A Course Design in ESP

‫الجم رية الجزائرية الديمقراطية الشعبية‬
République Algérienne Démocratique et Populaire

‫التعليـــــــــم العالـــــي وال حـــث العلـمـــي‬ ‫وزا‬
Ministère de l’Enseignement Supérieur et de la Recherche Scientifique
Ecole Normale Supérieure de Laghouat ‫باأغــــــواط‬ ‫المد ســــ العلــــيا لأساتـــ‬

Department of English ‫قسم اللغ اإنجليزي‬
A Course Design in ESP

The Case of Third Year Students in the Department of Biology
ENS of Laghouat
A thesis submitted as a partial work for the requirements of a secondary school English
language teacher’s diploma.
Supervisor: Submitted by:
Mr.:Ahmed Taibi 1. Mr. Abderrahman Ziani
2. Mr. Abderrahman Fodili
Academic year: 2016/2017

ACKNOWLEDGEMENTS
We are thankful to the people who have provided valuable suggestions and moral support
all the time starting from our supervisor Mr. Ahmed Taibi who guided us throughout the
journey. We would also like to thank our friend and Middle school Biology teacher who
showed us how important this work is for ENS Biology students Mr. Hamza Massoudi for
being the initiation spark of our work. Special thanks are extended to the ESP teacher Ms.
Hajer Bouakaz who offered invaluable help and support.
Finally, our sincere gratitude goes to our beloved families, colleagues and faithful friends
for their patience, suggestions and moral support.
I
Abstract
English for Specific Purposes ( from now on, ESP) has been widely growing in recent
years in Algeria. ESP aims mainly at designing a course which is noticed to be seriously
needed in the Department of Biology at ENS Laghouat. Therefore, the purpose of this
research is to suggest a course design directed to students of Biology at ENS Laghouat. The
research is established on a needs analysis of the target group ( Third-year students), a sample
of a course on biology and a course evaluation. The results showed that most of the students
need an ESP course that focuses on speaking and listening first, followed by reading, and
writing. They also need everyday vocabulary along with scientific terms. What is new about
this course is the use of a One Time Translation Technique (henceforth, OTTT) which
implements the first language (Arabic in this case) carefully. The final course evaluation
confirmed the effective choice of topics, organization, and teaching techniques.
II
List of Abbreviations and Acronyms
CC : Communicative Competence
CESP: The Certificate of English for Specific Purposes
EFL : English as Foreign Language
ELT : English Language Teaching
ENS: Ecole Normale Supérieure
ESL : English as a Second Language
ESP : English for Specific Purposes
EU: The European Union
GE : General English
NA : Needs Analysis
OTTT : One Time Translation Technique
PSA : Present Situation Analysis
PDA : Pedagogical Needs Analysis
SLA: Second Language Acquisition
TSA : Target Situation Analysis
TTTT: Two Times Translation Technique
List of Diagrams
Diagram 2.1: A Framework for doing NA…………………………………………………………….. 28
III
List of tables
Table 2.1 The Obtained Scores from the Pre-Course Written Test ……...…………………………… 34
Table 2.A-1.Gender of Informants…………………………………………………………………….. 35
Table 2.A-2. Students' results in the BAC exam of English………………………………………….. 36
Table 2.A-3 Students’ Level in their main field of study……………...……………………………… 36
Table 2.B-1 Students' reasons for studying English ………………………………………………….. 37
Table 2.B-2 Students' Classification of the four skills according to their needs………………………. 37
Table 2.B-3 Students' Preferred learning activities in the class………………………………………. 38
Table 2.B-4 Students Learning preferences ……………………………………………………..…… 38
Table 2.B-5 Students' opinion about the usefulness of activities like role play, Language games,
projects, pair/group work…………………………...…………………………………………………. 39
Table 2.B-6 Students' opinion about the benefit from task based learning……………………………. 39
Table 2.C-1 Student's perception about the main focus of current lessons of English Language
teaching ………………………………………...……………………………………………………... 40
Table 2.C-2 Students opinion about the content of the current English language course……………. 40
Table 2.C-3 Students' perceptions about what usually makes a task harder to finish ………………… 41
Table 2.C-4 Students' number of understood activities' instructions …………………………………. 41
Table 2.C-5 Students' causes for finding an instruction hard………………………………………….. 42
Table 2.C-6 Students' opinion about usefulness of translating activities' instructions ………………. 42
Table 2.C-7 Students' number of times of translating an instruction to fully grasp its meaning ……. 42
Table 2.C-8 Students' preferred role for the teacher to have………………………………………… 43
Table 2.D-1 Students opinions about the proposed course content…………………………………… 44
IV
Table of Contents
Acknowledgements …………………………………………………... I
Abstract……………………………………………………………….. II
List of Abbreviations and Acronyms…………………………………. III
List of Diagrams ……………………………………………………... III
List of Tables………………………………………………………….. IV
GENERAL INTRODUCTION
1. Introduction ………………………………………………………... 3
2. Statement of the Problem ………………………………………….. 3
3. Research Question …………………………………………………. 4
4. Hypothesis …………………………………………………………. 4
5. Means of the Research……………………………………………... 4
6. The Significance of the Study ……………………………………... 5
7. Purpose of the Study ………………………………………………. 5
8. Structure of the Study ……………………………………………... 5
Chapter One: Review of Literature
1-1- Introduction …………………………………………………... 8
1-2- ESP: Origin and Definition …………………………………... 8
1-3- ESP vs. GE……………………………………………………. 9
1-4- ESP in Algerian Universities ………………………………… 11
1-5- ESP Teachers………………………………………………… 12
1-5-1. Challenges for ESP Teachers…………………………… 14
V
1-6- ESP Learners…………………………………………………. 15
1-7- ESP Course Design ………………………………………….. 17
1-8- The Communicative Approach and ESP ……………………. 18
1-9- The Use of L1( Arabic) to teach English ………...….………. 20
1-10- Conclusion …………………………………………………… 23
Chapter Two : Needs Analysis, Data Collection and
Analysis
2-1- Introduction …………………………………………………. 26
2-2- Needs Analysis ………………………………………………. 26
2-3- English Courses at the Department of Biology ……………... 29
2-3-1. Teaching Load …………………………………………. 29
2-3-2. Lecturer's Profile……………………………………….. 29
2-3-3. Course Objectives………………………………………. 30
2-3-4. Teaching Materials……………………………………... 30
2-3-5. Learners Testing………………………………………... 30
2-4- Data Collection……………………………………………….. 31
2-4-1. Methodology …………………………………………… 31
2-4-2. Participants …………………………………………….. 31
2-4-3. Instruments …………………………………………….. 31
2-4-3-1 Pre-Course Test (Diagnostic Test) ………… 31
2-4-3-2 Questionnaire for the Students …………….. 32
2-4-3-3 Structured Interview for the Teacher ……… 33
2-5- Data Analysis ……………………………………………….... 33
2-5-1. Analysis of the Pre-course Test …...……………………. 34
VI
2-5-2. Analysis of the Results of Students’ Questionnaires …... 35
2-5-3. Analysis of the Results of Teacher’s Interview ………… 44
2-6- Discussion of Research Findings ……………………..……... 46
2-7- Conclusion …………………………………………………… 49
Chapter Three: Course Design and Evaluation
3-1- Introduction ………………………………………….……….. 52
3-2- Course Design ………………………………………….…….. 52
3-2-1. Aims of the Course……………………………………….. 52
3-2-2. Goals and Objectives………………………………..……. 52
3-2-3. Course Organization………………………………..…….. 53
3-2-3-1. Course Content……………………………...…….. 53
3-2-3-2 Types of Materials Used in the Course………...…. 54
3-3- Sample Lessons…………………………………………….…. 55
3-4- Evaluation…………………………………….………….….… 64
3-4-1 The Content Choice…………………...………….….… 64
3-4-2 The Use of the Communicative Approach……….…… 65
3-4-3 The Adaptation of the face2face Course……..……..… 65
3-4-4 The OTTT…………………………………………….… 66
3-4-5 Drawbacks…………………………………………….... 67
3-5- Issues' Discussion and Solutions……………………………… 68
3-5-0 The Usual Problems…………………………………… 68
3-5-6 The Why………………………………………………. 68
3-5-3 The Short Period………………………………………. 70
3-5-4 Subject Level not Language Proficiency…..…………. 71
3-6- Conclusion…………………………………………….……… 73
VII
General Conclusion………...…………………………………...…... 74
Bibliography…………………………………………………………. 77
Appendices…………………………………………………………… 83
Appendix1: Student Questionnaire ...……………………………… 84
Appendix2: Teacher Interview …………………………………….. 89
Appendix3: Pre-Course Test (Diagnostic Test) …………………… 91
Appendix4: Units Organizations ………………...………………… 92
VIII
General Introduction
1. Introduction ………………………………………………… 3
2. Statement of the Problem…………………………………… 3
3. Research Question ………………………………………….. 4
4. Hypothesis ………………………………………………….. 4
5. Means of the Research ……………………………………… 4
6. The Significance of the Study ……………………………… 5
7. The Purpose of the Study …………………………………... 5
8. The Structure of the Study …………………………………. 5
Ϯ
1. Introduction
English today has become somewhat the world's language being the official language of
most organizations and academic journals ,all over the world, because of the growing
economic power of the united states since the end of World War Two. Thus, students
purposes for learning English varied according to their academic or professional careers
which led to the emergence of ESP as a separate field being one of the most scholarly topics
over the last half of a century. Therefore, the awareness of ESP's importance has led the
Algerian universities to include ESP courses in the curriculum of almost every specialty in
order to make students efficient in using English as much as they are with the medium of
instructions in the discourse of their subject specialist.
2. Statement of the Problem
The huge number of varieties of subjects studied in universities lead to the huge number
of reasons for studying English, making it almost impossible to find a course book that suits a
fair number of specialties. Thus, students' different needs have to be taken into account
whenever a teacher is adopting from and adapting teaching materials. In ENS Laghouat,
students are taught English courses to cover their specific needs of English language. In this
school, students in the Department of Biology need to take English as a obligatory subject.
Despite the great importance of ESP courses, the ESP courses in the Department of Biology
are ignoring the actual level of most learners and treating them as if they have already
acquired a high level in general English before coming to university. This method which
seriously ignores the learners’ personal weaknesses that are accumulated over the years "leads
to low motivation in their English studies and, in turn, low performance later when they use
English in their future profession"(Haddam,2015:5). Thus, the central issue in that
Department is the lack of an suitable ESP course that provides an interesting content, a
ϯ
communicative environment and a judicious use of Arabic explanation of the tasks in hand.
Thus, serious procedures must be put into action for the design of ESP courses which can help
learners respond to the given instructions properly to be prepared for future professional
career.
3. Research Questions
Based on the mentioned problem, this study seeks to provide answers to the following
questions:
1- What type of content should be included in ESP courses for biology students?
2- What teaching approach should be used in ESP courses for biology students?
3- How can the implementation of the first language in teaching ESP courses be
useful?
4. Hypotheses
This research aims to test the following hypotheses:
a. ESP courses include a mixture of both General English and subject related aspects
b. ESP courses use the communicative approach
c. The implementation of the first language in teaching ESP courses can be made useful
by using the OTTT.
5. Means of the Research
The main instruments used in this research are a questionnaire for the students, a
structured interview for the teachers, to know their perception towards teaching and learning
ESP ; and a pre-test for the students to know where they stand and assess their performance to
base the course on that .
ϰ
6. The Significance of the Study
This dissertation discusses the type of content included, the suitable teaching approach and
the role of implementing Arabic language in the explanation of lessons with the purpose of
designing a suitable ESP course helping courses designers to identify teaching materials that
are definitely appropriate to the Biology students.
7. The Purpose of the Study
This research work suggests a sample lessons of an ESP course for third-year students in
the Department of Biology at ENS Laghouat using needs analysis, materials design, and
evaluation.
8. The Structure of the Study
The present research work is structured into three chapters:
Chapter one defines ESP highlights the difference between ESP and GE, describes the
role that the teacher plays in class within the ESP context and deals with materials and course
design along with the use of L1 and the communicative approach in ESP teaching.
Chapter two defines needs analysis and illustrates its results.
Chapter three sheds light on the design of the ESP course, its content and its organization.
A sample course for one teaching unit is provided. It also deals with the evaluation of the
course and a number of key issues that have to be discussed when trying to design an ESP
course
ϱ
CHAPTER ONE
Review of Literature
Chapter One: Review of Literature
1-1- Introduction …………………………………………………..... 8
1-2- ESP: Origin and Definition …………………………………..... 8
1-3- ESP vs. GE……………………………………………………... 9
1-4- ESP in Algerian Universities ………………………………….. 11
1-5- ESP Teachers…………………………………………………... 12
1-5-1. Challenges for ESP Teachers……………………………… 14
1-6- ESP Learners…………………………………………………… 15
1-7- ESP Course Design ……………………………………………. 17
1-8- The Communicative Approach and ESP ……………………… 18
1-9- The Use of L1( Arabic) to teach English ………….…………. 20
1-10- Conclusion …………………………………………………….. 23

Chapter One Review of The Literature
1-1. Introduction
ESP has been widely implicated in educational settings throughout the last half of a
century meeting the needs of different groups of learners. This chapter will discuss ESP
teaching in terms of definition, procedure, and practice
1-2. ESP Origins and Definitions
ESP, a new term in the field of teaching English as a foreign language, has been a
worldwide growing phenomenon due to several reasons. According to Hutchinson and Waters
(1987: 5), there are three common reasons to the emergence of ESP. First, the new world after
the Second World War demanded an international language and due to the dominance of the
USA as an economical power, English was the prominent candidate. Up to 1914 German was
the predominant international language of science (Gizycki,1973), but; as reported by
Ammon (2003), by 1995; English accounted for 87.2% of journal publications in the natural
sciences (e.g. biology, chemistry, physics, medicine and mathematics) and 82.5% of
publications in the social sciences (e.g. sociology, economics, etc.), so a huge number of
students, who had their course of study including journals and textbooks only available in
English, wanted to learn the language not for its own prestige but to use it in their field of
study. Second, meanwhile new linguistics studies shifted attention away from defining the
formal features of language usage to discovering the ways in which language is actually used
in real communication (Widdowson, 1978). The results were that each context had its own
language variety, so the determined features of specific situations should consequently be the
basis of the learners' course. In other words, as claimed by Hutchinson and waters; the
guiding principle of ESP became "tell me what you need English for and I will tell you the
English that you need". Third, new educational psychology theories stated that learner's
motivation will improve if there is an evident relevance of the English course to their needs.
Since its emergence as a subfield of study, ESP has been defined by several scholars.
Hutchinson et al. (1987:19) state that, "ESP is an approach to language teaching in which all
decisions as to content and method are based on the learner's reason for learning". In more
details Strevens (1988) defines ESP by identifying the difference between ESP's restriction to
the learning skills to be learned and its unlimitedness to any preordained teaching
methodology as being variable characteristics; and ESP's specific learner needs design, its
particular disciplines and activities related content, its centeredness on language appropriate
to those activities in syntax, lexis, discourse, semantics and analysis of the discourse, and its
contrast with General English as being absolute characteristics. The third definition by
Robinson (1991), characterizes ESP for having a limited period of time to achieve the
objectives and identical classes of adults in terms of the work or specialist studies the students
are involved in. On the other hand, Munby (1978; 1996) defined ESP in relation to ESP
courses as follows: "ESP course are those where the syllabus and materials are determined in
all essentials by the prior analysis of the communication needs of the learner".
Haddam (2015:13) states that "ESP is the teaching of specific and unique English to
learners, who will use it in a particular setting in order to achieve a utilitarian goal or purpose,
which in turn will fulfill additional personal goals"; she further illustrates that "what ESP
specialists do not seem to agree on is the type of language to be taught (vocabulary, register,
jargon, etc.) and how to teach it (in context with content knowledge, communicatively,
collaboratively, etc.)". Even though there is a wide disagreement among scholars concerning
what ESP really is, this diversity of definitions has marked the timeline of its development
since the 1960s.
1-3. ESP vs. GE
For decades general English teaching dominated in the learning of generations of students
until the emergence of ESP. Widdowson (1981:89) describes ESP by stating that" if a group
6
of learners‘ needs for a language can be accurately specified, then this specification can be
used to determine the content of a language program that will meet these needs." In a way
even general English teaching uses needs analysis but in ESP the needs, in a specific field and
a particular target setting, are more recognizable.
There are many principles that make ESP different from GE which can be summarized as
follows:
1- The first principle is the purpose for learning the language. Harding (2007: 6) states
that: "The sense of purpose gives the language work immediacy and a relevance which
is perhaps not always found in other sectors of ELT, particularly of the ‘General
English’ variety."
2- The second principle is the growing idea that general English language teaching
became somewhat a waste of time and energy for those students with specific
linguistic needs and wants. Harding (2007:8-9) suggests that "the type of ESP learners
who come to ESP are often demotivated by courses of general English. These learners
have entered ESP courses because they expected that language-based work would not
owe to practical or manual skills in lessons."
3- The age and the linguistic mastery level of the learners distinguish ESP learners from
those of general English. Usually, the age of ESP learners is adulthood or early
adulthood and their level of linguistic competency is reasonable. Whereas, General
English is taught to all age groups and thus the level of language competence varies
(Haddam, 2015).
4- The aspect of time, introduced by Robinson (1980:9), plays an important role in
distinguishing long term process of learning in general English from short-time
learning in ESP: "The very concept of ‘special purposes’ implies that foreign language
study in a subsidiary contribution to another main interest, and there will normally be
77
pressure to achieve the required level of linguistic competence in the minimum of
time."(Robinson, 1980:9)
5- The fifth principle is the narrowed language content mentioned by Strevens (1980,qtd
in Robinson, 1980: 12-13) "the learners will need; selection of the items of
vocabulary, patterns of grammar and functions of language; themes and topics
narrowing in order to include only the themes, topics and discourse needed; practice of
purposeful communicative needs."
Hamp-Lyons (2001) states that ESP differs from GE in three main areas:
a- ESP is a learner and situation-centered approach which means teaching the learner
how to use English in different situations, whereas GE is concerned with language
features i.e. it focuses mainly on grammar.
b- In ESP, we may use one skill, two or all of them depending on the learner's needs e.g.
learners of business may need only speaking.
c- Genres of language in ESP are formal and academic; while in GE they are
conversational and social (a language is learnt for the sake of social interaction).
Even though there are clear distinctions between ESP and general English, their paths will
cross to meet the needs of low level ESP learners, as explained by Zemach (2003), in order to
be able to survive. Moreover, "Designing a course for any ESP system needs a considerable
amount of General English along with an integrated functional terminological language
matted in the targeted ESP course which is based on the needs analysis."(Haddam2015).
1-4. ESP in Algerian Universities:
ESP has broken the geographical boundaries to reach universities all over the globe; the
Algerian Universities are no exceptions. An attempt has been made by Ministry of Higher
Education and Scientific Research to develop ESP in Algeria by setting up three ESP centers
77
in the country: Oran, Blida and Constantine with the following three objectives for the first
two years (Benyelles, 2009):
1- Making ESP courses available for both teachers and post-graduate training researchers
at Ph.D. level in the UK.
2- Providing a professional ESP consultative service for the leading tertiary institutions
in Algeria.
3- Training pedagogic staff and teachers in charge of giving ESP lectures in various
Algerian institutions.
These centers launched many ESP reviews and received positives results; but, without a
legal status from The Ministry of Higher Education and Scientific Research, the two centers
of Blida and Constantine were closed and Oran's center shifted its mission to working with
post-graduation teaching programs (Benyelless, 2009).
It is nationally acknowledged that "English should be highly influential in Algeria's
language educational policies and practices by introducing its learning since primary
school."(Meghit and Mohamed ), but the lack of adequate programs with clear structures and
an established mission keeps students demotivated to give ESP a chance to develop their
linguistic learning experience.
1-5. ESP Teacher
When it comes to ESP teaching, the mission is not simply teaching, it is way more than that;
it is about practice. Thus the term ESP practitioner is more suitable (Dudley-Evans and St
John, 1998). The ESP practitioner's role goes beyond that of the simple general English
teacher of teaching general language aspects; it is more specified to the interests of the
students. Dudley-Evans and ST John (1998) proposed five roles for the ESP practitioner: a
77
teacher, a course designer and a materials provider, a researcher, a collaborator, and an
evaluator.
a- The ESP practitioner as a teacher: though the ESP practitioner share the same duty
with general English teacher which is teaching English; in ESP contexts the objectives
are more specified, the needs vary and the teacher is no longer the "primary knower".
In a way, the mission became mainly creating a suitable communicative environment
that is based on the students' knowledge in their field of study.
b- The ESP practitioner as a course designer: a more specialized course will typically be
harder to provide materials for because of their rarity. In this case, an ESP practitioner
will have to either adopt authentic textbooks or write his/her own (Hutchinson and
waters; 1981). Hutchinson and waters (1981) further illustrates that we should
understand that existing materials are a rich source of ideas, the process of materials
writing is time consuming, team work is important, and materials appearance is as
important as their content.
c- The ESP practitioner as a researcher: research is an ongoing process in the field of
ESP. An ESP practitioner must first investigate the learners' needs, determine the
teaching aims, and do research again to design the course.
d- The ESP practitioner as a collaborator: either by collaborating with subjects specialists
to get acquainted with the subject in hand, or with other language teachers to share and
gain experience; an ESP practitioner's aim is always to cover the lacks of his teaching
techniques and to keep himself/herself updated with the novelties in his students
specialist subject.
e- The ESP practitioner as an evaluator: like any other daily routine, evaluating the
teaching process is of paramount importance for the ESP practitioner; whether at the
77
end of the course, or while it is being taught, because of the tailor-made nature of most
ESP courses.
Robinson (1991) added that, in addition to teaching, an ESP practitioner designs, sets up,
and administers the ESP course in all of its stages.
1-5-1. Challenges for the ESP Teacher
ESP, over the last half of the century, had major developments in its theories, approaches
and materials. Today, there is a huge heritage of ESP that has taken it from the stage of early
beginnings to a stage of stability throughout the guidelines drawn by hundreds of scholars and
materials designers during the course of its long existence. Thus, what Hatchinson and waters
(1987) discussed about the lack of an ESP orthodoxy to provide a ready-made guide, and
what Halina (2008) stated about the lack of materials as being problematic issues for ESP
teachers are no longer the case. What seems to be still present is the lack of specialist
knowledge.
Having to use a special terminology puts the ESP teachers in a situation in which they
have to deal with texts whose basic ideas they barely know and understand. Thus, text
selection and adaptation is a serious problem; an easy text will make students overconfident;
therefore, they will take the task too lightly leading them to be demotivated. On the other
hand, a difficult text will make the task harder for both the teacher and the students (Hadam,
2015). But why do so many ESP teachers find it difficult to comprehend ESP subject matter?
Hatchinsons and waters (1987) stated that this problem is a result of the fact that most
languages teachers come from humanities camp (Literature streams), where they often
received little or no education in the sciences; are self-demotivated to teach ESP, because they
were forced to teach it rather than general English; were not retrained to cope with ESP's
7
demands, and were expected to conform to the requirement of the target situation in an
irrational one-way accommodation.
To solve this problem, Hatchinson and waters (1987) demonstrate that "the ESP teacher
should not become a teacher of the subject matter, but rather an interested student of the
subject matter" by having:
- A positive attitude towards the ESP content.
- A fair amount of knowledge of the fundamental principles of the subject area.
- An awareness of how much they probably already know.
By working in isolation from other teachers of the specialist subject, the ESP teacher's goal
will be harder to achieve. Thus, ESP teachers must realize that their role and area of
collaboration is not like that of the general English teachers, who are working within the
limited zone of language teaching; but to open up to other teachers of the subject specialist for
a better accomplishment of the objectives of their teaching.
1-6. ESP Learners :
ESP scholars tend to discuss the needs and the age and their effect in the learners'
motivation. Most ESP learners are adults at the tertiary level; they have academic and
professional goals they want to reach, for that they are highly motivated and always
voluntarily engaged in the learning process (hadam2015).
Baghli (2014) stated that:
Despite the fact that the English language module is taken only once per
week and its coefficient is "1", the absent students regret their absences
trying to justify them to the teacher, a fact that cannot be found in all the
other fields. This simply shows the extent of LMD Biology's students'
7
seriousness ………….During the lecture, silence governs the whole
class; while the teacher is explaining they are exclusively focused on
him/her, trying to grasp the pulp of the lecture.
Robinson (1980) adds that ESP curricula need to be developed based not on requirements
imposed by language institutions or work supervisors, but on real needs of real learners in the
diverse realm of the sciences and humanities. Thus, ESP learner's needs are more focused on
than those of EFL learners. Other than the fact that they are already self-motivated, a course
that takes into account the specific aspects of the specialist subject of the learners, a kind of an
involvement of the learners in the planning process, will have great positive effect on learners
motivation and improve their language proficiency.
In the course of the learning process, ESP learners face several difficulties. Nguyễn and
Phạm (2016) state the following:
 ESP demographic demands characteristics: students are often not ready for ESP
courses because they dramatically defer from those of general English and ESP classes
are usually too large (more than 100 per class) or frequently being delayed and
canceled (Suzini,2011).
 ESP courses: previous studies like (Gatehouse, 2001), (Bacha and Bahous, 2008);
(Leki &Carson, 1994) and (Ferris and Tagg, 1996a/b) reported that the content, the
instruction, and the tasks involved in the ESP courses can be problematic issues for
learners.
 Lack of vocabulary: based on Maruyama (1996) work in testing ESP learners'
vocabulary, we can infer that the fact that most of ESP terminology is a not daily life
one makes it demotivating to learn scientific or technical words. Moreover, almost
every English word have several meanings in dictionaries which makes it hard for
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ESP learners to choose the right meaning because of their lack of skills in using
dictionaries.
To overcome these difficulties, students must be provided with the right techniques and
methods. For that an ESP course must include a "how to use" guide that facilitates the
learning process and ESP classes must be less crowded and more organized.
1-7. ESP Course Design
Designing a course in any field of study will usually follow predetermined steps and
procedures, apply certain methods and serve specific goals and objectives. In the new realm
of learner centered approaches, learners needs decide all of the previous.
When designing an ESP course there are several steps to be followed; Graves (1996, qtd.
in Xenodohidis, 2006, 1) suggests systematic syllabus design steps. Those steps are:
1. Conducting needs assessment, followed with needs analysis (both of the processes
are sometimes just called needs analysis): needs analysis is the core element in
designing an ESP course; Wright (2001) states that the content of any ESP course
should be determined by a comprehensive needs analysis.
2. Determining the goals and objectives of the course : a successful course's goal is
not to prepare learners to pass immediate exams but to prepare them for the future.
3. Conceptualizing the content: it is often related to needs analysis and course goals
and objectives. Questions related to content must be discussed in order to have an idea
about what will be in the course and how it will be organized concerning the topic of
the passage and the language items which occur in it.
4. Selecting and developing materials and activities: as a learner-centered approach,
ESP's teaching materials focus on learners needs, so textbooks are adopted and
7
supplemented with additional teaching materials. Harding(2007) provides useful tips
on how to choose the appropriate materials:
 Use contextualized students' subject area materials.
 Employ specialism related authentic materials.
 Plan authentic tasks based on students' needs.
5. Organizing the content and activities: activities' order should be from easy to
difficult, from familiar to new, and from simple to complex. Content and identified
tasks may also be sequenced based on the standard operational procedure of the
related subject. After that, each task is complemented with the needed language
functions and expressions.
6. Assessment and evaluation: assessment of the learners shows their present
knowledge, progress, level, and learning difficulties. Monitoring and focused
observation of the learners can also help in checking the efficiency of the course.
Moreover, after deciding the purpose and choosing the audience; evaluation,
summative or formative and long term or short term, examines the planning, the
running, and the results of the course. Using the results of the ongoing assessment and
evaluation will ensure that the course is always the best possible.
To sum up, it is necessary to know the steps in designing ESP courses which are
essentially shaped by the results of the analysis of the communication needs of the learners.
1-8. The Communicative Approach and ESP
Previously, ESP was not reflected on because language was believed to be sets of
phonological grammatical and lexical items to be memorized, but this notion had shifted to
considering language as a tool of communication, and that was the turning point for the
emergence of different communicative needs and thus ESP (Nunan, 2004, p.7).
7
It was rather a reaction than a peaceful shift of gears, a revolution rather than a natural
development in the view of language. The communicative approach was indeed a "reaction
against the view of language as a set of structures" and "towards a view of language as
communication, a view in which meaning and the uses to which language is put play a central
part" (Brumfit and Johnson 1979,3). However, communicative teaching does not ignore the
importance of the structures of language; as it links them, in the minds of learners, to the
communicative functions they can perform. According to Littlewood, communicative
activities provide whole-task practice as learners train on the total skill–communication in a
foreign language, improve motivation because it shows the connection between classroom
work and the ability to communicate in real world, allow natural learning since ''many aspects
of language learning can take place only through natural processes'' (Littlewood,1994) like ''
using the language for Communication'' (17), and create a learning supporting context.
Furthermore, Littlewood divides communicative activities into functional communication
activities, that are designed for the learners to use "whatever language they have at their
disposal"(20) to cope with the given task completely ignoring grammatical accuracy and
appropriateness of their choice of the language; and social interaction ones, which emphasize
on the use of effective functions and correct language choice that can handle the particular
situation. Concerning task fulfilling, in the Communicative Approach, the teacher creates the
situation, sets the activity, works as a guide, and avoids direct interference; whereas learners
complete the task and come to a conclusion by themselves.
Most ESP courses depend on the communicative approach as a cornerstone for their
structure. ESP learners need to develop language competency in the target language, i.e. to
know exactly in what context to use the language. Context refers to the cultural background
and it differs from one language to another; thus students have to get the intercultural
competence in order to understand how other people live and think and how their language
76
may reflect it: ''We believe that it is of great importance to increase intercultural
understanding in the world, and incorporating intercultural communicative competence (ICC)
in teacher training programs should be one of the first steps in this process '' (Huber-Kriegler
5). For that, the ESP teacher must select those specific cultural elements that are relevant to
the specific context and point out the areas of discourse that may differ across cultures, so that
his/her learners would be able to identify the preferred ways to communicate in that specific
language.
1-9. The Use of L1(Arabic) to Teach English
Most ESP courses are designed to meet the needs of intermediate, upper intermediate or
advanced students where special vocabulary is introduced, complex sets of activities are used,
and a unique cultural context is employed, but what if our students have an elementary level
or lower! In what ways could the course be possibly organized designed and presented to
meet their urgent needs? Even what Zemach (2003) discussed about the necessity to teach
low level ESP classes General English solely in their beginning does not seem to be enough to
cover the huge gaps caused by the absence of an actual accumulated learning. The result was
a generation of learners who cannot even tell the meaning of a simple sentence; say an easy "
fill in the gap " task instruction, an everyday "nice to meet you" greeting, or any other "must
know" basics of English. This calls for a serious renovations that seeks to speed up and ease
the process of grasping meaning by "using the target language where possible and L1 when
necessary" (Rhalmi, 2009).
Teaching methods have a disagreement on whether to use the first language while teaching
or not; but because of several reasons, many teachers, currently, favor the former. While the
Grammar-Translation Method depends greatly on translating to the learner's first language,
the Direct Method almost excludes the use of translation in language learning and the Audio-
Lingual Method is against the use of translation in the early stages of language learning
77
(Brooks, 1964), the Communicative Approach has allowed the use of the first language in
moderation. It calls for a careful use of the first language in second/foreign language learning.
Hastings (1997) shows that the first language is seen as a tool which should be used wisely, a
natural thing and the backbone to the target language.
It is more suitable to fill the very first classes with a little challenging, not threatening, and
easy to accomplish achievements, and the use of L1 can provide that, because they play a
major role in urging the learners to give more priority, time, and efforts to their learning. It is
about presenting what the learners are ready to learn not what they want to learn (Claxton,
l984, pp2-15). Thus, to avoid doing baby talk and to fill the gap between what the learners
want to say and what they can say, appropriate use of Ll in the classroom is convenient,
especially for beginners; but as the learner's knowledge and capability of L2 increases, it is
necessary to lessen the use of Ll to enhance the learners' motivation (Hamdallah, 1999, 5).
It is true that the absence of L1 use in the L2 Classroom is not psychologically healthy for
the teacher or the learner (Hamdallah, 1999, 5) but again the overuse of L1 by learners to
express problems, ask for counseling, or simply to not remain silent; and by teachers to give
counseling, orders, instructions, greetings, and feedback does not serve the overall goal of the
learning process in the short or the long term. Instead, all of the previous can be summed up
as being a part of the repeated classroom language and introduced in a series of activities that
deals with the meaning directly using illustrating pictures. Such activities are commonly
found in course books like Face to Face or the Interchange where classroom language and
instructions are introduced from the very first lesson.
When first encountering a second language teaching course book, novices might find it
difficult to understand its special instructions and the rationale behind each activity. Rhalmi
(2009) states "I can dare say that so many failures in tests were due to learners' lack of
understanding of instructions". He further illustrates that learners should understand what lies
77
behind the methods used. Bouangeune (2009) investigated the use of the first language where
it was used as a means of instruction for the experimental group while the control group did
not receive first language instruction and translation. The results showed that the experimental
group showed a higher improvement in English than the control group. Bouangeune attributed
this improvement to the effective use of first language instructions.
Of course, whenever attaining L2 proficiency is discussed, the interference of L1 is
accused for causing difficulties in the process; but research has proven this to be questionable
because transfer is affected by transferability and language distance and has a commonly low
rate. Dulay (1982:102) states:" the incidence of errors that are traceable to characteristics in
the first language is relatively low-around 4% to 12% for children, and from 8% to 23% for
adults" in the case of existing similarities between L1 and L2 that causes problems, but if the
two languages have significant differences difficulties are not necessarily to occur (Larson,
1991: 106). In a way, this has reflected the hypotheses of "recreation continuum" which views
SLA as "slowly creating the rule system of L2 in a manner very similar to the child's
acquisition of his first language". This does not mean that L1 has no interference on SLA at
all; but, when an error occurs, it could also be due to the learner's misunderstanding of the
rule, his overgeneralization of it or the lacks of non-linguistic knowledge. For that, L1 should
not take all the blame for learners' difficulties.
In EFL situations L1 cannot be completely banned, so why do not we take control over
the steering wheel and be the one to decide when to use L1 and when not to in a form of a
constructed course that uses L1 when needed. In other words, L1 use must be limited to the
medium of transmitting knowledge, which is the course book.
77
1-10. Conclusion
This chapter has revealed the theoretical background of ESP Teaching, its crosses with
general English teaching, its place in the Algerian university, its learners and teachers, and its
course design. What has also been discussed is the use of both the communicative approach
and L1 in ESP courses. The following chapter; however, will study the major issues facing
ESP teaching in the Department of Biology at ENS Laghouat and the methodology used for
data collection and analysis to describe students’ needs.
77
CHAPTER TWO
NEEDS ANALYSIS
Data Collection and Analysis

Chapter Two : Needs Analysis, Data Collection and Analysis
2-1- Introduction …………………………………………………… 26
2-2- Needs Analysis ………………………………………………. 26
2-3- English Courses at the Department of Biology ……………... 29
2-3-1. Teaching Load …………………………………………. 29
2-3-2. Lecturer's Profile……………………………………….. 29
2-3-3. Course Objectives………………………………………. 30
2-3-4. Teaching Materials……………………………………... 30
2-3-5. Learners Testing………………………………………... 30
2-4- Data Collection……………………………………………….. 31
2-4-1. Methodology …………………………………………… 31
2-4-2. Participants …………………………………………….. 31
2-4-3. Instruments …………………………………………….. 31
2-4-3-1 Pre-Course Test (Diagnostic Test) ……….… 31
2-4-3-2 Questionnaire for the Students ……………... 32
2-4-3-3 Structured Interview for the Teacher ……..… 33
2-5- Data analysis ……………………………………………….... 33
2-5-1. Analysis of the Pre-course Test …...……………………. 34
2-5-2. Analysis of the Results of Students’ Questionnaires …... 35
2-5-3. Analysis of the Results of Teacher’s Interview ……….… 44
2-6- Discussion of Research Findings ……………………..……... 46
2-7- Conclusion …………………………………………………… 49

Chapter Two Needs Analysis, Data Collection and Analysis
2-1. Introduction
Determining students' needs is an essential step in designing any course. This research
examines the teacher and students’ views of ESP teaching and learning in Department of
Biology. This chapter demonstrates means of research used for collecting and analyzing data
and the findings of the present research.
2-2. Needs Analysis
Determining learners' language needs and what they can get from the course is a process
that is essential in creating any language course. Many scholars tried to define the term
"Needs Analysis" as "Needs analysis refers to the techniques for collecting and assessing
information relevant to course design: it is the means of establishing the how and what of a
course" (Flowerdew, L; 2011), "procedures used to collect information about leaners' needs"
(Richard,2001,51), or " the use of systematic means to define the specific sets of skills,
texts,[…] that a particular group of learners must acquire is central to ESP" (Hyland,2007;
cited in Haddam, 2015). Basturkmen.( 2006) further illustrates that "a key feature of ESP
course design is that the syllabus is based on an analysis of the needs of the students". They
also believe that NA can be used to gather the learners' personal information, language skills,
and what is expected out of the course's management and progression. .
Nowadays, NA is a term that covers several components. One is the term, "Target
Situation Analysis" (for short TSA) introduced by Chambers (1980:29) and explained by
West (1994) as a form of Needs Analysis, which focuses on identifying the learners’ language
requirement in the occupational or academic situation they are being prepared for. While
target situation analysis tries to establish what the learners are expected to be like at the end of
the language course, another term was introduced which is "Present Situation Analysis"(for
short PSA) attempts to identify what the learners are like at the beginning of it. One more
77
term which is also a NA component, "Pedagogic Needs Analysis" (for short PNA) proposed
by West (1998) covers "deficiency analysis", which provides data about the gap between
present and target extra linguistic knowledge; "strategy analysis", that tries to establish how
the learners wish to learn rather than what they need to learn (West,1998,cited in
Songholi,2007:12); and "means analysis", which tries to investigate matters of logistics and
pedagogy and is mainly used for the purpose of designing a curriculum rather than a syllabus.
Cawley (2009: 3,cited in Haddam, 2015) states that Needs Analysis provides the
following:
 Impact: insights about how education and training can impact the audience.
 Approaches: knowledge about educational approaches that may be most effective.
 Awareness: of existing programs and of gaps in available training to enable efficient
use of resources.
 Outcomes: information about the current situation that can be used to document
outcomes.
 Demands: knowledge about the potential demands for future programs and textbooks.
 Credibility: that the program is serving the target audience, an important part of
communicating greater competence and professionalism to funding authorities who
want to know a program or textbook’s impact.
Many models for ESP needs analysis have been suggested each containing many
factors. Brown (2009) proposed a balanced framework that explains the stages of a
comprehensive Needs Analysis. This framework consists of three general stages with ten
steps. Brown’s framework can be illustrated as follows:
7
NA
Process
A B C
Get ready to do NA Do the NA research Use the NA results
Diagram 2.1: A Framework for doing NA (Adopted and adapted from Brown,
2009:269).
Brown presents his framework in a linear fashion. This figure reveals the main and
common stages of doing a needs analysis as they include ten steps:
A. Get ready to do NA
1. Define the purpose of the NA.
2. Delimit the student population.
3. Decide upon approach (es) and syllabus (es).
4. Recognize constraints.
5. Select data collection procedures.
B. Do the NA research
6. Collect data.
7. Analyze data.
8. Interpret results.
C. Use the NA results
9. Determine objectives.
10. Evaluate The report on the NA project (Mohammadi & Nacer, 2013:1016).
In a way, the structure of the second and the third chapters of the present study are based
on the previously mentioned NA framework.
7
2-3. English course in the Department of Biology
The Department of Biology is one of the ENS of Laghouat's departments. English at the
Department of Biology is taught exclusively to third year students in a form of a weekly
lecture. Third year students of biology are taught speaking and listening by doing
presentations about scientific phenomena in the target language. Students are expected to be
able to speak and present the material, understand each other's presentations, and grasp the
different technical words used in the field. As a second step, the lecturer teaches the students
different grammatical aspects in the texts given to them.
2-3-1. Teaching Load
Time has always been an important aspect in the teaching context and the teacher has to be
smart about its management. At the department of Biology, only one hour and a half per week
are devoted to the subject.
2-3-2. Lecturer's profile
Usually, in practice, an ESP teacher is a general English teacher who is employed to teach
an ESP course. So far there is no ESP program introduced in the Department of English at the
ENS of Laghouat and there is a serious lack in ESP specialists; these ESP teachers lack
training in ESP teaching and a stable line of work since they keep moving from teaching one
group of students of a single specialty to another every year or so and some of them are still
doing their master degree.
Within the department of Biology, there are two lecturers in charge of the module of
English; they both graduated from the Department of English at the University of Ammar
Thelidji, Laghouat and are considered as language specialists. In this department, the teachers
are expected to use scientific articles to get the students acquainted with their style to be used
76
later in scientific research. The Department offers the lecturers latitude to use their teaching
methodologies following the provided syllabus.
2-3-3. Course Objectives
The ministry set several objectives for the ESP course. As stated by Haddam (2015) " At
the end of the year, the students of Biology are supposed to be able to read and translate
scientific articles in English. Biology students are obliged to prepare a ‘dissertation’ to obtain
their degree. However, to finish this research they should use different up-to-date articles
mainly written in English either published ones or from the web". It is weird how these ESP
courses objectives are the same at university or at ENS even though they are completely
different environments.
2-3-4. Teaching Materials
There is a specific syllabus in each department that is provided by the Ministry of Higher
Education and Scientific Research with various topics. The teachers distribute scientific topics
amongst the students and ask them to do presentations. Moreover, grammar rules are taught
inductively and exercises are commonly used.
2-3-5. Learners Testing
The examination cycle is like any other subject's. One examination is passed in every
semester to evaluate students' level. Technically, it is more like a Baccalaureate examination
than an actual ESP test since it contains a text and some questions about it followed by a
written expression activities
77
2-4. Data Collection
Data collection is an essential part of conducting any Needs Analysis, and some of its
methods are explained in this section.
2-4-1. Methodology
This study uses Needs Analysis to explore both the teacher and her students' opinions
about EFL in general, but specifically about ESP teaching and learning at the Department of
Biology in order to use the results as a basis for the design of a course for third year students
of the Higher College of Teachers. The two tools used are a structured questionnaire for the
students and a structured interview for the teacher. In addition, a Diagnostic test at the
beginning of the semester.
2-4-2. Participants
The participants in this study were 117 third-year students from the Department of Biology;
and one teacher, a language specialist who graduated from the department of English. These
third-year students were studying in a general field of research which is "Biology"; The
English course was scheduled in the second semester during the month of April 2017.
2-4-3. Instruments
Data collecting instruments included a pre-test to find out the current level of students a
questionnaire so that we will be able to detect their needs and an interview with the teacher
to pinpoint the strengths and the weaknesses of the current teaching methods..
2-4-3-1. Pre-Course Test (Diagnostic Test)
This research tool (see Appendix3). was adopted from the research work of Ph. Haddam
Faiza (2015), a dissertation submitted in candidacy for the degree of Doctorate in Applied
77
Linguistics and TEFL during the academic year: 2014-2015, by using only five questions of
grammar and vocabulary from parts A and another five questions from part B.. The test was
administered to the third-year students at the beginning of the second semester before the
starting of the courses in an amphitheater and lasted for 20 minutes. The analysis of the
scores obtained provided a careful evaluation of the students
2-4-3-2. Questionnaire for the Students
In order to get the best results of needs assessment the present questionnaire has been
adopted from the research work of Haddam Faiza (2015) about a course design in ESP for
Master Students in the Department of Biology at the University of Tlemcen then adapted to
ENS of Laghouat's context, the case of the third year students in Biology department. The
purpose of the study is to investigate the learning needs to design an appropriate course that
suits the learner's needs and to measure the efficiency of the proposed ESP course. This
questionnaire has been adapted by removing questions from all five parts, adding alternative
ones to all the parts and discarding part E completely. Thus, the questionnaire is composed of
four parts (see Appendix1).
Part A of the questionnaire deals with general background information regarding the
subjects’ gender, and their result in the BAC exam of English along with their amount of
knowledge in their main field of research.
Part B consists of 7 items which are designed to identify their wants, priority classification of
the four skills, and learning preferences.
Part C investigates PSA and the appropriateness of the current English language course
concerning what makes tasks hard along with the type of role learners would like their
English teacher to have.
77
Part D deals with English language needs in major areas. The questions answers ranged
from: (1-"very important", 2- "important", and 3- "not important").
students were given 20 minutes to fill up the questionnaire. Then, copies of the
questionnaire were distributed and handed back at the end of the session.
2-4-3-3. Structured Interview for the Teacher
The other tool was an interview with the teacher responsible of the module of English in
the Department of biology (see Appendix2). The present interview has been also adopted
from the research work of Haddam Faiza (2015) about a course design in ESP for Master
Students in the Department of Biology at the University of Tlemcen then adapted to ENS of
Laghouat's context, the case of the third year students in Biology department. The interview
contains twenty-six questions that dealt with the teacher's expected performance from her
students and many other issues , and was scheduled with one teacher, who graduated from
the department of English at the university of Laghouat with a Licence degree and she is not
trained to teach ESP. She was also asked to describe the teaching and learning situation and
the language aspect on which she usually focuses on more to enhance her students' level and
motivation. Other questions dealt with the effectiveness of translating tasks' instructions to
speed up and ease the process of grasping meaning for students. The last four questions
examined different options to check whether the teacher agreed on them or not. Just like the
previous tools, the purpose of the interview is to study the teaching and learning situation in
the Department of Biology.
2-5. Data Analysis
The results of data analysis of the present study are reported in this section. The goal of the
analysis is to build an ESP course that suits the learners, improves their levels in English
77
language, and offers the necessary support to the ESP teachers in that Department. The results
were analyzed by using Microsoft Office Excel 2010, IBM SPSS, and Microsoft Windows 7.
2-5-1. Analysis of Pre-course test

Scores in General Frequency Scores in Technical Frequency Combined Frequency
English (GE) English (TE) Scores GE + TE
PRE-TEST /20 Total Scores/40
PRE-TEST/20
10 2 10 2 15 10
9 3 8 5 12 11
8 13 6 13 10 19
7 6 4 47 8 31
6 26 2 37 7 19
5 6 0 13 5 6
4 20 3 8
3 17 2 13
2 6
1 11
0 7
mean 4.555556 Mean 3.418803 mean 7.974359

Table 2.1 the Obtained Scores from a Pre-Course Written Test
This pen and paper test was given during the second week of the second semester to a total
of 117 students from the overall 181 (the rest were absent) in an amphitheater at ENS of
Laghouat to finish in 20 minutes.
Once obtained and studied, the test scores were analyzed and the means were determined
in the following Table 2.1. It shows that more than half of the students achieved a below the
average score with (65.81%) in the total score, (52.99%) in the general English part, and
(82.90%) in the technical English part. The mean obtained (mean=7.97) confirmed the
7
answers students gave for their mark in the English BAC examination and revealed their
beginner level and the fact that their level did not increase a bit since secondary school along
with their basic, not poor, knowledge in their main field of study.
The shocking results of the test showed that most students did not finish half of the tasks.
The problem was that they could not understand the tasks' instructions, the scientific
vocabulary and the grammar exercises. They could not tell what was asked from them to do
despite the explanations given to them. This showed that the only way to get straight forward
answers from the students for any questionnaire is by translating the questionnaire to Arabic.
2-5-2. Analysis of the Results of Students’ Questionnaires
Part A:
Data from part A offered information about the respondents: gender, and their result in the
BAC exam of English, together with their basic knowledge in their main field of research.
The analysis of this section is presented in tables 1 through3.
As shown in Table 2.A-1, 79.48% of the third-year ENS's students (number= 117) were
female and 20.51% were male.
Gender Number Percentage
Male 24 20.51%
Female 93 79.48%
Total 117 100%
Table 2.A-1.Gender of Informants

Table 2.A-2 shows that the majority of the informants had a mark below 10 in their BAC
examination of English with 54.70% while 45.29% of them had a mark above 10. This shows
the minor part English has in scientific streams.
7
The result in the BAC Number Percentage

exam of English
Above 10 53 45.29%
Under 10 64 54.70%
Total 117 100%
Table 2.A-2 Students' result in the BAC exam of English

Table 2.A-3 demonstrates the students' level of competency in their main field. The
respondents have an amount of basic knowledge with 65.81%, but 23.93% of them had
limited amount of knowledge and only 10.25% claim to possess a big amount of knowledge.
The amount of specialist Number Percentage

knowledge acquired in the
main field of study?
Very much 12 10.25%
Basic knowledge 77 65.81%
Not much 28 23.93%
Total 117 100%
Table 2.A-3 Students’ Level in their main field of study

Part B:
In this part, the multiple choice questions gave data about the subjects wants, priority
classification of the four skills, and learning preferences. The analysis of this section is
presented in tables 1 through 7.
Table 2.B-1 shows that taking part in oral discussions in English had a frequency
percentage of 82.90% in the respondents' answers as a reason for studying English while
passing exams had 56.41%. Whereas, understanding lectures on Biology in English; and
reading and translating articles in the field of study in English had only 45.29% and 35.04%
respectively.
77
Reasons for studying Frequency Percentage
English
To take part in oral 97 82.90%

discussions in English
To understand lectures on 53 45.29%

Biology in English
To read and translate 41 35.04%

articles in your field of
study in English
To pass exams 66 56.41%
others 0 0%
Table 2.B-1 Students' reasons for studying English
Table 2.B-2 demonstrates that speaking and listening skills are the respondents' top two
priorities to be improved with 55.55%, in the first place, and 66.66%, in the second place,
respectively; whereas, reading and writing skills were rated at the low levels with 74.35%, in
the third place, and 83.76%, in the fourth place, respectively.
First place Second place Third place Fourth place
Skills F P F P F P F P
Listening 23 19.65% 78 66.66% 10 8.54% 6 5.12%
Speaking 65 55.55% 31 26.49% 13 11.11% 8 6.83%
Reading 19 16.23% 6 5.12% 87 74.35% 5 4.27%
Writing 10 8.54% 2 1.70% 7 5.98% 98 83.76%
Table 2.B-2 Students' Classification of the four skills according to their needs
Table 2.B-3 illustrates the informants' preferred classroom interaction patterns, as it shows
that the majority of the informants with 63.24% and 22.22% respectively prefer working in
pairs and in small groups as compared to 14.52% who chose working alone.
7
Preferred learning Number Percentage

activities in the class
Individually 17 14.52%
In pairs 74 63.24%
In small groups 26 22.22%
Total 117 100%
Table 2.B-3 Students' Preferred learning activities in the class
Table 2.B-4 demonstrates that most of the learners prefer using a course book and copying
from the board with frequency percentage of 70.94% and 57.26% respectively; whereas,
listening and taking notes, and problem solving were less frequently chosen with 49.57% and
47% respectively. The least chosen learning preference was getting information by
themselves with only 19.65 %.
Learning preferences Frequency Percentage
Listening and taking notes 58 49.57%
Copying from the board 67 57.26%
Using a course book 83 70.94%
Getting information by 23 19.65%

myself
Problem solving 55 47%
others 0 0%
Table 2.B-4 Students Learning preferences
Table 2.B-5 shows that 69.23% of the informants think that activities like role play,
Language games, projects, pair/group work are useful while only 30.76% think the opposite.
7
Options Number Percentage
Yes 81 69.23%
No 36 30.76%
Total 117 100%
Table 2.B-5 Students' opinion about the Usefulness of activities like role play, Language
games, projects, pair/group work
Table 2.B-6 shows that 76.06%of the respondents think that task based learning is
beneficial while only 23.93% think it is not.
Yes 89 76.06%
No 28 23.93%
Total 117 100%
Table 2.B-6 Students' opinion about the benefit from task based learning
Part C:
This section of the questionnaire deals with the appropriateness of the current English
language course concerning what makes tasks hard along with the type of role learners would
like their English teacher to assume.
Table 2.C-1 demonstrates that the majority of the learners think that the current lessons in
the English module focus mainly on improving vocabulary and grammar; and reading and
writing skills with 55.55% and 24.78% respectively; whereas, listening and speaking skills,
and terminology and translation were less frequently chosen for being the main improvement
of lessons with 19.65% and 17.94% respectively. On the other hand, 35.04% of the
respondents think that the current lessons do not focus on improving any of the above items,
and no other suggestions were made by the students.
76
The current lessons in Frequency Percentage

English Language teaching
main focus
My listening and speaking 23 19.65

skills
My reading and writing 29 24.78%
skills
My vocabulary and 65 55.55%
grammar
Terminology and 21 17.94
translation
Other 0 0%
None of the above 41 35.04
Table 2.C-1 Student's perception about the main focus of the current lessons in English
Language teaching
Table 2.C-2 indicates that most of the respondents believe that the content of the current
English course is normal with 43.58%. Whereas, 36.75% of them think that it is boring and
only 19.65 of the informants find the content of the current English course interesting.
Interesting 23 19.65%
Normal 51 43.58%
Boring 43 36.75%
Total 117 100%
Table 2.C-2 Students opinion about the content of the current English language course
Table 2.C-3 shows that the majority of the informants think that the language of the
instructions is what makes tasks harder to finish with 75.21% while only 24.78% find the
tasks' content choice a troubling factor.
7
Option Number Percentage
Instructions' language 88 75.21%
Content choice 29 24.78%
Total 117 100%
Table 2.C-3 Students' perceptions about what usually makes a task harder to finish
Table 2.C-4 elicits that most of the respondents (52.13%) cannot understand any activity
instruction they encounter. Whereas, 38.46% of them can grasp the meaning of a fair amount
of activities' instructions and only 9.40% have the ability to instantly understand any
instruction they face.
All of them 11 9.40%
Some of them 45 38.46%
None of them 61 52.13%

Total 117 100%
Table 2.C-4 Students' number of understood activities' instructions

Table 2.C-5 shows that the absence of translation of instructions is the prominent reason
behind some of students' deficiency and inability to understand an instruction with a
frequency percentage of 61.53% while the lack of the teacher's explanation and the absence of
repetitions of instructions were frequently chosen with 38.46% and 30.76% respectively.
However, the lack of rule related tasks was repeatedly selected with only 18.80% (Only 106
of the students answered this question since the rest of them claim that they find no problems
in understanding any instruction).
7
Options Frequency Percentage
Absence of translation of 72 61.53%

instructions
Absence of repetitions of 36 30.76%

instructions (new
instructions in every
lesson)
Lack of rule related tasks 22 18.80%
Lack of teacher's 45 38.46%

explanation
All of the above 17 14.52%
Table 2.C-5 Students' causes for finding an instruction hard
Table 2.C-6 shows that the majority of the respondents agree that translating activities'
instructions is useful with 83.67% while only 16.23% of them disagree with that.
Yes 98 83.76%
No 19 16.23%
Total 117 100%
Table 2.C-6 Students' opinion about usefulness of translating activities' instructions
Table 2.C-7 shows that more than half of the respondents can fully grasp the meaning of
an instruction after being translated for them once with 60.20% while 22.44 % of them need
one more translation and only 17.34% require more than two times (Only 98 of those who
responded answered this question because the other 19 thought it useless).

Once 59 60.20%
Twice 22 22.44%
More 17 17.34%
Total 98 100%
Table 2.C-7 Students' number of times of translating an instruction to fully grasp its
meaning
7
Table 2.C-8 demonstrates that almost all of the respondents prefer that their teacher take
the role of someone who does not control everything but helps and guides them in learning
with 95.72% rather than a person in control of everything in the class which was chosen by
only 4.27% of the informants.
Teacher roles Number Percentage
A person in control of 5 4.27%

everything in the class
Someone who does not 112 95.72%

control everything but
helps and guides you in
learning
Total 117 100%
Table 2.C-8 Students' preferred a role for the teacher to have

Part D:
The final section of the questionnaire attempts to show students' perceptions about the
importance of each of the items to be included in the content of the proposed English course.
Table 2.D-1 shows that the majority of respondents (88.88%) reported the highest
importance for only one item: Item 6 (Additional conversations in classrooms, labs, field
trips, and conferences). Again, more than half of the respondents (58.11%) gave importance
to only one item: item 1 (Grammatical structures for general communications). On the other
hand, three Items were perceived to be not important by most of those who responded with
85.47%, 82.90%, and 64.10%: Item 4 (Understanding and verbalizing numbers; for example:
addition, division, square root, x squared, etc.), Item 5 (Understanding and verbalizing
numbers; for example: fractions, decimals, time, equation), and Item 2 (.punctuation marks)
respectively.
7
Very Important Important Not Important
Items F P F P F P
1. Grammatical structures for general 29 24.78% 68 58.11% 20 17.09%

communications (for example: tenses,
modality, etc.)
2. Punctuation marks (for example: 5 4.27% 37 31.62% 75 64.10%

comma, colon, semi-colon, dash, etc.)
3. Logical connectors used to link clauses 31 26.49% 46 39.31% 40 34.18

and sentences (for example: therefore,
hence, because consequently, as a result,
etc.)
4.Understanding and verbalizing numbers 8 6.83% 9 7.69% 100 85.47%

(for example: fractions, decimals, time,
equation)
5. Understanding and verbalizing numbers 13 11.11% 7 5.98% 97 82.90%

(for example: addition, division, square
root, x squared, etc.)
6. Additional conversations in classrooms, 104 88.88% 3 2.56% 10 8.54%

labs, field trips, and conferences …etc.
Table 2.D-1 Students opinions about the proposed course content
2-5-3. Analysis of the Results of Teachers’ Interview
When implementing any ESP course, it is important to consider the teacher's opinions
about ESP teaching. Thus, this interview deals with the teacher's perceptions about ESP
courses in the Department of Biology.
The teacher of the third year students of Biology in the ENS of Laghouat is a language
specialist and originally an EFL teacher. She has taught English at the department of biology
since 2016 and despite the great number of students (181) no other teachers were assigned to
cover this lack. She also expressed her dissatisfaction about the time allotted for the English
module since one hour and a half per week is not enough. Thus, she suggested at least two
sessions per week, a lecture and a practical session throughout the year, so that the whole
program would be completely tackled. Concerning students' motivation, the teacher stated
that her students do not seem to recognize the reason for implementing an ESP course, yet
they are mostly motivated. For that, she always tries to increase her teacher-student
interactions. In addition, she emphasized that the margins are high i.e. students with a high
level and those with a low level are more in number than those with an elementary one
(Medium).
The absence of an official course book was pointed out by the participant for being a
problematic factor. Even though there is a supplied syllabus by the ministry, that contains the
unites and lessons' titles; the selection of materials for each lessons is left on the teacher's
shoulders to do which can be difficult since only a small number of handouts and articles is
available and there is a serious lack of audio-visual materials to carry out the English lectures;
not to mention that, the library is not equipped with specialized references.
Moreover, task based teaching is considered very beneficial for the teacher since it allows
her to focus more on improving her students' vocabulary and grammar so that she could
gradually reduce her time to time explanations in French, yet what seems to be making tasks
harder to finish for her students is the instructions' language as they lack the ability to
understand a great deal of instructions, so she usually tends to translate them orally wishing
there was a better way to do so. In that case, a one-time translation technique is considered
very useful.
Scientific texts; however, are widely used by the teacher since they provide an insight into
their subject (Biology) content in English which might be a bit troubling for them at first, but
they should get used to them by time.

According to the participant, the course is a bit interesting but it could turn better if it
includes both subject content and language structures, makes the students the center of
knowledge transmission, and was administered by a teacher who is a facilitator and a
communication motivator, and that is what she is trying to do.
Of course, it is not a perfect course, as the respondent states; there are several lacks the
students still suffer from, one of which is students inability to express the simplest of thoughts
using the target language because of the fear of making mistakes, but creating an ELT
environment that helps in developing all four skills and is full of activities like role play,
games, projects, and pair/group work will guarantee the improvement of students' English
language.
2-6. Discussion of Research findings
The main research tools in this study have provided a fair amount of data. Either from the
pre-course test, the students' questionnaire, or the teacher's interview, real problems in the
current English course and students major needs can be extracted.
The students failed in GE part because of the negative effects of previous teaching (most
of them had a below the average score in the BAC exam of English) and failed in the TE part
because of the absence of any previous exposure to this sort of terminology in their preceding
years. Thus, they needed both subject content and language structures. It is the exact
conclusion the teacher ended up to in the interview.
Students' lack of knowledge in their main field of study (Biology) is attributed to their
limited sets of syllabuses in the subject related modules since they are expected to be future
teachers of the subject not subject specialists. For that, this feature must be respected by
avoiding the use of texts that deal with a very specialized content.
7
Students' reasons for studying English varied but the most prominent one was taking part
in oral discussions in English, so improving students' communicative competency is a leading
factor to learn English and giving them more chances to practice on oral drills will do just the
thing.
Unlike usual ESP contexts where reading is considered vital, students shockingly preferred
speaking and listening. It is either due to their lack of understanding of the requirements of
the field or because they simply really need it. The ever changing nature of technology today
made information more accessible through audio visual methods. Thus, for some, watching a
documentary about cells and discussing its content with friends is more interesting than
reading a whole book about it. Subject specialists will need reading to be able to comprehend
the latest published articles in the subject matter while future teachers will need listening,
speaking, and translation to be able to use and translate the newest teaching materials or
simply for their prestige.
Individual work is mostly hated by the majority of students who called for more pair or
group work patterns since they provide social interactions among the learners, and an
exchange of ideas and experiences. It is the way through which learners can learn from each
other's mistakes and have a more positive attitude towards their own.
Using a unified and well organized course books was conceived to be more efficient than
fully depending on other learning strategies since the former saves time, provides more details
about the learning outcomes and is designed by methodology experts
There is a contradiction between the teacher and students' views about the main
improvements done by the current lessons. It can be said that these lessons do actually focus
on speaking and listening but are not improving them since students are forced to perform a
twenty minutes presentation each while they cannot compose one correct sentence. Thus,
teaching of such language skills must be gradual. Students need first to gain confidence in
their ability to learn the language. Thus, the first lessons must focus on general contexts of
language use and then gradually shift towards ESP contexts. It is better to put the ESP content
in a desirable method i.e. to surround it with communicative content. The challenge is how to
link abstract grammatical items to the specific concrete field of study; most of the time the
grammar items are taught in their own sphere at first and then used in a subject related context
where the objective is achieving rule comprehension, but most importantly building students'
strong relationship with the language
Tasks are the main engine of learning, but "with great powers comes great
responsibilities". It is the task instructions hard language that makes most of the learners fear
to approach it. To fulfill its distant goal, a task must have easy instructions even if they had to
be translated to the learners' mother tongue, bearing in mind that too much translation hinders
the whole process of learning.
To sum up, a suitable course for students of Biology in ENS of Laghouat should:
 Follow the communicative approach by introducing more contextualized
conversations and activities like role play, games, projects, and pair/group work and to
do that a ready-made course book should be adopted and adapted;
 contain items and topics of a subject related nature, since they are " the core of the
course", to further transfer the students capacity in their subject area in their first
language of interaction towards their target language; and
 use the One Time Translation Technique (for short OTTT) to speed up the learning
process, and make learners focus more on the learning outcomes of the activities
rather than stopping at the first obstacle of instructions' language difficulty.

2-7. Conclusion
The data collected from the needs analysis in this study gave important information about
how learning is taking place; but most importantly, how it should be done. Once the
objectives of learning are clearly formulated according to learners needs, corresponding
teaching materials can be selected and developed. The next chapter further illustrates how the
results of this analysis serves in reformulating the current course and designing a new one.
6
CHAPTER THREE
COURSE DESIGN, and EVALUATION

Chapter Three: Course Design and Evaluation
3-1- Introduction ………………………………………….……….. 52
3-2- Course Design ………………………………………….…….. 52
3-2-1. Aims of the Course……………………………………….. 52
3-2-2. Goals and Objectives………………………………..……. 52
3-2-3. Course Organization………………………………..…….. 53
3-2-3-1. Course Content……………………………...…….. 53
3-2-3-2 Types of Materials Used in the Course………...…. 54
3-3- Sample Lessons…………………………………………….…. 55
3-4- Evaluation…………………………………….………….….… 64
3-4-1 The Content Choice…………………...………….….… 64
3-4-2 The Use of the Communicative Approach……….…… 65
3-4-3 The Adaptation of the face2face Course……..……..… 65
3-4-4 The OTTT…………………………………………….… 66
3-4-5 Drawbacks…………………………………………….... 67
3-5- Issues' Discussion and Solutions……………………………… 68
3-5-0 The Usual Problems…………………………………… 68
3-5-6 The Why………………………………………………. 68
3-5-3 The Short Period………………………………………. 70
3-5-4 Subject Level not Language Proficiency…..…………. 71
3-6- Conclusion…………………………………………….……… 73
Chapter three Course design and evaluation
3-1. Introduction
Determining the what-to teach and how-to teach is essential in any ESP course design
procedure. Thus, the needs of the target group must be carefully analyzed and interpreted.
This chapter uses the findings of the previous chapter to define the aims, goals, organization,
content, and types of materials of the future course for Biology students at ENS Laghouat.
3-2. Course design
3-2-1. Aims of the Course
Third year students in the Department of Biology need for English can be summed up in
the following points:
- To practice the English language.
- To do further research in their specific fields.
- To take part in oral discussions in English.
- To understand spoken and written English.
- To translate scientific articles.
3-2-2. Goals and Objectives
By the end of the course, learners should able to interact successfully in English when
facing situations related to their subject after being familiarized with scientific terminology.
Of course every skill has its own objectives. They listed as follows:
a) Speaking:
 To give presentations starting from simple repetition of sentences to long organized
self-made production.
7
 To interact with people from around the world using English
b) Listening:
 To understand audio-visual sources of scientific information.
 To understand spoken English.
c) Reading:
 To understand a number of texts gradually starting from short excerpts to long scripts.
d) Writing:
 To write summaries for their dissertations.
 To answer written activities.
3-2-3. Course organization
Due to the constraint of time we could not implicate our course sample on whole year
basis. Thus the course takes place over half of an academic semester, a duration of four weeks
and the length of one hour and a half a week, with a total number of 6 hours. The 'target
learners' are third year level in the Biology Department at ENS Laghouat. Of course, this
limited amount of time lessons is not enough to deal with all of the courses aims and
objectives; it is only because that is how long the course was implemented and how many
lessons were taught. In better conditions, the course could take more than three years amount
of time and lessons.
3-2-3-1. Course content
The need analysis showed that the most important skill is speaking, so it is more
emphasized. The other skills also taught to improve the overall linguistic competency of the
learners:
7
Speaking: oral practice on the pronunciation of words, pair or group work for training on real
life conversations within subject related contexts like a classroom, a lab, a field trip…etc.
Listening: listening and understanding a variety of recorded scripts, other students'
conversations, and the teachers' instructions.
Reading: gradually acquiring an understanding of the written form of the language from
small day-to-day sentences to long scientific articles.
Writing: filling the gaps activities, training on writing paragraphs from a one sentence long to
a complex composition.
Study skills: rule building activities that constructs the rule, the use of the dictionary,
classroom language.
3-2-3-2. Types of Materials Used in the Course
A group of specialized course books, articles from professional journals, and authentic
conversations are used in the course on the basis of their relevance to the students' level and
subject of study; teaching strategy, and success results. The materials selected are as follows:
 Face to face elementary – Cambridge University 2006 by Chris Redstone and Gillie
Cunningham.
 The Interchange. Intro -Cambridge University 2012 by Jack C. Richards.
Assignments: Students are given a printed homework related to the finished lesson.
3-3- Sample Lessons
Lesson Vocabulary Grammar Real world Skill
 First day of  Things in  A /an  Introducing  Classroom

university your bag  Be(1): yourself instructions
 Dimensions positive  Days of the
(campus room  Wh-questions week
)  Subject  Goodbye
 Weight pronouns(1)
 Possessive
adjectives
 In the  Cells  How  Spelling  Classroom
classroom  The alphabet much/how names and language
 Thing in the many other words
classroom  Plural and (scientific)
 Prepositions singular  Introducing
of place  Possessive 's other people
 In the lab  Things in the  Be(2):  Describing a  Using the
lab negative process dictionary
 Experiments  Yes/no  Describing
Sugar questions and health and
 Colors short answers safety
precautions
 In the field  Reading and  Describing
trip writing a shape and
small weight
paragraph
about things
in the trip
Only the two first lessons were completely designed tested and evaluated in the hope of
finishing the testing of the rest of the lessons after submitting the dissertation.
‫أول يو في الج مع‬
A
First da of u i ersit
Vo a ular : thi gs i you ag,

di e sio s a pus oo , eight
Tea her's lassroo la guage Gra ar: a /a ,Be : posii e,
‫اأست ذ المتكررة في ال س‬ ‫تع يم‬ h- uesio s, su je t p o ou s
possessi e adje i es
 Liste a d p a i e : Real orld: i t odu i g you self,
days of the eek , sayi g good ye
Wo k i g oups of th ee Liste a d p a i e Skill: lass oo i st u io s
‫اعم ا في مجم ع ثاثي‬ ‫استمع أعد‬
Ope you ooks Wo k ith a pa t e

‫افتح ا كتبك‬ ‫اعمل مع زميل‬
Gi e e you pape s
‫أعط ني أ راقك‬ Fo ho e o k, please ….
.... ‫ من فض ك‬، ‫ك اج منزلي‬
Close you ooks
‫أغ ا كتبك‬ Take out a pie e of pape
‫أخرج ا قطع من ال ر‬
Tu to page … Please epeat.

... ‫اذهب ا ل ص ح‬ ‫رج ء أعد‬
Skill= ‫م رة‬
First da of u i ersit A
Hello!
a. Look at o ersaio a d liste .
.‫استمع‬ ‫أنظر إلى المح دث‬.
. Pra ise o ersaio ith our tea her.
Use our a e.
‫ استعمل اسم‬. ‫طب المح دث مع است ذ‬
. Look at o ersaio a d liste .
d. Pra ise o ersaio ith four stude ts.
Use our a e
Thi gs i our ag
a- Look at photo A . Match these words
to things1 -10:
‫اربط الك م ب أشي ء‬A ‫أنظر إلى الص رة‬
a bag a dictionary an apple
a pen a pencil a book a notebook
an iPod a mobile an umbrella
Gra ar A/A
 Look at the ords i a. Fill i the gaps ith a or
an.
 We use ………. With ou s that egi ith a
- Liste a d pra i e the ords i a o so a t , ,d…et . sou d
- Co er the ords i a . ork i pairs .  We use ………. With ou s that egi ith a
test our part er o el a.e.i.o.u. sou d
‫امتحن زمي‬. a ‫في‬ ‫غط الك م‬  Fill i the gaps ith a or a
Nu e a ag ………… o ersaio ………... e e
……….. E glish di io ar ……….. ord

Nu e a pe il
……….. A s er ……….. a e
d- Ask our tea her a out other thi gs i our ag

‫اس ل است ذ عن أشي ء أخرى في مح ظت‬
What's this i E glish It's a at h Bag = ‫ح يب‬ We egi = ‫نبدأ‬ e use =‫نستعمل‬
Di e sio s ‫اأبع د‬ d- Talk a out our roo i a pus: ‫تك عن غرفت‬
a- Look at photo B. Mat h the ords …………………………………………………………………………

to leters a-e :
…………………………………………………………………………
Height , Le gth , Radius , Width , Depth
e- Co plete the ta le ith : lo g , ide, deep ,high.
Nou Adje i e
d
Height
a
e Le gth
Width
Depth
Other stru tures to e press di e sio s ‫طرق أخرى ل تعبير عن اأبع د‬
- Look at photo C. ill i the gaps ‫امأ ال راغ‬  My oo i a pus has ete s i le gth, . ete s
i idth, a d . ete s i height.
Joh : My oo i a pus is …….. ete s lo g , ……..
 My oo i a pus has a le gth of ete s, a idth of
ete s ide ,a d ………. ete s high . . ete s, a d a height of . ete s.
Talk a out our roo i

a pus. Use these e stru tures.
‫استعمل هذه الطرق الجديدة‬
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Weight
a- Liste to the o ersaio et ee Ma al
a d Ja al. Fill i the gaps ith eights.
a hea t a ell a apple

- o plete the ta le :‫أكمل الجدول‬ ………… ………... …………..
- Liste agai a d ill i the gaps ith these
di e sio Joh 's roo M roo
ords.
Height .
Weigh ho u h hea y
Le gth hat does a hea t …….………?
Right, ………….. does a ell eigh?
Width Ok, ho …………… is this apple?
- Pra i e these se te es
Ca pus= ‫حر الج مع‬ et ee = ‫بين‬

eigh= ‫يزن‬ hea y= ‫ث يل‬
Where's group? ‫أين مجموعتي‬
a- Read a d liste to o ersaio . Liste agai
a d pra i e.
- Read a d liste to o ersaio s , , , a d .
Liste agai a d pra i e.
Ga a Be posii e a d Wh-Quesio s
 Fill i the gaps ith ' , 're or 's.
Posii e +
I' ………. f o Bousaada =Ia
You' ……….. i g oup A = you a e
He' ……….. f o Medea = he is
She' …………. f o M'sila = she is
They' ………….. f o the Laghouat, I thi k = they a e
We' ………… f o Djelfa = ea e
 Fill i the gaps ith are or 's

Wh-Quesio s
he e ……… you f o ?
Whe e' ……….. he f o ?
Whe e' ………… she f o ?
What' ……….. you a e?
What ……….. you a es?
he e ………… they f o ?
a- Fill i the gaps ith ' , 're, are or 's.

Wassi Whe e a e they f o ?
Mostapha They ………. oth f o Laghouat.
Wassi What ……… their a es?
Mostapha His a e …….. Ah ad a d her a e ………. Faiha.
Tea he What …………. Your a es?

Aissa Our a es …………… Aissa )ia i a d A al Isla .
Tea he Whe e ……………. You f o ?
Aissa I ……… f o Djelfa a d she …………. F o Bousaada. Good e!
Ga a Su je t pro ou s a d possessi e adje i es
a. Put the da s of the eek i order
 Fill i the ta le ith ords i old i a ‫رت أي اأسبوع‬
Frida Tuesda Thursda Mo da
Su je t I you he she it e They Wed esda Saturda Su da
p o ou s . Liste a d he k. Liste agai a d pra ise.
Possessi e y ……. ……. ……. its ……. …….. What da is it toda ? ‫في أي يو نحن‬
adje i es What da is it to orro ? ‫م هو يو الغد‬
. Liste a d rite the da . The pra ise ith other
stude ts.
‫ ث طبق المح دث مع زمائ‬، ‫استمع و اكت اليو‬
Mar os: B e, Olga.
Olga : Good e. See ou o …………………..
Mar os: Yes, see ou .
Su je t p o ou s = ‫ضم ئر ال عل‬ Possessi e adje i es= ‫ضم ئر الم كي‬ Bold=‫خط عريض‬
I the lass oo ‫في القسم‬ B
Classroo la guage Vo a ular : Cells, The alpha et, Thi gs
i the lass oo , P eposiio s of pla e
a- Mat h se te es -9 to pi tures a-i Gra ar: Ho u h/ho a y, Plu al
a d si gula , Possessi e 's
Real orld: Spelli g a es a d othe
o ds s ie ii , I t odu i g othe
people
Skill: lass oo la guage
- Work i pairs. Co er the se te es. Test our part er

- Ask our tea her a uesio
d- Write the uesio s a d their tra slaio i our ote ooks
‫في كراس مع اض ف ترجمت‬ ‫اكت اأسئ‬
81
I the lass oo B
Alpha et
a- Liste a d pra i e
B C Dd Ee Ff Gg Ll M N Oo
0
Pp Q Rr Ss Tt Uu V W X )z
- Liste a d rite the leters

- Liste a d rite the ords dou le e= ee
What's our irst a e?

a- Look at o ersaio . The at h the tea her's
uesio s - to Mar os's a s ers a- .
‫اربط بين اسئ اأست ذ وأجوب الت ميذ‬
0 What's you a e? a F-U-E-N-T-E-S
5 What's you su a e? Fue tes
3 Ho do you spell that? It's Mo os
- Liste a d he k ‫استمع وتح ق‬
- Liste to t o o ersaio s, A a d B. Write the a es.
I trodu i g people
a- Read a d liste to o ersaio . Liste agai a d
pra ise.
- Work i groups. Take tur s to i trodu e stude ts to ea h
other.
Where's the at
a- Mat h the preposiio s to pi tures - Paolo : Bia a, this is Toshi .
i o u der ehi d i fro t of Bia a :Hello, Toshi. Ni e to eet you .
Toshi :You too. 5
- Whi h of these ords do ou k o ? at h the ords to

u ers - ‫أي من هذه الك م تعرف؟‬
a ta le a hair a i do
a oard a desk the loor a door
- Look at the photo. Work i pairs. Where are these thi gs?
The iPod is o the table 3
The ag the di io a y
the pe the ook the ote ook
the iPod the o ile 5
d- Where's the at?
e- Liste a d pra i e the se te es fro
Lete = ‫حرف‬ i t odu e= ‫عرف‬ p eposiio = ‫حرف جر‬ 80
I the lass oo B
Cells
a- Mat h the ords to u ers -
a u leus a Golgi apparatus a ito ho drio

toplas U a plas a e ra e a ri oso e
- Write the issi g leters. Whe do e add –s, -es, -ies?

Whi h plurals are irregular?
‫ ؟ حدد صيغ الجمع الش ذة‬ies, es, s ‫ مت نضيف‬. ‫اكت الحروف الن قص‬
Si gular plural
a i oso e i oso e _
a e a e e a e_
a appa atus appa atus _ _
a ody od _ _ _
e- Work i pairs. Take tur s to ask a out thi gs i the a u leus u l__
lassroo a ito ho d io ito ho d _ _
Whe e's y ote ook ? It's i you ag
- Liste a d pra i e the si gular a d plural ords

Di e sio s d- Write the plurals
Re ie
 Look at the lassroo 's di e sio s. Use t o a ell a di io a y
stru tures to talk a out the lassroo 's di e sio s a pe a ook
a hea t a h o oso e
………….………….………….………….………….………….………….
Cou ta le or U ou ta le
………….………….………….………….………….………….…………. ‫المعد د غير المعد د‬
a- Look at the photo of the lassroo . A s er these
………….………….………….………….………….………….………….
uesio s.
Ho u h spa e is the e i the lass oo ?
Ho a y ta les a e the e i the lass oo ?
Ho a y hai s a e the e i the lass oo ?
Ho a y oa ds a e the e i the lass oo ?
8 Ho u h fu itu e is the e i the lass oo ?
- Whi h of these ou s is ou ta le C ? Whi h are
5.8 u ou ta le U
8
ta le lass oo fu itu e people o ey

8
8
hai spa e i e pho e oa d oo
Gra ar Ho u h….?/Ho a …?
 Look agai at the uesio s i a. The

8 o plete the rules ith How uch…? or How
a y?
 We use …………… ith plu al ou ta le ou s.
 We use …………… ith u ou ta le ou s.
fu itu e= ‫أثاث‬ spa e= ‫مساحة‬
85
I the lass oo B
a- Look at the uesio s . Fill i the gaps ith How uch or - Make se te es a out these people.
How a y.
‫كون جمل حول ه اء اأشخ ص‬
0How a y people li e i you a pus ?
0 Sa ah/ Ka za Sarah is Ka za's roo ate
5 ……………… oo s a e the e?
5 Ka za/A i a ……………………………………………………
3 ……………… fu itu e is the e i you oo ?
3 Ahla /A i a ……………………………………………………
8 ……………… i e do you spe d i the ueue?
8 Ka za/Ahla a d A i a ……………………………………………………
8 ……………… lood is i the hu a ody?
- Liste a d pra i e
8 ……………… i e do you spe d o the pho e e e y day?
d- Fill i the gaps ith:
- Work i pairs. Ask a d a s er the uesio s
o er aterials protei
o po e ts e erg e ter
Ho a people li e i our a pus ? A out stude ts
 The u leus is the ell's .………….....
 the plas a e a e is the ell's …………….........
 the ito ho d io is ell's ………………...… p odu e
Possessi e 's  the i oso e is the ell's ……………….… p odu e
 the Golgi appa atus is the ell's …………….……… dist i uto
a- Look at lo k A's pla . Are these se te es true T or
 The u leus, the plas a, the ito ho d io , the
false F ? orre t the false se te es.
i oso e, a d the Golgi appa atus a e the ell's
‫ صحح الخاطئة‬.‫أي من هذه الجمل صحيحة أي ا خاطئة‬ …………..…………
As a is Majda's oo ate F
As a is Marwa's roo ate
Ka za is Sa ah's oo ate
Majda a d I a a e Ma a's eigh o s
A8 is Majda a d I a 's oo
As a is I a 's oo ate
A3 is Ahla a d A i a's oo
Majda Ka za Ahla As a
a d a d a d a d
I a Sarah A i a Mar a
A8 A8 A3 A5 A0
Stude t Si , hat a e the othe o po e ts of the ell ?
Tea her We ha e a y, ut the i po ta t o es a e…… 3
e- Look at o ersaio . Liste a d ill i the gaps.

The at h - to a-
a- it p ote ts the ell
0. The N _ C L _ _ L _ S
- Liste a d he k. Liste agai a d pra i e . - It p odu es
5. The P _ R _ X _ S _ M _
a ohyd ates a d
3. The e doplas i
lipids
ei ulu
Gra ar - it p odu es i oso es
 Look at se te es i a. The o plete the rule.

 We use a e+ ………………… fo the possessi e . P odu e = ‫منتج‬ dist i uto = ‫م زع‬
ueue= ‫طاب ر‬ oo ate = ‫رفيق الحجرة‬ eigh o = ‫جار‬

83
3-4. Evaluation
In language teaching, assessment is related to the determination of student’s proficiency
whereas evaluation to the process of collecting and interpreting information about educational
program (Carter 1990; cited in Haddam2015). In other words, assessment elicits what the
learners know and can do in English, and evaluation shows what the course has contributed in
the development of learners' linguistic level. Brown (1995:217) states, "the heart of the
systematic approach to language curriculum design is evaluation: the part of the model that
includes connects and gives meaning to all other elements". Due to the constraint of time, the
only way through which the course was evaluated is the observation of the actual implication
of the lessons and reflecting their strengths and weaknesses. The observation was done by one
of the researchers while the other one was teaching the lessons. It is divided into the following
criteria:
3-4-1. The content choice
Surprisingly, biology related tasks were effective in raising student's motivation; they
attract students' attention and they were eager to do them. Thus, it is better to present them in
the middle or the end of the lesson leaving the best for last. On the other hand, concepts like
countable and uncountable were hard to understand since they do not have a match in the first
language, but once understood students performed the task perfectly. Moreover, by focusing
on personal information of the learners; their motivation is guaranteed, and with the use of
everyday situations encountered by students as contexts for learning more of the same can be
provided. Thus, using a mixture of biology related content and every other terminology that is
interesting for the students is proven effective as long as the focus is on creating an
accumulated learning that builds the learners vocabulary and grammar from the roots and uses
repetition to recycle every linguistic item taught.
7
3-4-2 The use of the communicative approach
students reaction towards using the communicative approach: they were motivated to try
the conversation trying their best to speak English, and once the audio recording was played
silence governs the complete class; they were exclusively focused on it, trying to grasp the
pulp of the recording and repeating everything they heard. This meant they liked speaking and
listening more than anything else.
3-4-3 The adaptation of the FACE2FACE course
When the lesson was first handed to the teacher, she explained how she was going to carry
out the lesson, but missed a great deal of imbedded task explanations and indirect ways of
clarifications that guide the learners towards the task conclusion. Such teaching tips cannot be
included in the student book. Thus, they should be included in a separate book which is
commonly found in the FACE2FACE course.
On the other hand, the question "What is this?" was disturbing to students. It was a whole
new way of learning that they have never encountered before, and without an explanation of
the methods used students would freeze of surprise when first introduced to the course. Thus,
a user guide is needed. Such a guide would make students familiar with the type of activities
that will be usually used in every lesson, unite, or whole level; and show students the
importance of doing the easy part of every activity first. This can be effective in matching and
filling the gaps activities where the hard words will be the only ones left and their meaning
could be easily deduced. The guide can also illustrate to students that the OTTT is not the
only way to learn; it is only a supplemented tool that facilitates learning. Moreover, grammar
rules building activity proved effective in enabling students to fully understand the grammar
point tackled and the following practice strengthened that understanding, which means that
learning by doing tasks is strongly effective since it gives a direct practice of the language.
7
Activities adapted from FACE2FACE were the most anticipated ones. For example, during
the alphabet task; students were enthusiastic about repeating and practicing the letters. Some
were surprised by the way the letters were pronounced , while others thought it a silly activity,
but once they started doing the next activity both groups realized that spelling is not as easy as
it seems. It was not about being able to pronounce the letters but the ability to grasp and write
them. The names spelling activity was challenging, but the scientific words spelling task was
way harder.
A complete adoption and adaptation of the Face2Face course requires doing the process
not only to the student book, but also to the work book, which contains sets of exercises and
homework assignments for further practice of the language presented in lessons; and the
teacher book, which provides teaching tips for each lesson, classroom activities, proposed
progress tests, and more vocabulary tasks. The same thing can be said about the Interchange.
Thus, the work is not done yet.
3-4-4 The OTTT
Students loved it. For the first time ever; students with a low level of linguistic
competency could compete with those with a higher one in completing a task. They actually
read the instructions in English even though the Arabic translation was just next to it, but
when they discovered the trick they directly read the Arabic version of the instruction.
However, that was not the end of the trick; by getting used to the OTTT students realized that
they had to memorize the instruction's exact translation. Again, this was not the end of the
trick; instructions' formulations were regularly modified, so the students had to adjust their
understanding of each instruction. On the other hand, some students needed a TTTT (a Two
Times Translation Technique) rather than an OTTT. What was more surprising is that oral
translation proved way less effective than written translation.
77
Once they face a word that is not translated they directly return to the previous pages
looking for its meaning and, after being repeated many times, they usually never forget it;
however, the long sentences are harder to memorize, but whenever asked to translate a group
of sentences that are already understood, students performed perfectly. Furthermore, most
students, who were absent in the first lesson, found it difficult to understand tasks'
instructions. This showed that the absence of an accumulated learning leaves students helpless
and unable to finish the new tasks.
3-4-5 Drawbacks
 Students did not understand or notice that in every activity there is an example
answer.
 Whenever encountering the instruction "look at words in a" students could not tell
which "a" to look at.
 The "what you will study in this lesson" box was almost invisible to students and did
not matter for them.
 The mini dictionary was not noticed.
 Some photos were too small for the students to notice anything making the task
harder.
 Indicating word stress is widely used in FACE2FACE but it was completely ignored
in this course.
 A lesson that ends with a grammar item without an immediate practice risks losing all
what have been accomplished by the students.
7
3-5- Issues' discussion and solutions
When trying to design an ESP course for ENS students of biology there are several issues
to be discussed :
3-5-1 The Usual Problems
The usual issue in most Algerian universities is the discouraging environment in which
ESP is taught. The ESP module is usually given only 85 minutes a week, which is an
insufficient amount of time when compared with the huge requirements of the field; and a
coefficient of 1, which is not a motivating one; and is taught in a lecture form for more than
100 students, which is pedagogically incorrect. If ESP is that important, which it is, then it
should have a higher state in the system; it should be given more time on a weekly basis, a
higher coefficient, and it should be taught in a form of practical sessions with less than 25
students per class.
3-5-2 The Why
The second issue is more narrowed to ENS context. Should we consider the ENS students
as biology specialists, or teachers of the subject? In other words, will our ESP course be for
biology practitioners or for future teachers? Because it cannot be for both since there is a clear
cut difference between practicing and teaching:
- A subject specialist student will practice his knowledge in his field of work
(labs in general) but will not necessarily teach.
- A future teacher student will teach what he has learned, but will mostly never
practice his knowledge in any field of work.
It is obvious that we cannot take the former because ENS students of Biology study lesser
modules and have only one specialty when compared to University students who have many
7
specialties, and study more modules. The result is that there is no specialty of biology in the
university system that completely matches that of ENS students of biology in terms of the
modules taught throughout the five years of study. Biology in ENS is taught in a much
broader manner than that at university which tends to be more specialized year after year
going deeper into the realm of life sciences.
Nevertheless, If we take the latter, biology aspects will become of a lesser importance, and
English for teachers will be the case; students will be taught the terminology used in teaching
context; but, again, all of these future teachers will never use English to teach biology in
secondary schools! Such a problem will take us back to questions of: why are we teaching
English to future biology teachers in the first place? And why do they need it?
Most answers from students came in the form of self-skills development goals rather than
subject related ones; to speak and communicate in the target language, to watch movies, or to
pass TOEFL or IELTS exams, but never to enhance their specialist subject knowledge in any
way. The teacher's aim was to make her students able to do presentations in the target
language. The ministry; however, implemented English in the curriculum of every specialty
because it is the world's language. On the other hand, the head of the department of biology at
ENS Laghouat thought that English is taught to widen students' gaze so that they will be able
to do their research using scientific articles written in English.
Neither the ministry, the ENS department of biology supervisors, nor the teacher provided
clear or similar goals or objectives. It was rather a "fill the program" need than an actual
desire to achieve a pedagogical goal in the field of study. We can see that there is a vague
vision, concerning what to teach and how to teach, in the provided syllabus by the ministry
(see appendix 4 ) which lists several unites that are composed of three to four sections each.
What is disturbing about it is the absence of a clear connection between its items, a
76
determined approach to be followed, and the kind of materials to be used. The school
scientific board did not make any changes or comments about the syllabus, if it was ever
heard of or discussed in any periodical meeting. This shows the minor part the English
module has in the department and the school. A similar, yet more shocking case was in the
physics department; in the year 2013/2014 students of physics received their marks statement
with the grade of the module of English typed. the problem was that they neither had an
English course the whole year, nor passed an exam in both semesters, yet they received
various marks and their year marks statements (more than fifty, a too hard not to notice typo)
were signed by the department supervisor at the time and the prove for that is still present in
the school's archive. Intentionally done or not, it is obvious that those students needed an ESP
course at that point and yet did not have a one.
Thus, determining a clear unified goal for an ESP course is a problematic issue. The future
use of English will definitely vary. Among all of these students, some will continue their
journey to higher degrees at University, others will be adopting biology teaching materials,
another group might find translation very interesting, and the rest will simply enjoy the
prestige of having acquired a good level of linguistic competency. So, such a question (the
why) will eventually have different acceptable answers and such an ESP course will
consequently have different aims.
3-5-3 The Short Period
Another issue is how are students of third year biology in the ENS expected to acquire a
fair amount of language competency in only one year? (The third year), whereas those in
university study English for five years!
The department supervisors simply stated that the insufficient number of teachers is the
reason for that. The lack of teachers has always been an acceptable justification for
7
department supervisors to delay or cancel not only ESP courses but also core subjects for
weeks, months, or whole semesters; but in an institution such as the ENS of Laghouat with
more than five hundred students of English, this should not be an issue. The teaching of ESP
can be turned into a group work, a graduation project, and an opportunity to train for those
interested. Every year, universities like Cambridge and Oxford releases hundreds of new
courses in both ESP and GE designed by their students as a graduation project, and if teachers
do not design courses, who will?
Legal or financial problems concerning the ENS system may obstruct the application of
such ideas. For that we need serious intentions to change the current situation regardless of
sacrifices to be made.
3-5-4 Subject Level not Language Proficiency
Another issue that is not limited to the ENS settings and can be a national one is the typical
organization of ESP classes according to the students' level in the subject area. First year
students of biology at university have their own ESP course and second year students do too,
the same as other levels. This is the usual case and it is completely ignoring the students huge
differences in their actual level of language proficiency since advanced and low level students
are way more than intermediate ones. And thus average students' courses meet the minorities'
needs.
An alternative; yet more effective, way of doing this is by organizing ESP classes
according to students' level of language proficiency. From elementary, intermediate to
advanced, an ESP class can consist of students from various levels (first, second, or third
…etc.) of subject area who possess the same level of language proficiency. A diagnostic test
at the beginning of the year can be a way to divide students of each specialty into groups
according to their linguistic skills; each group can, then, have its own suitable course.
7
The problem is how exams can take place. Students may intentionally undergrad
themselves in the diagnostic test just to pass an easier exam later. For that, key motivating
strategies must be adopted by the school supervisor; like a high language proficiency level
certificate. Such a certificate (an adopted worldwide certificate or an Algerian one) that is
highly recognized by big companies and plays an important role in the employment of the
newly graduate will be given to students to make sure they try their best to be graded as high
as they can. Sure, it will be hard to convince the leading companies [Sonalgaze, Sonatrac
…etc.] to recognize such a certificate at first, but the success of the ESP course, the students'
future professional carrier, and the companies' line of work will worth the efforts. This is not
new, since such certificate is available in many universities all over the world. Metropolitan
University Prague, for example offers "The Certificate of English for Specific Purposes"
(CESP for short) to Metropolitan University students from all study programs, whether full-
time or part-time, and for Bachelor´s, Master´s, and Ph.D. degree students. The Course is
organized by the Department of Anglophone Studies. It focuses on English language training
within an academic context, business administration, and bureaucratic management within the
EU, and provides students with specialized lexis and language skills designed to improve their
chances in the job-market, including job enhancement. For awarding the certificate students
must successfully pass a final examination.
Moreover, if we ever come to a conclusion that ESP is not really that important; then, it
could be made an optional subject rather than a compulsory one. Students will be given the
choice whether to do an ESP course or not according to their self-awareness of its
importance. Languages teaching centers in all universities across the country will, then, have
an additional course, an ESP one, and the ESP language proficiency certificate matter will be
made a lot easier since few students means fewer problems.
7
3-6 Conclusion
Designing a course is the outcome of any ESP study. Sure, it a challenging process but it is
a rewarding one for the language teacher since it makes his mission a lot easier. This chapter
also discussed the evaluation of the sample lessons, the limitations, and the issues
encountered when designing the course.
7
GENERAL CONCLUSION
General Conclusion
General Conclusion
This research work inspects how English for Specific Purposes is taught in the Department
of Biology at ENS Laghouat, the case of third-year students. After conducting the needs
analysis, the study has shown students' motives to learn English, the reasons behind their
weak level of language competency, their expectations from the course, and their preferred
methods of learning. The results were interpreted and used as the guiding lines in designing a
course's lessons samples. These lessons were implemented and evaluated through an
observation process to extract their weaknesses and strengths to provide the researchers with
the key factors to finish and further improve the course.
When investigating the first research question, the results showed that students are
interested in general English aspects, and subject related aspects. Thus the content of the
course should include a mixture of both. This confirmed the hypothesis A (ESP courses
include a mixture of both General English and subject related aspects).
As for the second research question, students showed interest in speaking, listening and
communicative activities in general which meant that the use of the communicative approach
was immanent confirming the hypothesis B (ESP courses use the communicative approach).
Concerning the final research question, the reasonable implementation of the first language
(Arabic in this case) was conceived by most learners to be beneficial and it helped them
during the lessons. Thus, the OTTT is a successful strategy and the hypothesis C(The
implementation of the first language in teaching ESP courses can be made useful by using the
OTTT).
The situation of ESP in the Algerian system of higher education must be reviewed; either
by providing adequate courses and certificates for each specialty or by adopting them from
General Conclusion
other countries because the current "fill the program" policy will only widen the gap between
students and the possibility of them ever achieving an adequate linguistic competency.
Moreover, It is important to see teaching English for ENS biology students as it really is. The
differences between ENS contexts and other contexts should be taken into account when
adapting or adopting teaching materials. Thus, the supervisors of the Department of English
should consider encouraging productive graduation projects to fill the huge gaps in other
departments in terms of ESP courses and teachers
The researchers hope that their efforts will not go in vain and their dissertation will see
more than just the library shelves. If implemented accurately, such courses will lead to the
emergence of a generation of learners who will carry the hopes of many scholars. A
generation which, in the following years, will translate scientific books and articles to Arabic
to make it a language of science like it once was.
7
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situation of teaching ESP in the Iranian higher education institutions. The Iranian EFL
Journal, 7(6), 179-204. http://iranian-efl-journal.com/315/2011/2014/02/a-critical-
review-of-the-current-situation-of-teaching-esp-in-the-iranian-higher-education-
institutions/
West, R. (1994). Needs analysis in language learning. Language Teaching, 27, 1 : 1-19.
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University

Press.
Widdowson, H. G. (1981). English for Specific Purposes. In L. Selinker, E Tarone and V.

Hanzeli (Eds.), English for Academic and Technical Purposes, (pp. 1-11). Rowley, MA:
Newbury House Publishers Inc.
Wright, C. (2001). The benefits of ESP. Retrieved online 20th November 2006.
Xenodohidis, T.H. (2002). An ESP Currculum for Greek EFL Students of Computing: A New
Approach. ESP World, Issue 2, Vol. 1 .http://www.esp- world.info/index. Html
APPENDICES
APPENDIX 1
STUDENT QUESTIONNAIRE
Adopted from Doctorate dissertation about an ESP course design submitted by Haddam
Faiza (2015) then adapted to the present context for third-year students of Biology in the
2016-2017 Academic Year.
Instruction: This questionnaire is composed of 4 parts:
PART A contains 3 questions to gather information about yourself and your background
PART B contains 7 questions to identify your lacks and wants
PART C contains 8 questions to analyze your current English course
PART D is to elicit your English language needs and wants regarding three main areas:
Language Structure, Rhetorical Categories, and Language Functions. These items cover
the specific purposes for proposed and future academic English course in Biology. Before
responding to these questions, you are required to consider each item carefully based on your
own needs and then
indicate how important each of these items is for your study in your English for Specific
Purposes (ESP) course.
For each item in the questionnaire, please answer to the questions when necessary or tick (√)
in the appropriate box.
PART A
1. Gender:
Male Female
2. your result in the BAC exam of English
Above 10 Under 10
3. How much specialist knowledge did you have in your main field of study?
Very much Basic knowledge Not much
PART B
1. Why do you want to study English
To take part in oral discussions in English
To understand lectures on Biology in English
To read and translate articles in your field of study in English
To pass exams
Other (specify)………..
2. Classify the four skills according to your needs (from 1 to 4)
Listening Speaking Reading Writing
3. How do you prefer to do learning activities in the class?
Individually In pairs In small groups
4. Do you like learning By
Listening and taking notes Copying from the board
Using a course book Getting information by myself
Problem solving Other (specify)……….
5. Do you find activities like role play, Language games, projects, pair/group work
useful
Yes No
6. Do you benefit from task based learning?
Yes No
7. Do you have any other lacks? Specify
48
PART C
1. The current lessons in English Language teaching mainly focus on improving:
My listening and speaking skills
My reading and writing skills
My vocabulary and grammar
Terminology and translation
Other (specify)………….
None of the above
2. How do you find the content of your English language course?
Interesting Normal Boring
3. What usually makes a task harder to finish?
Instructions' language
Content choice
4. How many activities' instructions do you understand?
All of them Some of them None of them
5. What makes an instruction harder to understand ?(don't answer if you chose "all of
them" for the previous question)
Absence of translation of instructions
Absence of repetitions of instructions (new instructions in every lesson)
Lack of rule related tasks
Lack of the teacher's explanation
All of the above
6. Do you think that translating activities' instructions will be useful?
Yes No
7. If yes, after how many times of translating an instruction do you think you will fully
grasp its meaning ?
Once Twice More
8. What kind of a role do you wish your teacher to have?
A person in control of everything in the class
Someone who does not control everything but helps and guides you in learning
PART D
Proposed/Future course content
Very Important Not

Important Important
1.Grammatical structures for general
communications (for example: tenses,
modality, etc.)
2.punctuation marks(for example: comma,
colon, semi-colon, dash, etc.)
3.Logical connectors used to link clauses
and sentences (for example: therefore,
hence, because consequently, as a result,
48
etc.)
4.Understanding and verbalizing numbers

(for example: fractions, decimals, time,
equation
5.Understanding and verbalizing numbers
(for example: addition, division, square
root, x squared, etc.)
6. Additional conversations in classrooms,
labs, field trips, and conferences …etc.
48
‫‪STUDENT QUESTIONNAIRE‬‬
‫استبيان الطالب‬
‫رغبا المتع مين من طرف "هدام فايزة" ‪5108‬‬ ‫مستخرج من مذكرة دكت راه ح ل نقاط الضعف ااحتياجا‬
‫ثم عدل لتائم السياق الحالي لط بة السنة الثالثة ع م طبيعية ل م سم الدراسي ‪5108/5108‬‬
‫‪ :‬يتك ن هذا ااستبيان من ‪ 8‬أجزاء ‪:‬‬ ‫التع يم‬

‫مكتسبات القب ية‪.‬‬ ‫الشخصية الخاصة ب‬ ‫‪ 3‬أسئ ة ح ل المع ما‬ ‫الجزء أ ‪ :‬يحت ي ع‬
‫‪ 8‬أسئ ة لتعريف م اطن الضعف ما تريده من تع م ال غة‬ ‫الجزء ‪ :‬يحت ي ع‬
‫‪ 4‬أسئ ة لتح يل من اج تع يم ال غة اانج يزية المستعمل حاليا‬ ‫الجزء ج‪ :‬يحت ي ع‬
‫الجزء د ‪ :‬لت ضيح احتياجات في ال غة اانج يزية في ما يخص ‪ :‬بنية ال غة ‪ ،‬ال ئا الباغية ظي ة ال غة ‪ .‬هذه النقاط‬
‫تتنا ل اأهداف الخاصة بمن اج "تع يم ال غة اانج يزية ل ع م الطبيعية "المقترح ‪ .‬قبل ااجابة ع هذه اأسئ ة ‪،‬خذ بعين‬
‫ااعتبار كل نقطة بحذر اعتمادا ع احتياجات الخاصة ثم بين مدى أهمية كل نقطة في دراست لمن اج ال غة اانج يزية‬
‫لأهداف الخاصة‬
‫بـ (√) في الخانة المناسبة‬ ‫أج‬ ‫من فض‬
‫الجزء أ ‪:‬‬
‫أنث‬ ‫ذكر‬ ‫‪ . 0‬الجنس ‪:‬‬

‫‪ .‬الن ط التي تحص ع ي في امتح ن اانج يزي لش دة البك لوري‬
‫تح ‪01‬‬ ‫ف ق ‪01‬‬
‫‪ .‬م هو م دار اطاع المعرفي في ميدان تخصص (الع و الطبيعي ) ؟‬
‫ليس كثيرا‬ ‫اأساسيا فقط‬ ‫كثير‬
‫الجزء ‪:‬‬
‫‪ .‬لم ذا تريد تع ال غ اانج يزي ؟‬
‫ل مشاركة في الح ارا الش ية باإنج يزية‬
‫ل م محاضرا الع م الطبيعية بال غة اانج يزية‬
‫لقراءة ترجمة مقاا في مجال التخصص بال غة اانج يزية‬
‫اجتياز اامتحان‬
‫أخرى ( حدد)‬
‫‪ .‬رت الم را اأربع وف احتي ج ت‬
‫الكتابة‬ ‫القراءة‬ ‫التك م‬ ‫ااستماع‬
‫‪ .‬كيف ت ضل أن تكون العمل في النش ط و التم رين التع يمي في ال س ؟‬
‫في مجم عا صغيرة‬ ‫عمل ثنائي‬ ‫عمل فردي‬
‫‪ .‬هل ت ضل التع بواسط ‪:‬‬
‫تد ين ما كت ع السب رة‬ ‫ااستماع تد ين الماحظا‬
‫البحث عن المع ما بن سي‬ ‫استعمال كتا المن اج‬
‫أخرى (حدد)‬ ‫حل المشكا‬
‫‪ .‬هل تجد النش ط الت لي م يدة؟ ‪ :‬ت مص اأدوار ‪ ،‬ألع لغوي ‪ ،‬مش ريع ‪ ،‬عمل ثن ئي أو جم عي‬
‫ا‬ ‫نعم‬
‫‪ .‬هل أن مست يد من التع ي المبني ع النش ط‬
‫‪48‬‬
‫‪ .‬هل لدي اي ن ئص اخرى؟(حدد)‬
‫الجزء ج ‪:‬‬
‫‪ .‬الدروس الح لي في ال غ اانج يزي تركز اس س ع تحسين ‪:‬‬
‫م ارا ااستماع الكام‬
‫م ارا القراءة الكتابة‬
‫الق اعد‬ ‫الم ردا‬
‫المصط حا الترجمة‬
‫اخرى(حدد)‬
‫ا شيء مما سبق‬
‫‪ .‬كيف تجد محتوى من ج ال غ اانج يزي ؟‬
‫ممل‬ ‫عادي‬ ‫مثير لاهتمام‬
‫‪ .‬م الذي يجعل النش ط اكثر صعوب‬
‫صياغة تع يما التمارين (مثل ‪ :‬امأ ال راغا ‪ ،‬رت الجمل‪ ،‬اختر الج ا الصحيح‪...‬إلخ)‬
‫المحت ى (نص ص نشاطا في مجال الع م الطبيعية )‬
‫‪ .‬ك عدد تع يم التم رين التي ت م ؟‬
‫ا ي جد‬ ‫بعض ا‬ ‫ك ا‬
‫‪ .‬م الذي يجعل التع يم صعب ال ؟(ا تج إذا اختر "ك " ل س ال الس بق)‬
‫عدم ترجمة التع يما إل ال غة العربية‬
‫عدم تكرار التع يما (تع يما جديدة في كل حصة)‬
‫ق ة النشاطا المتع قة بالق اعد ال غ ية‬
‫غيا الشرح من طرف ااستاذ‬
‫كل ما رد اعاه‬
‫‪ .‬هل تعت د أن ترجم التع يم إل ال غ العربي ستكون م يدة؟‬
‫‪ . 8‬إذا أجب بنعم ف كم من مرة من ترجمة تع يمة احدة ستحتاج اكتسا ال م الك ي لمعناها؟‬
‫أكثر‬ ‫مرتان‬ ‫مرة‬
‫‪ .‬م هو نوع الدور الذي تريد أن ي ديه است ذ ؟‬
‫شخصية ذا السيطرة الكام ة ع القسم‬
‫شخصية ا تسع ل سيطرة الكام ة لكن تساعد ت جه في العم ية الترب ية‬
‫الجزء د ‪ :‬المحت ى المقترح ل مقرر التع يمي‬
‫غير هام‬ ‫هام‬ ‫هام جدا‬
‫‪ . 0‬ق اعد البنية ال غ ية ( اأزمنة ‪ ،‬اأفعال‬
‫المساعدة ‪...‬إلخ)‬
‫‪ . 5‬ق اعد عاما ال قف (نقطة ال قف ‪،‬‬
‫ال اص ة ‪،‬النقطتان ‪...‬إلخ)‬
‫‪ . 3‬الر ابط المنطقية المستعم ة لربط الجمل‬
‫( ‪)as a result, because ,therefore , etc‬‬
‫‪ . 8‬ف م التعبير عن اأعداد ( الكس ر ‪ ،‬اأعداد‬
‫العشرية ‪،‬الزمن ‪ ،‬المعادا ‪...‬إلخ)‬
‫‪ . 8‬ف م التعبير عن العم يا ع اأعداد (‬
‫الجمع ‪،‬القسمة ‪ ،‬الجذر التربيعي ‪ ،‬اأسس‬
‫‪...‬إلخ)‬
‫‪ . 8‬ح ارا جانبية في القسم المخبر‬
‫الرحا الع مية المؤتمرا ‪...‬إلخ)‬
‫‪44‬‬
APPENDIX 2
TEACHER INTERVIEW
Adopted from Doctorate dissertation about an ESP course design submitted by Haddam
Faiza (2015) then adapted to the present context for third-year students of Biology in the
2016-2017 Academic Year.
1. The name of the department :

2. His/her name: and the subject he/she taught:
3. How long have you been teaching English at the Department of Biology?
4. Do you find the amount of time assigned to the module of English you are teaching
appropriate?
Yes No
 If no, what amount of time would you suggest and why?
5. How would you describe your students during the lectures?

Highly motivated Motivated Not motivated at all
6. How would you classify your student level in English?
High Low Intermediate
7. Is there any official syllabus or textbook for students?
Yes No
8. Which type of teaching materials did you use?
9. Do you think that task based teaching is beneficial ?
Yes No
10. Do you focus more on improving?
Listening and speaking skills Reading and writing skills Vocabulary
and grammar Other (explain)
11. What language do you use to further explain the lecture?
English French Arabic
12. What makes a task hard for your students
Instructions' language Content choice
13. How many activities' instructions do they understand
All of them Some of them None
14. What makes an instruction harder to understand ?
Absence of translation of instructions
Absence of repetition of instructions(new instructions in every lesson)
Lack of rule related tasks
Lack of teacher explanation
All of the above
15. Do you think that translating activities' instructions will be useful
Yes No
16. After how many times of translating an instruction do you think your students will fully
grasp its meaning ?
Once Twice More
17. Do you use scientific texts in teaching ?
Yes No
18. Do students in your class face difficulty in studying content subject (biology) in English?
A lot of difficulty A little difficulty No difficulty
19. According to you what are the lacks of students in English?
48
…………………………….
…………………………….
…………………………….
20. Do you think that your courses has helped in improving the English language of students
?
Yes No
21. How do you find the contents of your English courses?
Interesting Boring Other
22. Would you find the language course more interesting if it includes?
Subject content Language structures Both
23. Students should be at the center of knowledge transmission. The teacher should be their
facilitator
Agree Disagree
24. The teacher should strongly encourage the students to use English to communicate in
class
Agree Disagree
25. ELT and the syllabus should focus on developing all four skills
Agree Disagree
26. English classes should be full of activities like role play, games, projects, pair/group work
Agree Disagree
81
APPENDIX 3
Pre-Course Test (Diagnostic Test)
Part A : General English Test
GRAMMAR
1) Juan___________ in the library this morning.
A. is study B. is studying C. is showing D. are studying
2) Alicia, __________ the windows please. It's too hot in here.
A. opens B. open C. opened D. will opened
3) Who is ____________, Marina or Sachiko?
A. Tallest B. tall C. taller D. the tallest
4) Eli's hobbies include jogging, swimming, and __________.
A. to climb mountains B. climb mountains C. to climb D. climbing
mountains
5) The concert will begin ________ fifteen minutes
A. in B. on C. with D. about
VOCABULARY
Select the best answer.
1) Peter says he can't ___________ our invitation to dinner tonight.
A. Accept B. almost C. across D. angel
2) The bus ___________ arrives late during bad weather
A. Every week B. later C. always D. yesterday
3) The chairperson will ____________ members to the subcommittee.
A. Appoint B. disappoint C. appointment D. disappointed
4) We were __________ friends in that strange but magical country.
A. Upon B. towards C. I addition to D. among
5) The hurricane caused ____________ damage to the city.
A. Extend B. extended C. extensive D. extension
Part B : Scientific English Test
Basic scientific knowledge
Choose the right ending to the following sentences
1)Golgi apparatus is described as :
The secondary site for the stockage of the cell secretions.
The primary place to stock the different secretions.
The site of packaging the different elements.
2)The cell contains :
Different elements
Different element and a nucleus
Element and more than one nucleus..
3)The chromosome carry tiny particle:
Called genes.
Named D.N.A.
Called the real determiners of heredity.
4)Genes control:
A person tendency to different illnesses.
Mental illnesses and certain deceases.
All the diseases.
5)Parasites live in :
Ectoparasite and endoparasite.
Community.
Alone with no other help.
80
APPENDIX 4: Units organizations (proposed by the ministry )
Unit 1
Section1 : Composition and function
Section2 : Quantities
Section3 : dimensions and weights
Unit2 Properties and shapes
Section1 : One dimensional and two dimensional shapes
Section2 : Three dimensional shapes
Section3 : properties of materials
Unit3 Location
Section1: Position on two dimensions
Section2 : Positions on three dimensions
Section3 : Geographical positions
Section4 : some part of objects and their properties
Unit4 Process 1 function and ability
Section1 : Function
Section2 : Instruments
Section3 : Ability and capacity
Section4 : Function in the human body
Unit5 Process 2 action in sequence
Section1 : Preceding simultaneous and following events
Section2 : Sequence
Section3 : Cycles
Section4 : Stages
Unit6 process 3 cause and effect
Section1: Actions and results
Section2 : Other ways of expressing results
Section3 : Causing allowing preventing
Section4 : Explanations
Unit7 Measurement 4 frequency tendency probability
Section1: Frequency
Section2 : Tendency
Section3 : Predicting probability
Section4 : Measuring probability
Unit8 Naming and classifying
Section1 : Presentation (Living organisms)
Section2 : Development (The shapes of bacteria)
Section3: Reading (Two simple invertebrates)
Unit9 Location (Biology)
Section1 : Presentation (A flowering plants)
Section2: Development (The position of parts of animals and the human blood system)
Section3 : Reading (teeth)
Unit10 Structure (Biology)
Section1: Presentation skeleton of the rabbit
Section2: Development. The structure of the plant cell
Section3: Reading (The cell structure of the leaf)
85
‫الملخص‬
‫ف ا زائ‬ ‫اأخ‬ ‫اس ف ا س ا‬ ‫ق تزا‬ ‫ا ص‬ ‫أغ ا‬ ‫ز‬ ‫س ا غ اإ‬ ‫ت‬
‫‪. .‬أ‬ ‫ف‬ ‫ط‬ ‫س ف قس ا‬ ‫ح‬ ‫ح أ‬ ‫س ‪ .‬ق‬ ‫ت‬ ‫ف أس س إ‬ ‫ا‬
‫ز‬ ‫ف ا غ اإ‬ ‫اق ا ت‬ ‫اا ح‬ ‫‪ ،‬فإ ا ف‬ ‫‪.‬‬ ‫ا‬ ‫اأغ اط‬
‫ا س ف‬ ‫ا‬ ‫اح‬ ‫تح‬ ‫ا اس إ‬ ‫‪. .‬أ اأغ اط‪ .‬تس‬ ‫ف‬ ‫ا‬ ‫ا‬ ‫س ف طا‬
‫ف‬ ‫إ‬ ‫ح‬ ‫ا ا‬ ‫ا ئ أ‬ ‫‪ .‬أ‬ ‫ت‬ ‫ا‬ ‫)‪،‬‬ ‫اس ا‬ ‫(طا‬
‫إ‬ ‫ح‬ ‫أ‬ ‫‪.‬‬ ‫ا‬ ‫ا اء‬ ‫أ ا‪ ،‬ت‬ ‫ااس‬ ‫ا ح‬ ‫ز‬ ‫أ اف ا ص‬ ‫ز‬ ‫ا غ اإ‬
‫‪.‬‬ ‫ا‬ ‫ح‬ ‫ا‬ ‫إ‬ ‫ا‬ ‫ا‬ ‫ا‬
‫ف‬ ‫(ا‬ ‫ف ا غ اأ‬ ‫ت‬ ‫اح ا‬ ‫ا‬ ‫ا ت‬ ‫اس‬ ‫ا ا‬ ‫ف‬ ‫ا‬
‫س‪.‬‬ ‫ا‬ ‫‪ ،‬ت‬ ‫اض ‪ ،‬ا‬ ‫ا‬ ‫ااخ‬ ‫ئ‬ ‫ا‬ ‫‪ ،‬ق أ ا‬ ‫اح )‬
‫ااح‬ ‫ا ص ‪ ،‬تح‬ ‫أغ ا‬ ‫ز‬ ‫ح ‪ :‬اإ‬ ‫ا‬ ‫ا‬

A Course Design in ESP

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‫الجم رية الجزائرية الديمقراطية الشعبية‬

République Algérienne Démocratique et Populaire

Ecole Normale Supérieure de Laghouat ‫باأغــــــواط‬ ‫المد ســــ العلــــيا لأساتـــ‬

A Course Design in ESP

Supervisor: Submitted by:

Mr.:Ahmed Taibi 1. Mr. Abderrahman Ziani

2. Mr. Abderrahman Fodili

Academic year: 2016/2017

Hajer Bouakaz who offered invaluable help and support.

for their patience, suggestions and moral support.

confirmed the effective choice of topics, organization, and teaching techniques.

CESP: The Certificate of English for Specific Purposes

EFL : English as Foreign Language

ELT : English Language Teaching

ENS: Ecole Normale Supérieure

ESL : English as a Second Language

ESP : English for Specific Purposes

EU: The European Union

OTTT : One Time Translation Technique

PSA : Present Situation Analysis

PDA : Pedagogical Needs Analysis

SLA: Second Language Acquisition

TSA : Target Situation Analysis

TTTT: Two Times Translation Technique

Diagram 2.1: A Framework for doing NA…………………………………………………………….. 28

Table 2.A-1.Gender of Informants…………………………………………………………………….. 35

Table 2.A-2. Students' results in the BAC exam of English………………………………………….. 36

Table 2.A-3 Students’ Level in their main field of study……………...……………………………… 36

Table 2.B-1 Students' reasons for studying English ………………………………………………….. 37

Table 2.B-3 Students' Preferred learning activities in the class………………………………………. 38

Table 2.B-4 Students Learning preferences ……………………………………………………..…… 38

projects, pair/group work…………………………...…………………………………………………. 39

Table 2.C-4 Students' number of understood activities' instructions …………………………………. 41

Table 2.C-5 Students' causes for finding an instruction hard………………………………………….. 42

Table 2.C-8 Students' preferred role for the teacher to have………………………………………… 43

Table 2.D-1 Students opinions about the proposed course content…………………………………… 44

List of Abbreviations and Acronyms…………………………………. III

List of Diagrams ……………………………………………………... III

2. Statement of the Problem ………………………………………….. 3

3. Research Question …………………………………………………. 4

5. Means of the Research……………………………………………... 4

6. The Significance of the Study ……………………………………... 5

7. Purpose of the Study ………………………………………………. 5

8. Structure of the Study ……………………………………………... 5

Chapter One: Review of Literature

1-1- Introduction …………………………………………………... 8

1-2- ESP: Origin and Definition …………………………………... 8

1-3- ESP vs. GE……………………………………………………. 9

1-4- ESP in Algerian Universities ………………………………… 11

1-5- ESP Teachers………………………………………………… 12

1-5-1. Challenges for ESP Teachers…………………………… 14

1-7- ESP Course Design ………………………………………….. 17

1-8- The Communicative Approach and ESP ……………………. 18

1-9- The Use of L1( Arabic) to teach English ………...….………. 20

1-10- Conclusion …………………………………………………… 23

Chapter Two : Needs Analysis, Data Collection and

2-1- Introduction …………………………………………………. 26

2-2- Needs Analysis ………………………………………………. 26

2-3- English Courses at the Department of Biology ……………... 29

2-3-1. Teaching Load …………………………………………. 29

2-3-2. Lecturer's Profile……………………………………….. 29

2-3-3. Course Objectives………………………………………. 30

2-3-4. Teaching Materials……………………………………... 30

2-3-5. Learners Testing………………………………………... 30