چکیده:
Educators have not started talking about affective factors in ESP until lately (Makrami, 2010). ESP has found its way in daily lives of a majority of people and it has also become a part of tertiary education programme in Iranian universities. However, rarely has anything been done after putting these ESP courses into work; while many obstacles appear soon after putting ESP courses into practice. The current study aims to investigate the attitudes and views instructors and students hold in ESP courses. Data were gathered by interviewing instructors and students of psychology and law in Islamic Azad University, Khorasgan Branch. The results showed that crowded classes, lack of motivation and poor infrastructure are the main issues that they are dealing with. Furthermore, the need for integration of some aspects of English like pronunciation and grammar is felt in ESP courses. The findings of this study could be of help for to practitioners and material designers.
خلاصه ماشینی:
"(رجوع شود به تصویر صفحه) ESP for Psychology and Law…/66 Students also mentioned the following as inhibiting factors: - Crowded classes with more than 50 students in each - The excessive units and texts to be learned - Tedious and traditional style of teaching - Lack of educational facilities like films, slides, pictures… - Lack of motivation and presence of anxiety to pass the course - Outdated texts However, during the data collection process, the first issue that caught the researcher's eyes was the fact both students and instructors complained about lack of motivation on the part of students mainly, and on the part of instructors partially.
Also, lacking the above mentioned features led the researcher to coin another term for ESP courses when we are dealing with some reluctant students who do not feel English as necessary or useful as curriculum designers; or for those who feel the necessity of English for specific or academic purposes but as a result of many obstacles in teaching and learning situation in Iran, they are unwilling to attend ESP courses.
In line with what Liton (2012) asserts that ESP course curriculum should be redesigned and reshuffled in keeping with the learners’ specific need because the contents of existing ESP syllabus are not appropriate so far as the Business Studies is concerned; here in Iran also, we have to look at the issue of ESP through more accurate spectacles and redefine our understanding of ESP, expectations,and our methods; the requirement of which is to carefully considering students' needs as Bouzidi (2009) asserts(also mentioned by Liaghat&Latif, 2013;Northcott& Brown, 2006) and based on this detailed needs analysis, one can redesign the materials, courses and instructions."