CIVILICA We Respect the Science
(ناشر تخصصی کنفرانسهای کشور / شماره مجوز انتشارات از وزارت فرهنگ و ارشاد اسلامی: ۸۹۷۱)

گواهی نمایه سازی مقاله Assessing ESP Teaching to Improve ESP Learning

عنوان مقاله: Assessing ESP Teaching to Improve ESP Learning
شناسه (COI) مقاله: TELT01_250
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
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خلاصه مقاله:
Evaluation can lead to development. Improving teaching implies that lecturers must learn. Stimulating interest in the process of improving as a teacher, and encouraging staff to modify their teaching in small, highly practical ways at an early stage in any programme of improvement, will be high priorities (Ramsden, 1992). Most specialists-methodologists view learner-centered learning as a major paradigm shift in ESP teaching (Hutchinson & Waters, 1987; Dudley-Evan & St. John, 1998). Unlike the teacher-centered model in which knowledge is transmitted from teacher to learner, the focus is shifted to the constructive role of the learner, who takes some responsibility for his own learning and can negotiate some aspects of the course design. The present study aims to evaluate who is the best ESP teacher, and which method is the best to teach ESP. The ESP focal point is that English is not taught as a subject separated from the students' real world; instead, it is integrated into a subject matter area which is important to the learners (Fiorito, 2005). The population of this study consists of 40 English language teachers and subject matter teachers teaching ESP in technical and vocational training college of Ahvaz Islamic Azad University for the years 2012-2013.The sample of the study was randomly chosen. It included 30 teachers divided as (15) subject matter teachers, and (15) English language teachers. The study was done based on class observation, interviews with students, and distributing questionnaires to be answered by English and subject matter teachers. The data collected by the researcher were analyzed by using different techniques. Means, standard deviations, percentages in order to study the importance of ranks for each item and six domain (language based, content based, combination of language and content methods, English teacher, subject teacher, and coordination between them), and Independent T-Test to show significant differences between variables were used. The results of T-Test revealed that there were significant differences at (α= 0.05) on the language-based, content-based, subject teacher, coordination of English and subject teacher, and on the total score domains due to the teachers variable, and those differences were in favor of the English language teachers over subject matter teachers. There were no significant differences on combination of language and content and English teacher domains between English and subject matter teachers. Finally, preparing ESP teachers is not easy, since they need to develop competence, experience and training on how to choose texts that meet students’ needs and how to teach them.

کلمات کلیدی:
Evaluation; ESP teacher; Subject matter teacher; Language-based; Coordination of English and subject teacher

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