Technology
GE: General English
INPED: The National Institute for
Productivity and Industrial Development
NA: Needs Analysis
TSA: Target Situation Analysis
VII
List of Tables :
Tables 1: Participants' Age
.27
Tables 2: Learners' Attitude to English
31
Table 3: Learners' Skills Proficiency
..31
Table 4: The Language skills needed .33
Table 5: Learners' Satisfaction with Business English
Syllabus .35
Table 6 : Learners' satisfaction with the
Content of Business English Courses .35
Table 7: The time allocated for BE courses
....36
Table 8: Teachers' Encouragement for
Authentic Material Use .36
Table 9: Learners' Acquired Abilities at the
End of Studies ..39
Table 10: Teachers' Age .....39
Table 11: The Use of Authentic Materials
.42
Table12: Evaluation of Learners' Achievement
43
Table 13: Teachers' self-evaluation
44
Table14: Teachers' Opinion about their Teaching Method
45
Table 15: The Implementation of NA before Course Design
46
Table 16: Learners' Level and Learning Needs
47
VIII
List of Diagrams
Diagram1: Types of ESP by David Carter 26
Diagram 2: The Importance Given toEnglish
..27
Diagram 3: Learners' Attitude towards English
Language Learning at the Beginning of their
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Training
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28
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Diagram 4: Learners' Starting Level
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.28
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Diagram 5: Learners' Interest towards Learning Business
in English
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29
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Diagram 6 : Learners' Current Level in English
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. 29
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Diagram 7: Learners' Progress at the Institution
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30
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Diagram 8: The usefulness Of Business English Courses
with Regard to Learners' Needs....32
Diagram 9: Learners' Satisfaction with the Business
English Teaching Methods ..33
Diagram10: Learners' Attitude towards the Activities
Programmed for their Training.........34
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Diagram 11: The Degree of Usefulness Of the Materials Used
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.34
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Diagram 12: The Objective of Authentic Materials Use
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.36
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Diagram 13: English Level Development
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.37
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Diagram 14 : Areas where Learners have Developed their Level
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37
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Diagram 15: Learners' Suggestions about the
Aspects of English to be focused on
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38
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Diagram 16: Teachers' Level
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.40
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Diagram 17: Teachers' Experience in ESP Teaching
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.40
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Diagram 18:The Skills that are Given more Importance
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41
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Diagram 19: The Teaching Materials Used
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42
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Diagram 20: The Role of the Teacher .
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43
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Diagram 21: Period of Testing
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44
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Diagram 22: Teachers' collaboration with other
teachers
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.45
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Diagram 23: The Form of Business English Classes
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.46
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Diagram 24: The Instruments Used to Identify Learners'
Needs and Wants
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47
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IX
Table of Content
Dedication I
Aknowledgment II
Abstract . IV
INPED V
List of Abbreviations VI
List of Tables .VII
List of Diagrams VIII
General introduction
· Statement of the problem
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1
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· Aims and significance of the study
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.3
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· Research Questions
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3
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· Research Hypothesis
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3
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· Research design and methodology
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.4
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· Structure of the dissertation
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4
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Chapter one: The Review of Literature
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Introduction
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.6
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Section one: English for Specific Purposes
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1.1 Definition of ESP .
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..6
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1.2 Types of ESP
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7
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1.2.1 English as a Restricted Language
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7
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1.2.2 English for Academic and Occupational Purposes
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7
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1.2.3 English with Specific Topics .8
1.3 Business English 8
1. 4 Characteristics of ESP 8
1.4.1 Authenticity 8
X
1.4.2 Purpose-related Orientation 9
1.4.3 Self Direction .9
1.5 The role of ESP Practitioners .9
1.5.1 As a Teacher . 9
1.5.2 As a Course Designer and Material Provider .
10
1.5.3 As a Collaborator ..10
1.5.4 As a Researcher 10
1.5.5 As an Evaluator 11
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