4.2.2 Needs Analysis and Course Organization
After the teacher designs the appropriate course content
through Needs Analysis, he should then organize the course in a way that is
appropriate for an affective learning process. Teachers, after recognizing the
most important areas where the learners have problems and difficulties, are
able to identify learners' needs and wants in an effective manner. As
it is shown in the teacher's questionnaire, 100% of the teachers claim that the
learners need more practice in listening and speaking skills as these
two have a great importance for their future career.Thas is to say, these
learners need to improve more listening and speaking skills as it is required
by their domain. 83.3% of them have argued that reading and writing skills
should also be given more importance (Diagram 18). Therefore, the teachers
organize courses for practicing more listening and speaking skills and
sometimes reading and writing. For this purpose, different teaching
materials are used in order to satisfy the learners' needs.
On the one hand, the questionnaire indicates that 100% of the
teachers rely on textbooks related to Business English in their teaching
process as the majority of the learners need to learn Business vocabulary or
terminology (Diagram19). All the teachers claim that the English instruction
should focus on English needed rather than on general English. Hutchinson and
Waters (1987) think that "In terms of language content, there is little
reason why a Biology text should be more useful to a biologist than a
Physics text» (P.165). This means that, in terms of the
course content, learners in ESP should find what is relevant to
57
Discussion of the Findings
their field. I.e, teaching materials, program and
syllabus should be in relation to the learners' context and domain. On
the other hand, a huge majority of the teachers which corresponds to 83.3% also
use textbooks related to general English in order to support their teaching
because it is not possible to learn Business English without taking into
account some aspects of general English as it is the basis for learning the
language. Moreover, many teachers also use authentic materials rather than
texts designed pedagogically (Table11), because authentic materials are
considered as an aid for supporting teaching and learning. This is also
mentioned by Guariento and Morley (2001) who believe that using authentic
materials relates to the onset of communicative movements in which there is an
attempt to simulate real world in the classroom. That is, authentic materials
are helpful for the learners as they make them interact with the real language
and content rather than the form. In addition, these materials help the
learners to feel that they are learning the language as it is used in real life
situations and this makes them understand and be motivated to learn and get
useful and meaningful language. Many language teachers believe that
authenticity has proved its beneficial role in language teaching and there is
no argument regarding this. (Shrum and Glisan, 2000; Richards,2001;
Kilickaya,2004 ).
Within course organization, the questionnaire indicates that
the majority of the teachers which corresponds to 83.3% collaborate with other
colleagues in order to help each other and create a suitable course
content for the learners' needs. Only 16.7% do not collaborate
(Diagram 22). As it has been mentioned by Dudley-Evans and St-John (1998) The
ESP teachers' should cooperate with other teachers that are specialists
in the domain in order to gain knowledge about the teaching skills,
tasks, and syllabus so as to bring the suitable material and courses
for the learners. This means that teachers' cooperation helps in
developing the teaching and learning process as it brings new ideas
and methods on the teaching skills, materials, program and syllabus to be
used.
58
Discussion of the Findings
As a result, ESP teachers at the INPED of Boumerdes are
conscious about the importance of learning needs in the creation of suitable
teaching materials and course organization. This makes them be motivated to
search for all the possible methods to be used so as to meet the
learners' needs in an effective manner and organize courses
that suit these needs.
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