Reassessing the ESP course offering to Engineering Students: identifying correspondences between the course contents and workplace language needs (Case Study of Students of College of Engineering at Majmaah University, K.S.A)
DOI:
https://doi.org/10.14738/assrj.410.3172Abstract
English is needed and is used extensively in the field of engineering and work. One more important point is that Graduates from Saudi Universities are likely to face difficulties coping with communication in positions in which the working language is English. This is not only because the amount of time and their exposure to English are insufficient, but also because the courses offered do not prepare them adequately for the job market. This research presents the steps for conceiving an acceptable curriculum that would enable identifying specific workplaces in which the language of communication is English. It is widely recognized that a high percentage of today’s school leavers find themselves unemployed due to lack of relevant skills and qualifications and low educational attainment.
References
Arabian Cultural Mission in the U.S.A. (1991). Education in Saudi Arabia (1st ed).
Brumfit, C.J. & Johnson, K. (1989).The Communicative Approach to Language Teaching.Oxford University Press.
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press.ed.). Oxford ; New York: Published for and on behalf of the Council by Pergamon Press.
Edwards, P. (1996). Action research on creative/verbatim task production. In: J.Pique, J. VicentAndreu- Beso, D.J. Viera (eds) (1996). English in Specific Settings. Valencia: Universidad de Valencia, pp. 175-179.
Ellis, M. & Johnson, C. (1996). Teaching Business English.Oxford Handbooks for Language Teachers.Oxford University Press.
Graddol, D., Leith, D., & Swann, J. (1996). English : History, diversity, and change. Milton
Graves, K. (1996). Teachers as course developers. England: Cambridge University Press, 1996.
Hall, J. K. (2001). Methods for teaching foreign languages : Creating a community of learners in the classroom. Upper Saddle River, N.J.: Merrill Prentice Hall.
Halliday, M. A. K. (1973). Explorations in the functions of language. London,: Edward Arnold.
Harding, K (2007) English for Specific Purposes, Oxford University Press
Harrison, R. (1996). The training of ESP teachers in Russia. English for Specific Purposes - Russia, 2: 24-26.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes.A Learning-centred Approach. Cambridge, Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.
Jones, G. (1990). ESP textbooks: Do they really exist? English for Specific Purposes, 9, 89-93.
Kennedy, C. & Bolitho, R. (1984). English for Specific Purposes.McMillan Publishers. Keynes England, London ; New York: Open University; Routledge.
Krashen, S. (1985). The Input Hypothesis: issues and applications. N.Y.: Longman.
Mackay, R., & Palmer, J. (Eds.) (1981). Languages for Specific Purposes: Program design and evaluation. London: Newbury House.
Mackay, R., &Mountford, A. (Eds.). (1978). English for Specific Purposes: A case study approach. London: Longman.
McDonough, J. (1984). ESP in perspective: A practical guide. London: Collins ELT. meeting the needs of second language learners. Oxford: Oxford University Press.
Munby, J. (1978) Communicative Syllabus Design. Cambridge: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
