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Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students

References Allwright, R.L. (1981). What do we want teaching materials for? ELT Journal, 30 (1), 5-18. Aurelia, M. N. (2012). Cross-cultural communication - a challenge to English for legal purposes. Procedia - Social and Behavoral Sciencies, 46, 5475-5479. Basturkmen, H. (2013). Needs Analysis and Syllabus Design for Language for Spe- cific Purposes. In C. A. Chapelle (Ed.) The Encyclopedia of Applied Linguis- tics. Blackwell, unpaginated. Chovancová, B. (2013). From Classroom to Courtroom

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ELP Teachers as Researchers. On the Benefits of Conducting Needs Analysis

. Advances in Applied Linguistics . London & New York: Continuum. Brown, James D. 2016. Introducing Needs Analysis and English for Specific Purposes . London and New York: Routledge. [VitalSource Bookshelf Online]. Retrieved from . Dudley-Evans, T., & St. John, M.-J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press. Dudley-Evans, T., & St. John, M.-J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press. Dudley

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Medical Students’ English Language Learning: Needs and Perceptions

References Abu-Rizaizah, S. (2005). The process of designing an ESP writing course for engineers in a Saudi company. University of Newcastle-upon-Tyne ARECLS e-journal. 2(a3). Retrieved from . Aglaua, C. M. (1999). Ethnographic needs analysis as basis for the design of EAP syllabi . Paper presented at the 34 th RELC-SEAMEO International Conference, Singapore, April 19. Al-Fadly, H. (2004). The English language needs of medical undergraduates at Hadhramout University

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Investigating the English Language Needs of Students at the University of Zilina

. Needs Analysis and the Arab Learners. [cit. 2010-12-15]. <>. SCRIVENER, J. 2005. Learning Teaching. A Guidebook for English Language Learners. Oxford: Macmillan Publishers Limited, 2005. SONGHORI, M. H. 2008. Introduction to Needs Analysis. In English for Specific Purposes World [online]. 2008, no. 4, p. 10-13. [cit.2011-01-08]. <>.

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English for International Trade Law

References Dick, L. (2005). Syllabus writing. Retrieved September 14, 2013, from http://www. Huhta, M., Vogt, K., Johnson, E., & Tulkki, H. (2013). Needs Analysis for Lan- guage Course Design: A Hollistic Approach to ESP. Cambridge: Cambridge University Press. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press. 4

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Investigating Student’s Needs for English Language as Foundations for Syllabus Design

References Berwick, R. (1989). Needs assessment in language programming: fro theory to practice. In : Johnson, R. K. (Ed). The second language curriculum (p .48-62). Cambridge: Cambridge University Press. Brindley, G. (1989). The role of needs analysis in adult ESL program design. In: Johnson, R .K. (Ed). The second language curriculum (p.63-78). Cambridge: Cambridge University Press. Common European Framework of languages, 2001. Dudley

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Business English in the Eyes of Economics and Management Students at the University of Białystok


According to the regulations of the Polish Ministry of Science and Higher Education, university graduates should have to know a foreign language at B2 level, as described in The Common European Framework of Reference, and they should know its specialized variety. These are the only recommendations concerning general language courses and their specialized varieties. It is up to schools of foreign languages or other institutions providing language courses for institutions of higher education to determine requirements concerning language for specific purposes. However, students are rarely asked to contribute to the development of curricula and syllabi. This article presents the results of a survey conducted among students of Economics and Management at the University of Białystok. The survey was devoted to students’ perceptions of Business English in English courses conducted by the School of Foreign Languages at the University of Białystok. The aim of the survey was to answer the following questions:

- what do students of Economics and Management at the University of Białystok believe to be the appropriate proportion of general English to Business English?

- when would they like to start learning Business English?

- what Business English topics do students find interesting?

- how do Economics and Management students use the knowledge and skills gained in Business English classes?

The article also presents possible implications of the survey for ESP course designers, and stresses the importance of needs analysis for developing ESP syllabi in the context of Polish tertiary education

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The fast changing business environment and the ever-growing de- mand facing professional communicators in the 21st century pose new challenges to language learners and teachers alike. Competitive business organizations at- tempt to recruit employees who have excellent linguistic competence coupled with nonlinguistic competences and skills. It is not easy to acquire these addi- tional competences and skills. However, most of them are transferable and can be greatly improved if students are provided with adequate teaching materials and appropriate input from the teacher. The aim of the paper is to address the complexity of ESP teaching today. Firstly, it presents an overview of the changes that have occurred in the practice of teaching ESP in the last few decades. It also sheds some light on the increasing importance of needs analysis. Then it presents new developments in teaching English for professional communication at the ter- tiary level of education. These developments include (1) content-and-language integrated learning, (2) use of didactic case studies, (3) corpus studies con- ducted for teaching purposes and aimed at identifying high-frequency language elements: terms, specialized lexis items, collocations, formulae, acronyms, etc., that need to be prioritized in language courses, (4) more effective course-books with higher terminology indexes, (5) extended use of online materials, (6) teach- ing writing for specialized purposes, and (7) teaching cross-cultural and social skills. The new approach is more challenging for ESP teachers and requires much higher qualifications, such as content knowledge and transferable skills. In order to increase students’ employability and promotion opportunities, we need teaching materials and approaches that help streamline students’ efforts, economize on time, and increase the effectiveness of language courses.

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Perspectives in Legal English in-Service Education: Needs Analysis in Lithuanian Context

writers, English for Specific Purposes, 33, 87-96. Huhta, M., Vogt, K., Johnson, E., Tulkki, E. 2013. Needs Analysis for Language Course Design: A Holistic Approach to ESP. Cambridge: Cambridge University Press. Jarvis, P. 2012. Adult learning in the social context. New York: Routledge. Knowles, M. S., Holton, E. F., Swanson, R. A. 2015. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. New York: Routledge. Litosseliti, L., (ed.) 2010. Research Methods in

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Efficacy of English Language Programs as Judged by Nurses and Students of Nursing: Do Nurses in Iran Need to Know English?

in Nursing: Genres, Marking Criteria and Course Design. Asian ESP J 2008; 4(2):23-34. Available online at http://asian-esp-journal. com/July_2008_Ebook.pdf 8. Miyake M, & Tremarco J. Needs analysis for nursing students: utilizing questionnaires and interviews. Kawasaki J Med Sci 2005; 11(1): 23-34. Available online at e11-1/03_miyake.pdf 9. Lieske C. Japanese Nursing College Students’ Use of English Outside of the Classroom. Asian ESP Journal 2007; 3(2): 83-97. Available online at

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