ÖZEL AMAÇLI BİR İNGİLİZCE PROGRAMI’NDA ÖĞRENCİLERİN ÖĞRENME VE HEDEF İHTİYAÇLARI ALGILARI

Yıl 2015, Cilt: 23 Sayı: 2, 479 - 498, 15.05.2015

Enisa Mede Sevda Gül Kazar

Öz

Bu araştırmanın amacı Türkiye’nin İstanbul şehrindeki en prestijli üniversitelerinden birinde Güzel Sanatlar Fakültesi tarafından verilen Özel Amaçlı İngilizce programında bulunan öğrencilerin öğrenme ve hedef ihtiyaçlarını saptamaktır. Araştırmada 59 öğrenci ve 6 okutman yer almıştır. Niceliksel veriler ihtiyaç analizi anketi, niteliksel veriler ise öğrencilerin öğrenme ve hedef ihtiyaçları algısıyla ilişkili yarı-yapılandırılmış görüşme yöntemiyle toplanmıştır. Araştırmada elde edilen bulgular Güzel Sanatlar Fakültesi’ndeki Özel Amaçlı İngilizce programının yeniden düzenlenmesine ve uygulanmasına dair kayda değer uygulamalar ortaya koymuştur.

Anahtar Kelimeler

Özel Amaçlı İngilizce, ihtiyaç analizi, öğrenme ihtiyaçları, hedef ihtiyaçlar

STUDENTS’ AND INSTRUCTORS’ PERCEPTIONS OF THE LEARNING AND TARGET NEEDS IN AN ENGLISH FOR SPECIFIC PURPOSES (ESP) PROGRAM

Öz

The purpose of this study is to identify the learning and target needs of the students engaged in an ESP program offered by the Faculty of Fine Arts at a private university in Turkey. A sample of fifty-nine students and six instructors participated in the mixed methods study. The quantitative data were obtained through a needs analysis questionnaire, and the qualitative data were collected from a semi-structured interview referring to the students’ learning and target needs. The findings of the study revealed significant implications with respect to the design and implementation of the ESP program.

Anahtar Kelimeler

english for specific purposes, needs analysis, learning needs, target needs

Kaynakça

• Altschuld, J. W., & Witkin, B. R. (1995). Planning and conducting needs assessments: A practical guide. California: Sage Publications.
• Anthony, L. (1997). ESP: What does it mean? Why is it different? Retrieved December 19, 2013, from http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html
• Baştürkmen, H., & Al-Huneidi, A. (1996). Refining Procedures: A needs analysis project at Kuwait University. (ERIC Document Reproduction Service No: ED413762).
• Berwick, R. 1989), Needs Assessment in Language Programming: from Theory to Practice. In R.K. Johnson (ed.), The Second Language Curriculum, pp. 48-62. New York: Cambridge University Press.
• Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Ally & Bacon: Needham Heights, MA.
• 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.
• Brindley, C. (1989), The role of needs analysis in adult ESL programme design. In R.K. Johnson (ed), The Second Language Curriculum, pp. 63-78. New York: Cambridge University Press.
• Brown, J. D. (1995). The elements of language curriculum. Boston: Heinle and Heinle.
• Celce-Murcia, M. (Ed.). (2001). Language teaching approaches: An overview in teaching English as a second or foreign language. Heinle and Heinle.
• Chia, H. U., Johnson, R., Chia, H. L., & Olive, F. (1999). English for college students in Taiwan: A study of perceptions of English needs in a medical context. English for Specific Purposes, 18(2), 107-119.
• Creswell, J. (2009). Research design: qulitative, qunatitative and mixed methods appraoches (3rd ed.). Los Angeles, London, New Dehli, Singapore: Sage.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
• Edwards, N. (2000). Language for business: Effective needs assessment, syllabus design and ma- terials preparation in a practical ESP case study. English for Specific Purposes, 19, 291-296.
• Ekici, N. (2003). A needs assessment study on English language needs of the tour guidance students of faculty of applied sciences at Başkent University: A case study. Unpublished Master’s Thesis. Middle East Technical University, Ankara.
• Freeman, D. L. (2000). Techniques and Principles in Language Teaching. Oxford University Press.
• Garcia Laborda, J. (2003). Incidental Aspects in Teaching ESP for Turismo in Spain The Turismo Learner: Analysis and Research. ESP World,3, 1-9. Retrieved January 5, 2013 from http://www. esp-world.info/Articles_3/ESP%20for%20Turismo%20in%20Spain.htm
• Gatehouse, K. (2001). Key issues in English for Specific purposes (ESP) curriculum development. Internet TESL Journal, 7(10). Retrieved December 13, 2013 from http://iteslj.org/Articles/Gatehouse-ESP.html
• Gliem, J. A. & Gliem, R. R. (2003). Calculating, interpreting, and reporting cronbach’s alpha relia- bility coefficient for likert-type scales. Presented at the Midwest Research to Practice Conferen- ce in Adult, Continuing, and Community Education, The Ohio State University.
• Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
• Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999). Japanese lan- guage needs analysis. Honolulu: University of Hawai`i, Second Language Teaching & Curriculum Center. Retrieved January 25, 2013 from http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf
• Jordan, R. R. (1997). English for academic purposes. Cambridge University Press.
• Kaur, S., & Khan, A. M. (2010). Language needs analysis of art and design students: Considerations for ESP course design. ESP World, 9(2), 1-16.
• Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, 479-489.
• Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative & qualitative approaches. Sage Publications.
• Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.
• Mutlu, Ö. (2004). A needs analysis study for the English-Turkish translation course offered to man- agement students of the faculty of economic and administrative sciences at Başkent University: A case study. Unpublished Master’s Thesis. Middle East Technical University, Ankara.
• Nunan, D. (2004). Syllabus design. New York: Oxford University Press.
• Özkanal, Ü. (2009). The evaluation of English preparatory program of Eskişehir Osmangazi Uni- versity Foreign Languages Department and a model proposal. Unpublished Dissertation. Ana- dolu University, Eskişehir.
• Rahman, M. M. (2011). English language teaching in Saudi Arabia: A case study of learners’ needs analy- sis with special reference to Community College, Najran University. Language in India, 367-461.
• Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
• Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press.
• Richterich, R., & Chancerel, J.-L. (1978). Identifying the needs of adults learning a foreign langua- ge. Strasbourg: Council of Europe.
• Roberts, J. (1998). Language teacher education. New York: Arnold.
• Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Sage- Publications. Retrieved March 25, 2013, from http://www.google.com.tr/books?hl=en&lr=&id =8K3Ax5s7x5oC&oi=fnd&pg=PR9&dq=Evaluation:+A+systematic+approach&ots=Lm9Ys AQltN&sig=NSjsWfZuVlzUuSoZB_S1OFvcCo0&redir_esc=y
• Williams, M. & Burden, R. L. (1997). Psychology for language teachers. Cambridge University Press.