Geriye dönük özel amaçlı İngilizce dersi: Turizm bölümünde staj deneyimi olan ve olmayan öğrencilerin ihtiyaçlarının karşılaştırmalı incelemesi

Yıl 2021, Cilt: 9 Sayı: 11, 107 - 141, 30.04.2021

Mehmet Asmalı , Ece Zehir Topkaya

Öz

Bu çalışma, turizm bölümünde okuyan iki grup öğrencinin özel amaçlı İngilizce dersi ile ilgili ihtiyaçlarına yönelik tutumlarını ve motivasyonlarını araştırmıştır. Gruplar, genel İngilizce dersini alan birinci sınıf öğrencileri ile yaz stajlarını tamamlayıp özel amaçlı İngilizce dersine başlayan ikinci sınıf öğrencilerinden oluşmaktadır. Derslerin eğitmeni de mevcut özel amaçlı İngilizce dersinin öğrencilerin iletişim ihtiyaçlarını ne ölçüde karşıladığını öğrenmek için çalışmanın katılımcısı olarak dahil olmuştur. Sonuçlar, her iki öğrenci grubunun da yüksek ve olumlu tutum ve motivasyonunu göstermiş, ancak aynı zamanda öğrencilerin buna hazırlıksız olduğunu ve bu konudaki belirsizliğini de ortaya çıkarmıştır. Mevcut özel amaçlı İngilizce dersinde ihtiyaç duyulan iletişim becerilerinin yarısından fazlasının neredeyse tamamen içerildiği görülmüştür. Konuşma ve dinleme, en çok ihtiyaç duyulan beceriler olarak bulunmuştur. Staj süresinin öğrencilerin ihtiyaçlarını farklılaştıran önemli bir faktör olduğu görülmüştür. Genel İngilizce ve özel amaçlı İngilizce dersleri için bazı çıkarımlar yapılmıştır.

Anahtar Kelimeler

Özel amaçlı İngilizce, ihtiyaç analizi, yaz stajı, tutum, motivasyon

ESP course in retrospect: A comparative study of needs between pre and post-internship experience students in the school of tourism

Öz

This study investigated two groups of students’ attitudes and motivation towards ESP and ESP course-related needs studying in the tourism department. The groups comprised the first-year students taking the General English (GE) course and the second-year ones who had completed their summer internships and started taking the ESP course. The instructor of the courses was also involved to find out the extent to which the existing ESP course meets the communication needs of the students. The results indicated both groups of students’ high and positive attitudes and motivation, but also revealed students’ unpreparedness for and uncertainty about it. More than half of needed communication skills were found to be almost fully covered in the current ESP course. Speaking and listening were found to be the most needed skills. Internship period was found to be a significant factor differentiating students’ needs. Some implications were drawn for the GE and ESP courses.

Anahtar Kelimeler

English for specific purposes, needs analysis, summer internship, attitude, motivation

Kaynakça

• Ajanovic, E. (2014). Modern ICT solutions to be taught in tourism and hospitality education: Evaluation and implications. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 1, 173-177.
• Aldohon, H. I. (2014). English for specific purposes (ESP) for Jordanian tourist police in their workplace: Needs and problems. International Education Studies, 7(11), 56-67. doi:10.5539/ies.v7n11p56
• Association of Turkish Travel Agencies. (2019). Monthly tourist numbers 1999-2019. Retrieved from: https://www.tursab.org.tr/istatistikler/turist-sayisi-ve-turizm-geliri
• Ayas, Ö., & Kırkgöz, Y. (2013). The academic and vocational English language needs of the school of health students. Çukurova University Faculty of Education Journal, 42, 39-55.
• Baştürkmen, H. (1998). Refining procedures: A needs analysis project at Kuwait University. English Teaching Forum, 36(4), 2-9.
• Boran, G. (1994). A needs analysis for the ESP classes at the tourism education department of the trade business and tourism education faculty of Gazi University (Unpublished master’s thesis). Bilkent University, Turkey.
• Bosher, S., & Smalkoski. K. (2002). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21, 59-79. doi: 10.1016/S0889-4906(01)00002-3
• British Council & Tepav (2013). Turkey national needs assessment of state school English Language Teaching. Retrieved from: https://www.britishcouncil.org.tr/sites/default/files/turkey_national_needs_assessment_of_state_school_english_language_teaching.pdf
• Busby, G. D., & Gibson, P. (2010). Tourism and hospitality internship experiences overseas: A British perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 9(1), 4-12. doi:10.3794/johlste.91.244
• Chang, D. Y., & Chu, P. Y. (2009). University-industry cooperation in action: A case study of the integrated internship program (iiP) in Taiwan. Journal of Hospitality and Tourism Education, 21(1), 6–17. doi: 10.1080/10963758.2009.10696932
• Chen, P. C., Chiu, W. Y., & Lin, T. Y. (2011). A study constructing a holistic English for specific purposes (ESP) curriculum model for tourism and hospitality English. Education Research Journal, 1(5), 84-93.
• Coşkun, A. (2009). An ESP course for tourism students. ESP World, 4(25) 8, 1-15.
• Çımat, A., & Bahar, O. (2003). An assessment of tourism sector and its significance in the Turkish economy. Akdeniz University Journal of Economics and Administrative Sciences, 6, 1-18.
• Dinçay, T. (2011). Designing a learner-centered ESP course for adults and incorporating the learners’ aims into a situational-based syllabus. EKEV Akademi Dergisi, 15(49), 235-247.
• Dudley-Evans, T. & St John, M.J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
• Emir, O., Pelit, E. & Arslan, S. (2010). Turizm alanında önlisans eğitimi alan öğrencilerin staj öncesi ve sonrası görüşlerinin karşılaştırılması: Afyon Kocatepe Üniversitesi örneği [Comparison of opinions of students in tourism field with pre-bachelor's degree education before and after training]. Electronic Journal of Social Sciences, 9(33),141- 165.
• Goh, E. & Sigala, M. (2020). Integrating information & communication technologies (ICT) into classroom instruction: Teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 1-10, doi: 10.1080/15313220.2020.1740636
• Grobelna, A. (2015). Intercultural challenges facing the hospitality industry. Implications for education and hospitality management. Journal of Intercultural Management, 7(3), 101–117. doi 10.1515/joim-2015-0023
• Gündüz, N. (2016). The scope and use of ESP in foreign and Turkish context. Turkish Journal of Social Research, 20(3), 647-669.
• Hsu, L. W. (2010). Learning gaming English by prospective casino dealers in Taiwan: An explorative study. Journal of Foreign Language Instruction, 4(1), 69-86.
• Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: CUP.
• Johns, A., & Dudley-Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25, 297-314. doi: https://doi.org/10.2307/3587465
• Klimova, B. F. (2014). Students of management of tourism and their writing competences. Procedia - Social and Behavioral Sciences, 122, 438 – 442. doi: 10.1016/j.sbspro.2014.01.1368
• Kostic B., & Grzinic, J. (2011). The importance of English language skills in the tourism sector: A comparative study of students/employees perceptions in Croatia. Alma Tourism, 4, 10-23.
• Kuşluvan, S., Kusluvan, Z., & Eren, D. (2003). Undergraduate tourism students’ satisfaction with student work experience and its impact on their future career intentions: a case study, In S. Kusluvan (Ed) Managing employee attitudes and behaviors in the tourism and hospitality industry, (pp. 135-151). Nova Science Publishers.
• Lee, C. B., & Wicks, B. (2010). Tourism technology training for destination marketing organizations (DMOs): Need-based content development. Journal of Hospitality, Leisure, Sport and Tourism Education, 9(1), 39-52. doi: 10.3794/johlste.91.241
• Lee, C. L. (2016). Principles and practices of ESP course design—A case study of a university of science and technology. International Journal of Learning, Teaching and Educational Research, 15(2), 94-105.
• Leong, A. M.W. & Lee, J. X. (2012). A study on English teaching improvement based on stakeholders’ needs and wants: The case of the Faculty of International Tourism of the Macau University of Science and Technology (MUST). Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 67–78. doi: 10.1016/j.jhlste.2012.02.011
• Masoumpanah, Z., & Tahririan, M. H. (2013). Target situation needs analysis of hotel receptionists. English for Specific Purposes World, 40(14), 1-19.
• Moattarian, A., & Tahririan, M. H. (2014). Language needs of graduate students and ESP courses: The case of tourism management in Iran. Journal of Research in Applied Linguistics (RALs), 5(2), 4-22.
• Morrow, J. (2013). Creating effective ESP programs for future employment in tourism. The Journal of Teachers helping Teachers, 1, 68-77.
• O'halloran, R. M., & Deale, C. S. (2004). The importance of writing across the hospitality and tourism curriculum. Journal of Teaching in Travel & Tourism, 4(2), 61-78, doi: 10.1300/J172v04n02_04
• Oktarin, R. A., Syahrial, & Harahap, A. (2019). Needs analysis of ESP for tourism study program at SMKN 7 (senior vocational school) Kota Bengkulu. Journal of English Education and Teaching, 3(1), 14-28.
• Prachanant, N. (2012). Needs analysis on English language use in tourism industry. Procedia - Social and Behavioral Sciences, 66, 117–125. doi: 10.1016/j.sbspro.2012.11.253
• Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. doi: 10.1177/0033688212473293
• Robinson, P. (2011). ESP today: A practitioner’s guide. Prentice Hall.
• Trang, B. T. T. (2015). Needs analysis of English language use in tourism: A case study of international travel companies in Vietnam (Unpublished masters’s thesis). I-Shou University, Taiwan.
• Uysal, D., Temizkan, S. P., & Taslacı, N. (2018). Investigation of the needs of higher education tourism students for English. Journal of Gastronomy Hospitality and Travel, 1(1), 18-28. doi: 10.33083/joghat.2018.2
• Uysal, D., & Seçilmiş, C. (2019). English communication needs of tourism faculty undergraduates: A comparative stakeholder analysis. Journal of Tourism, Leisure, and Hospitality, 1(2), 68-75.
• Yeşiltaş, M., Öztürk, Y., & Hemmington, N. (2010). Tourism education in Turkey and implications for human resources. Anatolia, 21(1), 55-71. doi: 10.1080/13032917.2010.9687090
• Yotimart, D., & Wongchai, A. (2014). A language needs analysis research of tourism personnel at Muang Tam Sanctuary for tourism English communication innovation [Paper presentation]. International Conference on Education, Psychology, and Social Science (ICEPS2014), Taipei, Taiwan.
• Zopiatis, A., & Constanti, P. (2007). ‘And never the twain shall meet’: Investigating the hospitality industry-education relationship in Cyprus. Education & Training, 49(5), 391–407. doi: 10.1108/00400910710762959