I would like to express my gratitude to Professor Yonatan Puón Castro who supported me in the process of this project. Finally, I would like to thank the people who contributed to this project such as students, professors and workmates.
INTRODUCTION
- Statement of the Problem
- Purpose of the study
- General objective
- Specific objectives
- Research questions
- Significance of the study
- Methodology
- Research content and organization
- Definition of terms
In this study, as it is seen, there is a collection of information related to the subject. Properly understood, it is a learner need-based approach to language learning” (Hutchinson, 1987).
LITERATURE REVIEW
- Chapter introduction
- English for Specific Purposes (ESP)
- English for Academic Purposes (EAP)
- English for Occupational Purposes (EOP)
- Needs Analysis: ESP
- Curriculum development/design
- Register analysis
- Rhetorical or discourse analysis
- Skills and strategies
- A learning-centered approach
- Course Design
- Intensive or extensive course
- Assessed or non-assessed course
- Immediate or delayed needs
- Teacher as provider or as facilitator/consultant
- Broad or Narrow focus
- Pre-experience or parallel with experience
- Common core or specific material
- Fixed Course Design or Flexible Negotiated Course Design
- The role of materials
It refers to the content of the English class that will carry out the academic tasks, projects and trips required by the learners. In these situations, the role of the teacher generally corresponds to the expectations of the learners.
METHODOLOGY
- Overview
- Setting
- Approach
- Method
- Participants
- Technique
- Instrument
- Procedure…
She points out that this type of method is based on analysis and explanation related to complexity in the context. Furthermore, the quantitative research differs from the quantitative research, this method is going to be explained in detail in the following sections. On the other hand, one other method is the mixed method approach and as the name says, this method is a combination of the previous two methods mentioned in the last paragraphs.
Creswell (2009) in his book Research Design: Qualitative, Quantitative and Mixed Method Approaches states that: “Specifically, this book illustrates three general strategies and several variations within them: Sequential Mixed Methods, Concurrent Mixed Methods and Transformative Mixed Methods. .” Taking into account the important points (setting and participants) to be taken into account and the aforementioned book, the most optimal strategy chosen by the researcher for this study is the sequential mixed method. The main participants who will be involved in the study are the basic students of English language. In the second phase, the first instrument was designed and according to David Nunan (1992): “Questionnaire items can be completely closed or open-ended.
RESULTS/FINDINGS
Overview
Clinical Nutrition students’ perceived needs regarding English
- Freshman students (1-2 semester)
- Sophomore (3-4 semester)
- Junior (5-6 semester)
- Senior (7-8 semester)
- Superior (9 – 10 semester)
- Summary
The following table shows learners' preferences, classified according to the type of purposes for which English is needed. As can be seen, senior students reported 76% percentage preferences for ESP, 12%% for EOC and EAP. The following table shows the preferences of senior students, classified according to the type of purposes for which English is needed.
As can be seen, new students reported a 100% percentage of preferences for ESP, 0% percentage of EOC and EAP. The chart below shows general preferences regarding English language learning needs by semester. As can be observed, the perceived needs of first and second year students are more prevalent in each of the three categories (ESP, EAP and EOP).
Clinical Nutrition students’ perceived needs regarding English
- Freshman students (1-2 semester)
- Sophomore (3-4 semester)
- Senior (7-8 semester)
- Superior (9-10 semester)
- Summary
This can be explained by the previous graphs from each category already mentioned, the things they want to achieve in relation to the field and the use of English, such as updating with graduate courses or workshops, scientific research or informing about new information from scientific articles, and the first the requirement to perform these activities is to master and use the language in very specific situations related to their discipline. The skills that students need to develop in relation to ELLs are presented in segments (Freshman, Sophomore, Junior, Senior, and Senior) for two reasons. First, their perception varies by academic year; both specific and general responses are affected.
As can be seen, their responses were centered according to the four skills: reading, writing, listening and speaking. As can be observed, the required skills to develop vary from first-year students to advanced students, but with the focus on the graphics and percentages, there is one skill in common, namely reading. This may be due to the necessity in each semester with the subjects and activities they will have during their studies.
Clinical Nutrition students’ specific situations according to their
- Freshman students (1-2 semester)
- Sophomore (3-4 semester)
- Junior (5-6 semester)
- Senior (7-8 semester)
- Superior (9-10 semester)
- Summary
As can be seen, their responses were focused on context and previously demonstrated relevance in specific situations. As we can see, the relevance of first year to second year students in certain situations is somewhat similar. This may be due to the "oral presentations" and "translation and interpretation" situations that students have to face at the beginning of their studies.
On the other hand, among junior, senior and superior, there is a connection between 'oral presentations', 'translation and interpretation' and 'attending the patient', 'explaining to the patient about any pathology'. This can be explained because the following high-level students have the .
Clinical Nutrition students’ specific needed activities according to their
- Freshman students (1-2 semester)
- Sophomore (3-4 semester)
- Junior (5-6 semester)
- Senior (7-8 semester)
- Superior (9-10 semester)
- Summary
As can be seen their responses were contextually focused and previously indicated the specific activities required by their context in relation to English language learning (ELL). As can be seen, their responses focused on the context and previously indicated the skills needed to develop in the area. As can be observed, from the first students to the activities needed by the superior students to improve the skills in ELL, which are six categories, they are all similar to some extent.
And while some activities are more area-focused than others, all activities are important to the students' growth as they progress from freshman to senior, and that is reflected in the graphs and percentages.
Clinical nutrition professors’ perspectives regarding English for Specific
- Intensive or extensive course
- Assessed or non-assessed course
- Immediate or delayed needs
- Broad or Narrow focus
- Pre-experience or parallel with experience
- Common core or specific material
- Homogeneous or heterogeneous groups
- Fixed Course Design or Flexible Negotiated Course Design
- Summary
As can be seen, most of their responses illustrate that the evaluated course should be suitable for future ESP course design. As can be seen, most of their responses indicate that the focus of ESP course design should be a narrow focus. As can be seen, according to most of their answers, they note that the implementation of the ESP course should involve students.
As can be seen, from most of their responses, they determine that the most suitable group type for the ESP course is a homogeneous group. As can be seen, in this last segment, the professors' responses generate that the most favorable type of course design is a flexible negotiated course design. As can be observed, according to the professors' responses, before starting to design the ESP course, it should be considered from the intensive or extensive course to the fixed course design or the flexible negotiated course design in order to limit as much as necessary . .
CONCLUSIONS
Overview
Conclusions
- Clinical nutrition students English language needs
- Clinical nutrition students English language skills
- Clinical nutrition students English language specific situations
- Clinical nutrition students English language specific activities
Responses from the perceived needs of Clinical Nutrition students regarding English language skills are presented below in Table 5.2.2. Responses from specific situations of Clinical Nutrition students according to their context in relation to English Language Learning (ELL) are presented below in Table 5.2.3. As can be seen, the most requested situations to use are at the top and the least requested ones are below.
According to their answers, the specific situations where they use the language are "translation and interpretation, and explaining to patient about any pathology". The responses of Clinical Nutrition students' specific required activities according to their English Language Learning (ELL) context are shown. According to their answers, the specific activities they can use to practice and improve the language are "writing up clinical cases and reading and understanding textbooks."
The accomplishments of the aims of the study
According to their answers, specific activities they can use to practice and improve their language are "writing clinical cases and reading and understanding textbooks". included in Chapter 4) and with the help of participants. It is important to emphasize that other findings also emerged during the research process. For example, after using a selection questionnaire for students and checking the answers, the types of certifications they are interested in based on their needs in this area were identified.
Another finding was the number of subjects in the degree to which they have to use the language and also how the Área de Formación General (FGU) program is formed and how the language is given to students as a subject.
Guideline of considerations to design a specific ESP course
An assessed course will be optimal for the students, as they need to be motivated and feel the total attention of the instructors who monitor their improvement. Teacher as facilitator/consultant will be a fundamental basis for the students during the learning process in the course. A narrow focus will be useful for the students, as they can develop or assimilate other skills regarding the language.
Parallel to experience would be optimal in the process, because to see the students'. Specific material will be optimal for students to become familiar with and learn to use technical terms in their field. Flexible negotiated course design would be essential for students to feel that their opinions are taken into account in order to improve the way professors.
Limitations
Further research
Something we need to keep in mind as researchers and according to Hutchinson and Waters (1987) “ESP should be seen as an approach rather than a product. ESP is not a specific type of language or methodology, nor does it consist of a specific type of teaching material [...]' (p. 19). This point may be the optimal way to conduct the upcoming research, bearing in mind that ESP is a special type of teaching material, so it is necessary to find appropriate methodology, approaches and special materials to help design an ESP course in this area.
Personal reflection
1.- Tenga en cuenta que el curso de inglés debe tener un propósito específico, enfocado a estudiantes del diplomado en nutrición clínica. 2.- Tenga en cuenta que el curso de inglés debe tener un propósito especial enfocado a estudiantes de la carrera de nutrición clínica…. 3.- Tenga en cuenta que el curso de inglés debe tener un propósito especial enfocado a estudiantes de la carrera de nutrición clínica….
5.- ¿Crees que debería existir un curso de inglés de propósito especial enfocado a estudiantes de la carrera de nutrición clínica? 6.- Tenga en cuenta que el curso de inglés debe tener un propósito especial enfocado a estudiantes de la carrera de nutrición clínica…. 7.- Tenga en cuenta que un curso de inglés de propósito especial enfocado a estudiantes de posgrado en nutrición clínica debe incluir…
