چکیده:
The present study aimed at investigating the foreign language learning needs of graduate students of humanities and sciences in Shahid-Bahinar University of Kerman. To this end, a mix method approach-qualitative and quantitative- was utilized on the basis of interviews and questionnaires. 252 graduate students (169 females and 83 male) as well as 30 instructors were selected on the basis of convenience sampling to participate in the study. The participated learners and instructors completed the needs analysis questionnaire to reflect on their language learning needs in ESP courses. Then students and instructors were interviewed to elicit their opinions concerning the students’ language demands, language needs, attitudes towards language instruction, length of the course as well as the content, syllabus, methodology of the specialized English course. The results of needs analysis revealed major discrepancies between students’ and instructors’ perceptions of students’ language needs. For the students reading, speaking, writing and then listening respectively should be emphasized. But for the instructors, reading, writing speaking, and listening respectively are of more importance. Most of the students believed that respectively, number of students in the classes, content of ESP books and methodology of instructors are the most important factors in ESP courses. This is when that instructors put more focus on the method of evaluation, methodology and content of books in ESP courses. It is hoped that the findings of this study would reveal insight into syllabus design and curriculum development for ESP programs in Iran.
خلاصه ماشینی:
Then students and instructors were interviewed to elicit their opinions concerning the students’ language demands, language needs, attitudes towards language instruction, length of the course as well as the content, syllabus, methodology of the specialized English course.
This part of the study is divided in two sections: first, students’ and instructors’ perspective on listening, speaking, reading and writing skills of students has been analyzed through testing the four hypotheses derived from the first research question.
Testing the first research question and Hypotheses What language skills do graduate students of humanities and sciences need to develop, regarding students’ and instructors’ perceptions?
85 First hypothesis examines the relationship between listening skills and English language needs of students regarding students’ and instructors’ perceptions.
43 Second hypothesis examines the relationship between speaking skills and English language needs of students regarding students’ and instructors’ perceptions.
13 Third hypothesis examines the relationship between reading comprehension skills and English language needs of students regarding students’ and instructors’ perceptions.
65 Fourth hypothesis examines the relationship between writing skills and English language needs of students regarding students’ and instructors’ perceptions.
The first research question investigated the students’ and professors’ views concerning the type of skills which graduate students of humanities and sciences need to develop in ESP courses.
Moattarian and Tahririan (2014); Atai and Asadi (2013); Rajabi and Azapour (2011); Atai and Nazari, (2011); Tanhaii Motlagh (2010); Rasekhi Kolokdaragh (2006); and Hatami, (2006), came up with the results which are in harmony with the findings of the first research question.