Journal of Pedagogical Sociology and Psychology
Macro inquiries on needs-based language learning and its implications on ESP syllabus design
Jabbar Al Muzzamil Fareen 1 *
More Detail
1 PDPM Indian Institute of Information Technology, Design & Manufacturing Jabalpur, India
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 1, pp. 1-11
https://doi.org/10.33902/jpsp.202424177

Article Type: Conceptual Article

Published Online: 27 Nov 2023

Views: 326 | Downloads: 171

ABSTRACT
The specification of English for Specific Purposes (ESP) courses to develop target level communicative competence has been the dire needs of any professional and technical education programmes today. As ESP courses need to be redesigned to the changing requirements of academics and industry, this paper attempts to propose a framework that could satisfy the objectives of learners and their specific purpose of learning. In this paper, the macro inquiries of why, what, and how of the specific purpose of language learning is discussed to plan the aim, objectives, and goals of a needs-based course. As contextual analysis is very much perpetual for designing an ESP course, this paper envisages the importance of conducting needs and demands analysis to understand and articulate the present and the target situation needs of the learner. With this pursuit, a theoretical and practical framework for designing a learner and learning needs-based ESP syllabus has been advocated with the specifications of integrated, interrelated, and interdependent components of product and process design.
KEYWORDS
contextual analysis curriculum and syllabus design English for Specific Purposes needs and demands analysis process design product design
In-text citation: (Fareen, 2024)
Reference: Fareen, J. A. M. (2024). Macro inquiries on needs-based language learning and its implications on ESP syllabus design. Journal of Pedagogical Sociology and Psychology, 6(1), 1-11. https://doi.org/10.33902/jpsp.202424177
In-text citation: (1), (2), (3), etc.
Reference: Fareen JAM. Macro inquiries on needs-based language learning and its implications on ESP syllabus design. Journal of Pedagogical Sociology and Psychology. 2024;6(1), 1-11. https://doi.org/10.33902/jpsp.202424177
In-text citation: (1), (2), (3), etc.
Reference: Fareen JAM. Macro inquiries on needs-based language learning and its implications on ESP syllabus design. Journal of Pedagogical Sociology and Psychology. 2024;6(1):1-11. https://doi.org/10.33902/jpsp.202424177
In-text citation: (Fareen, 2024)
Reference: Fareen, Jabbar Al Muzzamil. "Macro inquiries on needs-based language learning and its implications on ESP syllabus design". Journal of Pedagogical Sociology and Psychology 2024 6 no. 1 (2024): 1-11. https://doi.org/10.33902/jpsp.202424177
In-text citation: (Fareen, 2024)
Reference: Fareen, J. A. M. (2024). Macro inquiries on needs-based language learning and its implications on ESP syllabus design. Journal of Pedagogical Sociology and Psychology, 6(1), pp. 1-11. https://doi.org/10.33902/jpsp.202424177
In-text citation: (Fareen, 2024)
Reference: Fareen, Jabbar Al Muzzamil "Macro inquiries on needs-based language learning and its implications on ESP syllabus design". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 1, 2024, pp. 1-11. https://doi.org/10.33902/jpsp.202424177
REFERENCES
  • Basturkmen, H. (2013). Needs analysis and syllabus design for language for specific purposes. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (4209-4217). Blackwell. https://doi.org/10.1002/9781405198431.wbeal0861.pub2
  • Belcher D. D. (2012). What ESP is and can be: An introduction. In D. D. Belcher (ed.), English for specific purposes in theory and practice (pp. 1-20). University of Michigan Press. https://doi.org/10.6706/TIESPJ.2010.2.2.5
  • Breen, M.P. (1987). Contemporary paradigms in syllabus design. Language Teaching, 20(2), 81-91. https://doi.org/10.1017/S0261444800004365
  • Breen, M. P. & Candlin, C. N. (2001). The essentials of a communicative curriculum in language teaching. In D. R. Hall & A. Hewings, (Eds.), Innovation in English language teaching: A reader (pp. 9-26). Routledge.
  • Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. Johnson (Ed.), The second language curriculum (pp. 35-70). Cambridge University Press. https://doi.org/10.1017/CBO9781139524520.007
  • Dovey, T. (2006). What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes, 25(4), 387–402. https://doi.org/10.1016/j.esp.2005.10.002
  • Dubin, F. and Olshtain E. (1986). Course design, developing programs and materials for language learning. Cambridge University Press.
  • Dudley-Evans, T., & St. John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge University Press. https://doi.org/10.1017/CCOL0521419875.018
  • Edwards, N. (2000). Language for business: Effective needs assessment, syllabus design and materials preparation in a practical ESP case study. English for Specific Purposes, 19, 291–296. https://doi.org/10.1016/S0889-4906(98)00029-5
  • Fareen, J. A. M. (2017). English for placement purposes: Developing a needs-based course for meeting the employment demands of IT industries. Eurasian Journal of Applied Linguistics, 3(1), 49-66. https://doi.org/10.32601/ejal.461033.
  • Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 325-346). Wiley Blackwell Publication. https://doi.org/10.1002/9781118339855.ch17
  • Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching, 41(2), 147–181. https://doi.org/10.1017/S0261444807004867
  • Hall, G. (1999). Redefining the syllabus: An investigation into whether syllabuses can meet learners’ linguistic and social needs. Lancaster University.
  • Howatt, A. P. R. & Widdowson, H. G. (2004). A history of English language teaching. Oxford University Press.
  • Huhta, M., Vogt, K., Johnson, E., Tulkki, H., & Hall, D. R. (Eds.) (2013). Needs analysis for language course design: A holistic approach to ESP. Cambridge University Press. https://doi.org/10.1017/CBO9781139424493.006
  • Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centred approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511733031.009
  • Javid, C. (2015). English for specific purposes: Roles of learners, teachers, and teaching methodologies. European Scientific Journal, 11(20), 17-22. https://doi.org/10.18860/jeasp.v1i1.5243
  • Johns, A., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25, 297-314. https://doi.org/10.2307/3587465
  • Johns, A.M., Paltridge B., & Belcher D.D. (2014). Introduction: New directions for ESP research. In D. D. Belcher, A. M. Johns, & B. Paltridge (eds.), New directions in English for specific purposes research (pp.1-4). University of Michigan Press. https://doi.org/10.6706/TIESPJ.2011.3.2.5
  • Johnson, R. K. (1989). Communicative syllabus design and methodology. Pergamon Press.
  • Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching. Prentice-Hall. https://doi.org/10.2307/327275
  • Long, M. H., & Crookes, G. (1992). Three approaches to task-based language teaching. TESOL Quarterly, 26(1), 27–56. https://doi.org/10.2307/3587368
  • Long, M. H. (2005). Second language needs analysis. Cambridge University Press. https://doi.org/10.1017/CBO9780511667299
  • Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5-33. https://doi.org/10.1017/S0267190515000057
  • Macalister, J., & Nation I.S.P. (2010). Language curriculum design. Routledge. https://doi.org/10.4324/9780429203763-14
  • Mackey, A., & Gass, S. M. (2016). Second language research: methodology and design. Routledge.
  • Munby, J. (1978). Communicative syllabus design: a sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge University Press.
  • Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press. https://doi.org/10.1017/S0272263100008834
  • Nunan, D. (1996). Syllabus design. Oxford University Press.
  • Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336.002
  • Robinson, P. (1991). ESP today: a practitioner's guide. Prentice Hall.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667220.003
  • Schutz, N., & Derwing, B. (1981). The problem of need assessment in English for Specific Purposes: some theoretical and practical considerations. In R. Mackay & J. Parmer (Eds.), Languages for specific purposes: Program design and evaluation (pp. 29–44). Newbury House.
  • West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19. https://doi.org/10.1017/S0261444800007527
  • White, R.V. (1988). The ELT curriculum, design, innovation and management. Basil Blackwell.
  • Widdowson, H.G. (1983). Learning purpose and learning use. Oxford University Press.
  • Widdowson, H.G. (2003). Defining issues in English language teaching. Oxford University Press.
  • Wilkins, D. A. (1976). Notional syllabuses: A taxonomy and its relevance to foreign language curriculum development. Oxford University Press.
  • Williams, C. (2014). The future of ESP studies: Building on success, exploring new paths, avoiding pitfalls. ASp, 66, 137–150. https://doi.org/10.4000/asp.4616
  • Wilson, G. H. (1976). Curriculum development and syllabus design for English teaching. Singapore University Press.
  • Yalden, J. (1983). The communicative syllabus: evolution, design and implementation. Pergamon.
  • Yalden, J. (1987). Principles of course design for language teaching. Cambridge University Press.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.