İngilizce Öğretiminin Hümanistleştirilmesi: Yemen’de Tıbbi Bağlamda İngilizce’ye Olan İhtiyaç Üzerine Yeniden bir İnceleme

Öz

Bu çalışma, Yemen’de tıbbi bağlamda özel amaçlı İngilizce ihtiyacı profilinin güncellenmesini amaçlamıştır. Araştırma, yöntem sonrası dönem dil öğretiminde hümanistik yaklaşıma dayanmaktadır. Akademik (mevcut) ve mesleki (hedef) ortamlardan 120 katılımcı çalışmada yer almıştır. Yapılandırılmış görüşmeler ve anketlerden toplanan veriler nicel olarak analiz edilmiştir. Bulgular, mevcut ve hedef durumlarda İngilizce’ye olan çeşitli ihtiyaçları ortaya koymuştur. Ancak bu ihtiyaçlar yerel bağlamda yetersiz biçimde ele alınmıştır. Geleneksel özel amaçlı İngilizce yerine farklı bir yaklaşım önermenin yanında, bu çalışma İngilizce öğretimini hümanistik bir şekle dönüştürme olasılığını yükseltmeye yönelik kavrayışlar sunmaktadır. Çalışma ayrıca öğrenme süreçlerinde öğrencilerin neden söz sahibi olması gerektiğine ve öğretim uygulamalarını şekillendirmeleri için öğretmenlerin güçlendirilmesi gerektiğine açıklama getirmiştir. Bu yapıldığı takdirde öğrencilerin bireysel ihtiyaçlarını tatmin edici bir şekilde gidermede yetersiz kalan formal eğitimin eksiklikleri tamamlanabilecektir.

Anahtar Kelimeler

• özel amaçlı İngilizce,hümanistik program,ihtiyaç analizi,tıbbi İngilizce,yöntem sonrası dönem

Towards Humanizing ELT: Revisiting the Need for English in the Medical Context in Yemen

Abstract

Departing from recent calls for humanizing English language teaching and the findings of prior research, this study delved into medical English in the Yemeni context with intent to update ESP. 140 informants in the academic and occupational milieus were recruited to conduct present-situation analysis (PSA) and target-situation analysis (TSA). Data were collected via questionnaires and structured interviews. Although the profile of needs the study has come up with is quite similar to previous findings, the present endeavor shows that the need for English in PSA and TSA vary considerably. The diversity of needs justifies integrating academic skills with subject-specific skills. All skills are more or less of the same importance so that a training in all the language aspects is proposed with an emphasis on aspects related to medical career. Due to faulty ESP programs and in order to compensate shortcomings of the formal instruction in the local context, the study brought to the core some ideas to humanize ESP and to breathe life into aspects such as informal learning, teacher autonomy, and personalized learning through technology.

Keywords

• ESP,humanizing curriculum,Needs Analysis (NA),medical English,post-method

References

1. Abdullah, G. (1999). A study of the learner needs of would-be medical students (MA thesis). Department of English, Aden University, Yemen.
2. Abdullah, G. (2005). Needs of ESP learners for practical English communication: A case study of first-year students at the medical college at the University of Aden (PhD dissertation). University of Pune, India.
3. Abdullah, G. (2015). Proposed schemata of an English course for the learners of pharmacy. Global Journal of English and Translation Studies,1(1), 105-125.
4. Alhasani, M. & Stojković, N. (2017). Searching for the golden average between ESP and CLIL. The Journal of Teaching English for Specific and Academic Purposes, 5(2), 397-412. DOI: 10.22190/JTESAP1702397A
5. Alqasem, A. (2017). Designing ESP English courses for medicine students at Ibb University (MA thesis) Faculty of Education, Ibb University, Yemen.
6. Al-Ahdal, A. (2008). English for medical students of Hodeida University, Yemen: A pre-sessional course (MA thesis). The English and Foreign Languages University, Hyderabad, India. Retrieved from http://www.languageinindia.com/oct2010/arifmasters.html
7. Ardeo, J. (2013). (In)compatibility of CLIL and ESP courses at university. Language Value, 5(1), 24-47. DOI: http://dx.doi.org/10.6035/LanguageV.2013.5.
8. Bhatia, V., Anthony, L. & Noguchi, J. (2011). ESP in the 21st century: ESP theory and application today. Proceedings of the JACET 50th Commemora-International Convention, Aug. 30-Sep.2., 143-150. Fukuoka, Japan: Seinan Gakuin University.

9. Bin-Tayeh, N. (1996). An investigation of the language needs of the students of General Medicine Department, Faculty of Medicine, Sana’a University (MA thesis). Sana’a University, Yemen.
10. Brown, J. (1995). The elements of language curriculum: A construction, administration, and processing. Boston: Heinle and Heinle.
11. Çelik, H. & Topkaya, E. Z. (2018). Professional and personal English language needs analysis of faculty members and postgraduate assistants at Faculty of Medicine. Journal of Theory and Practice in Education, 14(1), 24-35. DOI: https://doi.org/10.17244/eku.344975
12. Chen, P. & Schmidtke, C. (2017). Humanistic elements in the educational practice at a United States sub-baccalaureate technical college. International Journal for Research in Vocational Education and Training (IJRVET), 4(2), 117-145. DOI: 10.13152/IJRVET.4.2.2
13. Daoud, M. (2017). Teaching English in turbulent times: Curriculum savvy teachers for curriculum success and sustainability. British Association for Applied Linguistics. 50th Annual Meeting. https://www.youtube.com/watch?v=DUZPrJ1VliM&feature=youtu.be
14. Dudley-Evans, T. & St John, M. (1998). Developments in English for specific purposes: A multidisciplinary approach. Cambridge: CUP.
15. Faraj, B. (2015). English for medical education in EFL context. The Journal of Teaching English For Specific And Academic Purposes, 3(1), 121-148. UDC 811.111’276’243:61(612)
16. Ghobain, E. A. (2014). A case Study of ESP for medical workplaces in Saudi Arabia from a needs analysis perspective (Ph.D. dissertation). Centre for Applied Linguistics, University of Warwick. http://wrap.warwick.ac.uk/66885/
17. Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learner-centered approach. London: CUP.
18. Jordan, R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge, UK and New York, NY: CUP. Kayaoğlu, M. & Akbaş, R. (2016). An investigation into medical students’ English language needs. Participatory Educational Research, 1, 63-71. DOI: 10.17275/per.16.spi.1.8
19. Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, N. J.: Lawrence Erlbaum Associates. Laban, H. (2008). A study of English as medium of instruction in medical colleges of Yemen (Ph.D. dissertation). Department of Linguistics, Aligarh Muslim University, Aligarh, India.
20. Lojova, G. (2016). Humanizing English language teaching in Slovakia. XLinguae Journal, 9(4), 30-36. DOI: 10.18355/XL.2016.09.04.30-36
21. Lu, P. & Corbett, J. (2012). English in medical education: An intercultural approach to teaching language and values. Multilingual Matters: Bristol.
22. Nordmeyer, J. (2010). At the intersection of language and content. In J. Nordmeyer & S. Barduhn (Eds.), Integrating language and content (pp. 1-13). Alexandria, VA: TESOL, Inc.
23. Nurpahmi, S. (2017). ESP course design: An integrated approach. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan Keguruan, 19(2), 172–181.
24. Panocová, R. (2017). The Vocabulary of Medical English: A Corpus-based Study. Newcastle upon Tyne: Cambridge Scholars Publishing.
25. Rahmanpanah, H. & Mohseni, A. (2017). Engagement and motivation in EFL classroom: Humanizing the course book or autonomy-supportive teaching climate? Journal of Language and Translation, 7(1), 69-88. http://ttlt.azad.ac.ir/article_529575.html
26. Richards, J. (2001). Curriculum development in language teaching. Cambridge, UK: CUP.
27. Richards, J. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal 44(1) 5–33. DOI: 10.1177/0033688212473293
28. Richterich, R., & Chancerel, J. (1980). Identifying the needs of adults learning a foreign language. Oxford: Pergamon.
29. Robinson, P. (1991). ESP today: A practitioner’s guide. New York: Prentice Hall.
30. Shirkhani, S. & Ardeshir, D. (2013). Humanism in the foreign language classroom. Manager’s Journal of English Language Teaching, 3(4), 1-5.
31. Stapel, A. (2016). Content and language integrated learning (CLIL) in medicine programs in higher education (MA thesis). Giessen University, Germany.
32. Theologidou, M. (2018). The power of student-centered environments: Steps towards creating student-driven learning spaces. Humanizing Language Teaching, 20, 1. http://www.hltmag.co.uk/feb18/sart04.htm
33. Thornbury, S. (2011). Language teaching methodology. In J. Simpson, the Routledge handbook of applied linguistics (pp. 185-199). New York, NY: Routledge.
34. West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.
35. Yang, M. (2016). ESP vs. CLIL: A coin of two sides or a continuum of two extremes? ESP Today, 4(1), 43-68. https://www.esptodayjournal.org/pdf/current_issue/3.6.2016/WENHSIEN-YANG-full%20text.pdf
36. Yekta, R. (2018). Teacher perceptions of their knowledge and skills in general and specific purposes English courses at distance and regular universities. Journal of Education & Social Sciences, 6(1), 96-109. DOI: 10.20547/jess0611806107