People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research ...

94 Pages·2012·4.66 MB·English

People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
Mohamed Kheider University of BISKRA

Faculty of Letters and Foreign Languages
Department of Foreign languages
Section of English

TEACHING TECHNICAL ENGLISH TO HYDRAULICS STUDENTS
A Case Study:
Master One Students at the Department of Civil and Hydraulics
Engineering in the University of Biskra

A Dissertation Submitted to the Department of Foreign languages in Partial Fulfillment
of the Requirements for the Degree of Master in
Sciences of Language

Prepared by:
Mr Debabeche Mahmoud

Board of Examiners

Miss Naima Zerigui Chair person University of Biskra
Dr. Ahmed Chaouki Hoadjli Supervisor University of Biskra
Mr. Ramdane Mehiri Examiner University of Biskra

Academic Year: 2014/2015
Dedication

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………….... ttttoooo mmmmyyyy pppprrrreeeecccciiiioooouuuussss wwwwiiiiffffeeee....
………….... ttttoooo mmmmyyyy lllloooovvvveeeellllyyyy ddddaaaauuuugggghhhhtttteeeerrrrssss....

II
Acknowledgments

I would like to express my sincere gratitude and appreciation to Dr. Hoadjli A. C., my
supervisor, whose help, advice, and encouragements helped me to complete this work in its
present form.

I would also like to thank, with much appreciation, the Members of my Jury:
Miss Zerigui N. , and Mr. Mehiri R. who accepted to read and evaluate this dissertation.

I would like to express my acknowledgements to Pr. Selatnia B. , rector of the
University of Biskra , and Pr. Chala A., vice -rector of the University of Biskra, who
provided me with this valuable challenge and opportunity to graduate in and study English
language.

Special thanks go to my friend and classmate Pr. Farhi A., who shared with me this
studying experience and learning trip.

Many thanks to Mr. Segueni L. and Mr. Bouhitem T. for their availability whenever
I need them.

Last but not least, I take this opportunity to express my gratitude to all the teachers at
the Section of English in Mohamed Kheider University of Biskra, who taught me English
language during five academic years.

III
Abstract

The Department of Civil and Hydraulics Engineering in the University of Biskra encounters
problems related to teaching/learning English language in technical fields, while ESP has
witnessed a considerable development since 1960’s. In order to attempt helping to solve this
problem, the present research aims, firstly, to diagnose the situation of teaching technical
English to the hydraulics students in the context under exploration to gain an in-depth
understanding on how instruction and learning are going on. Secondly, the objective is,
therefore, to design new syllabi of English language for Specific Academic Purposes (ESAP)
for second and third year in the graduate level, in addition to Master One students in
Hydraulics. Due to these purposes, three main elements are considered: a literature review, a
pilot course and needs analysis. In fact, 57 students of M1 had been taught English during one
semester of study. Accordingly, quantitative and qualitative researches with non-randomized
sampling were conducted. The analysis concerned, firstly, the quantitative assessment of
students’ level progress through the scores of the pretest, posttest and the final examination.
Secondly, the qualitative analysis was about the answers to the questions administered to
students. In this respect, a significant change in the level of students was observed. Hence our
hypothesis (Pilot Course) was confirmed. Besides, a great majority of the students confirmed
they had not studied technical vocabulary task at all in the license degree. However, we are
satisfied to know that almost all the students liked the teaching method we adopted in M1. In
fact, this observation is justified by the evolution of students’ achievement in formative and
summative assessments.

IV
Table of Contents

Dedication ……………………………………………………………………................. II
Acknowledgments ………………………………………………………………............ III
Abstract ………………………………………………………………............................ IV
Table of Contents ………………………………………………………………………. V
List of Tables ……………………………………………………………….................... VIII
List of Figures ………………………………………………………………................... IX
List of Abbreviation ……………………………………………………………….......... X
General Introduction ………………………………………………………………......... 1
Statement of the problem ……………………………………………………………. 1
Significance of the Study ……………………………………………………………. 1
Aims of the Study …………………………………….……………………………… 2
Research Questions …………………………………………………………............. 2
Hypotheses ………………………………………………………….......................... 2
Methodology of the study …………………………………………………………… 3
Research limitations …………………………………………………………............ 3
Structure of the dissertation …………………………………………………………. 3

Part One : Literature Review

Chapter One: Definitions, Origin and Characteristics of ESP
Introduction ………………………………………………………………...................... 5
1.1. Definitions of ESP ………………………………………………………………..... 5
1.2. Origin and Development of ESP …………………………………………………... 5
1.3. Characteristics of ESP ……………………………………………………………... 6
1.4. Types of ESP ………………………………………………………………............. 7
1.5. Basic concepts of ESP ……………………………………………………………... 9
1.6.1. Authenticity ………………………………………………………………... 10
1.6.2. Research Base …………………………………………………………… 10
1.6.3. Language/Text …………………………………………………………… 10
1.6.4. Learning Needs ……………………………………………………………. 10
1.6.5. Learning/Methodology …………………………………………………….. 11
1.6. Difference between ESP and GE …………………………………………………... 11
Conclusion ………………………………………………………………........................ 11

Chapter Two: ESP Course and Syllabus Design
Introduction ………………………………………………………………...................... 13
2.1. Definitions of Course, Syllabus, Curriculum and Course/Syllabus Design ……….. 13
2.1.1. Course ………………………………………………………………......... 13
2.1.2. Syllabus ………………………………………………………………....... 13
2.1.3. Syllabus Design …………………………………………………………... 13
2.2. Types of Syllabus ………………………………………………………………...... 14
2.2.1. Evaluation Syllabus ………………………………………………………. 14
V
2.2.2. The Organizational Syllabus ……………………………………………... 15
2.2.3. The Materials Syllabus …………………………………………………… 15
2.2.4. The Teacher Syllabus …………………………………………………….. 15
2.2.5. Classroom Syllabus ……………………………………………………. 15
2.2.6. The Learner Syllabus ……………………………………………………... 16
2.3. Approaches of Course Design ……………………………………………………... 17
2.3.1. Language-centred Approach to Course Design ………………………….. 17
2.3.2. Skills-centred Approach to Course Design ………………………………... 18
2.3.3. A learning-centred Approach to Course Design …………………………… 18
2.4. Needs Analysis ……………….……………………………………………………. 20
2.5. Evaluation …………………………………………………………………….......... 21
2.5.1. Learner Assesment ……………………………………………………….. 21
2.5.1.1.Types of Assessments ……………………………………………… 21
2.5.2. Course Evaluation ………………………………………………………… 21
Conclusion ………………………………………………………………........................ 22

Chapter Three: Teaching/Learning Approaches
Introduction ………………………………………………………………...................... 23
3.1. Structural Approaches/Methods …………………………………………………… 23
3.1.1. Grammar translation Method ……………………………………………… 23
3.1.2. Audio-lingual Method ……………………………………………………... 23
3.2. Functional Approaches/Methods …………………………………………………... 24
3.2.1. Oral Approach /Situational Language Teaching …………………………... 24
3.3. Interactive Approaches/Methods …………………………………………………... 24
3.3.1 Direct Method ………………………………………………………………. 24
3.3.2 Suggestopedia ………………………………………………………………. 24
3.3.3 Total Physical Response ……………………………………………………. 24
3.3.4 The Silent Way …………………………………………………………….. 24
3.3.5 Notional Functional Approach …………………………………………….. 25
3.3.6 Communicative Language Teaching/Learning .………................................. 25
3.3.7 Competency-based Teaching /Learning ….……………................................ 25
Conclusion ……………………………………………………………………………… 25

Part two : Field Work
Chapter One: Study Description
Introduction …………………………………………………………………………….. 26
1.1. Pilot Course ………………………………………………………………............... 27
1.1.1. Course Plan ………………………………………………………………… 27
1.1.2. Evaluation …………………………………………………………………. 28
1.2. Needs Analysis ……………………………………………………………….......... 28
1.2.1. Data Collection ………………………………………………………………....... 28
Conclusion ………………………………………………………………........................ 30

VI
Chapter Two: Results and Discussion
Introduction ………………………………………………………………....................... 31
2.1. Data Analysis ………………………………………………………………............. 31
2.1.1. Quantitative Data ……………………………………………………….. 31
2.1.2. Qualitative Data ………………………………………………………… 31
2.2. Results Interpretation ………………………………………………………………. 32
2.2.1. Achievement Evaluation …………………………………………………. 32
2.2.2. Personal Profile …………………………………………………………… 33
2.2.3. Students General Background in English Language ……………………... 33
2.2.4. Students’ Perceptions of the Teaching/Learning of English Language ….. 35
2.2.5. Attitudes of the Students towards English Language ................................. 44
Conclusion ………………………………………………………………........................ 45

Chapter Three: Syllabus Design
Introduction …………………………………………………………………………….. 47
3.1. Teaching Method …………………………………………………………….…….. 47
3.2. Proposed Syllabus ………………………………………………………………...... 49
3.2.1. Course explanation ………………………………………………………… 50
Conclusion ………………………………………………………………........................ 54
General Conclusion ……………………………………………………………………... 55
References ………………………………………………………………......................... 59
Appendices
صـــ(cid:1)(cid:2)(cid:3)

VII
List of Tables

Table 2.1: Student’s grades evaluation …………………………………………………. 32
Table 2.2: Students’ level in English language …………………………………………. 33
Table 2.3: Students’ degree of proficiency towards four English skills ………………... 34
Table 2.4, 2.5 & 2.6: Self-evaluation of students’ level in English …………………….. 36
Table 2.7: Syllabus of the English language course in License and M1……………….. 45
Tables 2.8, 2.9, 2.10 & 2.11 Syllabus of the English language course
in License and M1……………………………………………………………………….. 38
Table 2.12: Classroom methodology of teaching in License and M1…………………... 39
Table 2.13: Teaching appreciation ……………………………………………………… 40
Table 2.14 & 2.15: The use of translation of technical terms only in classroom ………. 42
Table 2.16: Reasons of the failure of the current experience of ESAP ………………... 43
Table 2.17: Attitudes of students towards English Language ......................................... 44
Tables 3.1 & 3.2: Proposed syllabus for hydraulics students …………………………... 49

VIII
List of Figures

Part I
Figure 1.1: Tree of ELT, according to Hutchinson and Walters …………………………. 9
Figure 2.1: Language-centred approach to course design ………………………………... 17
Figure 2.2: Skills-centred approach to course design ……………………………………. 18
Figure 2.3 : Learning-centred approach to course design ……………………………….. 19
Figure 2.4: A comparison of approaches to course design ………………………………. 20

Part II
Figure 1.1: Flow chart representing the study description ……………………………….. 26
Figure 2.1: Students’ grades evaluation ………………………………………………….. 32
Figure 2.2 : Students’ level in English Language ………………………………………... 34
Figure 2.3 : Priority of English Skills according to students’ degree of proficiency ……. 35
Figure 2.4: Self-evaluation of students’ English level …………………………………… 36
Figure 2.5: The syllabus of the English language course in License and M1…………….. 39
Figure 2.6: Classroom teaching methodology in License and M1 ……………………….. 40
Figure 2.7: The content of the course and the field of studies …………………………... 41
Figure 2.8: Students’ opinion about the use of translation of technical terms in classroom 42
Figure 2.9: The reasons of the failure of the current experience of teaching technical
English ……………………………………………………………………………………. 43
Figure 2.10: Attitudes of students towards English Language ........................................... 44

IX
List of Abbreviations

EAP: English for Academic Purposes
EBP: English for Business Purposes
ESAP: English for Specific Academic Purposes
EGAP: English for General Academic Purposes
EMP: English for Medical Purposes
EMFE: English for Management, Finance and Economics
EOP: English for Occupational Purposes
EPP: English for Professional Purposes
EST: English for Science and Technology
EVP: English for Vocational Purposes
EFL: English as a Foreign Language
ELT: English language Teaching
ESBP: English for Specific Business Purposes
M1 : Master One
PSA: Present Situation Analysis
TBL: Task-based Learning
TSA : Target Situation Analysis

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