European Journal of Foreign Language Teaching
ISSN: 2537 - 1754
ISSN-L: 2537 - 1754
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 1 │ 2017
doi: 10.5281/zenodo.259452
ESP IN IVORIAN PUBLIC UNIVERSITIES:
BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
Sidiky Diarassoubai, Jérôme Kouassi
Department of English, Université Félix Houphouët-Boigny of Cocody,
Abidjan, Côte-d Ivoire
Abstract:
The aim of this study was to examine the situation of the practice of ESP in the public
universities of our country in order to make some suggestions for its improvement. The
conclusions of the investigation carried out revealed a gap between the practice of ESP
in our context and the expectations due to the lack of formal didactic framework, the
absence of a clearly defined status of ESP as a theoretically rooted and professionally
oriented academic discipline, and the discrepancy between the envisioned objectives
that transpire in the perceived needs of the students and what they actually are able to
do with the language. Our suggestions to improve the situation were threefold: Design
a cross-specialties needs-based framework for textbooks or workbooks selection or
course design that could help teachers make decisions about appropriate course
materials; deign a cross-specialties modular framework for syllabus design which may
be an indispensable resource that teachers can draw from in order to design their own
syllabuses; and use functional-Genre-Based Language Teaching (FGBLT) as an
approach which would allow ESP instructors to do away with uninspiring, stale and
contrived views of ESP that over-emphasize issues relating to register.
Keywords: ESP, didactic, genre, functional, needs, specialties
Resume
Cette étude avait pour but l examen de la situation de la pratique de l ‚SP dans les
universités publiques de notre pays en vue de faire des suggestions pour améliorer la
situation. Les conclusions de l investigation menée ont révélées un écart entre la
pratique de l ‚SP dans notre contexte et les attentes du à l absence d un cadre
i
Correspondence: email sidiara@yahoo.fr
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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Sidiky Diarassouba, Jérôme Kouassi
ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
didactique formel, celle d un statut clairement défini de l ‚SP en tant que discipline
ayant un fondement théorique et une orientation professionnelle, et à l écart entre les
objectifs visés qui transparaissent dans les besoins exprimés des étudiants et ce qu ils
sont en réalité capable de faire dans la langue. Nos suggestions en vue d améliorer la
situation sont de trois ordres: Concevoir un cadre transversal de choix ou de conception
des ouvrages scolaires, des cahiers d activités, ou de conception du cours qui aiderait
les enseignants à prendre les décisions appropriées concernant les supports
didactiques; concevoir cadre modulaire transversal de conception du syllabus qui serait
une ressource indispensable dont les enseignants peuvent s inspirer pour concevoir
leurs propres syllabus; et utiliser le Functional-Genre-Based Language Teaching
FG‛LT en tant qu approche qui permettrait aux enseignants d ‚SP de se départir des
visions erronées et étroites de l ‚SP qui mettent plus l accent sur les questions liées au
registre.
Mots Cle: ASP, Didactique, Genre, Fonctionnel, Besoins, Spécialités
Introduction
As a school subject, English is part of training programs, in most if not all vocational
schools. The aim is to equip students with the kind of English that is in step with their
prospective professional fields. At university level, the training programs in most
faculties and departments include English. Course contents are expected to take
account of students needs in terms of academic training and future professional
requirements. And English for Specific Purposes (ESP) is the best way to meet these
specific needs. This is evidenced in the flourishing literature in the area of ESP (e.g.,
Hutchinson and Waters, 1987; Hutchinson and Waters, 1994; Anthony, 1997; Dudley
and St John, 1998; Harding, 2007).
The seminal book of Hutchinson and Waters (1987) proved instrumental in
forwarding pioneering ideas in the field. In their wake, research of scholars and
practitioners such as Anthony (1997), Dudley and St John (1998), and Harding (2007)
among others have helped consolidate and take issues relating to ESP a step further up.
Their contributions concern the historical and theoretical foundations of ESP and the
general framework for its implementation. In this last perspective they address various
preoccupations including human and materials resources (Text-books, Course books,
Workbooks, Syllabuses, etc.), didactic practices (Learning Tasks, Teaching Approaches,
Classroom Management, etc.), and institutional issues (Place of ESP in Curricula,
Availability of Specialized Rooms, Teachers
Initial and In-Service Training,
Administrative Management of ESP Courses, etc.).
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ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
The preoccupations raised in the above lines corroborate the contextual facts in
most public universities in our country including ours ii. As far as we know, there has
been no formal scientific reflection on ESP teaching in our public universities. This
explains our current concern with the issue. Considering the specificities of ESP and
taking account of the shared practices in the faculties and departments in terms of
English language teaching, there is a pressing need to think about the didactic measures
that might help improve the teaching of ESP. The article therefore aims to answer the
following questions: How is ESP actually handled in our faculties? How does one
overcome some of the difficulties that may surface in the teaching of ESP?
In order to answer these questions, an investigation was carried out which
involved the different stakeholders (The teachers and the students) and the teaching
materials (Textbooks, course books, workbooks, syllabi, or any other didactic materials)
in use in the classrooms. The methodology used for this investigation includes data
collection through questionnaires, interview guides, focus group discussions, and
documents analysis. Both qualitative and quantitative procedures were used for data
analysis. The study and the suggestions following the conclusions were rooted in two
relevant theories: genre and functionalism.
1. ESP as a University Subject
Generally speaking, the focus of the literature on ESP as a university subject is twofold:
The role of needs analysis in ESP course design and the difficulties encountered in ESP
teaching. For Ibrahim
, …the objective of the course must be authentic to meet the
needs of students to guarantee motivation and better achievement. He explains that needs
analysis helps us to collect information about our students learning needs and wants to
help us draw the objectives of the targeted core course and determine the appropriate
content. It is very important to start your needs analysis for the targeted group of
students before you determine the exact content, which you are going to subscribe
them. Consequently, needs analysis has been given a significant consideration in
making a particular course serve a particular group s interests. Graves K.,
Harrison R., 1996, Hutchinson T. and A. Waters, 1987; Vorobieva N., 1996)
Bilokcuoglu (2012) and Pranckeviciute and Zajankauskaite (2012) do not take a
different view though the latters go further as to underline that The role of needs analysis
in any ESP course is undoubtedly indisputable. It is the first stage of a course design, and it
provides relevancy for all course design activities.
Hossain
reports that the
students of Azimur Rahman School of Engineering at Presidency University receive
ii
The authors of this paper are currently teaching English as a Foreign Language at the department of English of the
Université Félix Houphouët-Boigny of Cocody-Abidjan, Côte-d’Ivoire.
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ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
two courses on ESP including English reading and composition which focuses on their needs
for reading and writing proficiency and […] “dvanced English Communication that
concentrates on their needs for writing and speaking proficiency
. In a survey on ESP
teaching in Changchun University of Science and Technology, Cao (2014: 2508)
indicates that:
For English majors, the main ESP course is English for Science and Technology and for
normal students, the ESP courses are specifically designed according to their different
majors […]. These courses are designed in accordance with students’ studying fields and
their majors. […] “fter finishing learning these courses, students could make use of
English in their communication and learning process, especially when they step into
society.
The idea of designing ESP courses in accordance with the students needs clearly
stands out. And as Cao (Ibid.) rightly posits, the results of needs analysis determine the
choices of course designers in terms of the language skills that might allow their
students to attend lectures, seminars and similar academic or non-academic activities.
Despite this interest in ESP in general and particularly at tertiary level, ESP
courses have gradually been pushed into a corner without being seen and valued by many
universities
Cai and Liao,
, cited in Cao,
, p.
. The case of the Iranian
tertiary education where this subject is marginalized (Moslemi, 2011, p.121) is a good
illustration. Even in universities where ESP is given attention, teachers have to
overcome some challenges relating to the choice of relevant course books and teaching
materials corresponding to their goals and students . In addition, there often is a lack of
enthusiasm about learning ESP among non-English majors (Hamidovic, 2013).
2. Theoretical Framework
2.1 ESP and Genre Theory
According to Swales (1990:58),
…genre comprises a class of communicative events, the members of which share some
set of communicative purposes. These purposes are recognized by the expert members
of the parent discourse community and thereby constitute the rationale for the genre.
This rationale shapes the schematic structure of the discourse and influences and
constrains choice of content and style.
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Swales words indicate that genre relates to a discourse community, the members
of which use the same linguistic features for the activities related to their community. In
the context of foreign language teaching, genre theory has some implications for ESP
teaching. This is perceivable in the following quotation in which Bathia (2012) explains
that:
In its early form, genre theory was primarily concerned with the application of genre
analysis to develop pedagogical solutions for ESP classrooms. For more than thirty years
now it is still considered perhaps the most popular and useful tool to analyse academic
and professional genres for ESP applications. Much of the credit for its exceptional
achievement goes to the seminal works of Swales (1990 & 2004) and Bhatia (1993) on the
development of genre theory to analyse academic and professional genres, with an eye on
applications to ESP…
(p.19)
On the ground of the aforementioned implications of Genre theory for ESP, its
relevance for our study clearly stands out. As a result, academic and professional
genres for ESP applications in the public universities in our country were examined in
the light of this theoretical framework. Attention was given to the extent to which the
linguistic features of course contents reflect the needs of the students in the different
faculties.
2.2 Functionalism as a Theoretical Framework to ESP
Functionalism is concerned with the pragmatic functions of language. It has it that
language is, first and foremost, a system of communication, on the one hand and it
implies the use of language realistically to accomplish social purposes in line with social
needs and wants, on the other (Halliday, 1985; Lemke, 1995; Mitchell & Myles, 2004;
Tomlin, 1990). Functional approaches, generally speaking, promote holistic and
comprehensive learning that will develop in a strong and solid knowledge (Kilpert,
2006; Martin, 2011). Functionalists description of language is concerned with the why
language is used, the purpose that constitutes the driving force behind utterances in
social intercourses. Functionalism as a linguistic theory has had a long period of
maturation dating back to the 1920s, when Manilowski (1923) pioneered the theory
through the notion of the Context of situation and the reference to social and emotive
functions in communication .
Functional linguistics, Functional grammar, Systemic-functional linguistics,
Systemic-functional grammar, and Lexical-functional grammar, all, to some light
nuances, expound the core ideas of functionalism. Halliday (1975), from the school of
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ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
Firth and Manilowski, first suggested Systemic Linguistics which sees language …
not as a system of rules which govern language structure, but rather meaning potential, what
the speaker/hearer can (what he can mean, if you like), not what he knows"
. Systemic-
Functional Linguistics and Systemic-Functional Grammar are two offshoots of
Systemic linguistics.
Concept-oriented approach, a perspective on functionalism, is interested in the
way meaning or semantic concepts are expressed (Andersen, 1990; Palmer, 2001;
Schleppegrell, 2008; Stutterheim & Klein, 1987). In the context of ESP, teaching the use
of communicative tasks or activities that have a clearly definable concept or purpose
allows learners to express concepts in a way that suits the target situation in terms of
language use, skills and communicative cannons. Forms are structured to express the
communicative needs of learners in both the educational and professional contexts. This
is especially in tune with the domain of ESP. So, here comes in an additional reason
why functionalism may be rightly regarded as a theoretical and philosophical layer to
ESP.
3. Investigating ESP Teaching In Ivorian Public Universities
3.1 Methodological Framework
3.1.1 The Context
The Université Félix Houphouët-Boigny of Cocody-Abidjan consists of 13 faculties each
including different departments. Apart from the department of English where it is the
medium and the object of instruction, English is a compulsory subject and an object of
instruction in all the other faculties and departments, with different expected outcomes
according to the specialty.
The instructors fall into 3 major categories. Subject matter teachers who have
graduated from Anglo-Saxon educational systems have turned into ESP instructors.
Their knowledge of the field jargon and the related discourse are no doubt an
advantage. However, because they did not receive any training in English Language
Teaching (ELT) nor ESP, they do not have the required expertise for language
instruction in general and particularly ESP. The instructors of the department of English
who specialized in the area of literature and civilization have turned into ESP teachers
too. Though they use English as a medium of instruction, they did not receive any
training in matters relating to ELT nor ESP. Last, the secondary school ELT teachers
who are entrusted with the ESP courses, have had no ESP training. All in all, not all the
above mentioned instructors are actually qualified for ESP education.
As for the students, most if not all received at least seven (07) years of training in
General English at secondary school before entering university. However, this training
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does not seem to be profitable to them, for their knowledge of English is generally poor.
This might explain a well-known practice which consists for the teachers to focus on the
basic elements of the language during classroom activities. Moreover, the acute
discrepancies among the students in terms of language competence seem to increase the
difficulties related to the choice of course content.
3.1.2 Methodological Approach
This study which belongs to the paradigm of explanatory action research first entailed
identifying a problem relating to the practice of ESP in our public universities. The
situation was then investigated in order to have more insights and provide an
explanation to the causes of the problem and their different implications.
For the investigation, there were both probabilistic and non-probabilistic
sampling techniques. On the one hand, probabilistic sampling offered the same chances
for all faculties, departments, and students to be selected and assigned. On the other
hand, ESP instructors represent a very small parent population at the department level.
When primary sources of information are so limited, as was the case here, purposeful
sampling often is the only one sampling method (Bogdan & Bilken, 1998; Wiersma,
2001, p.284). The sample of instructors that took part in the study was purposefully
selected to meet the need of the study, which is non-probabilistic in essence. These
methods of sampling were adopted for the collection of both qualitative data from 25
students and 05 instructors, and quantitative data from 100 students.
A triangular technique was used for both data collection (use of questionnaire for
the collection of quantitative data and semi-structured and unstructured interview
guides for the collection of qualitative data, and documentary research) and data
analysis (content analysis for qualitative data, frequency analysis for quantitative data,
and documentary analyses). This helped ensure more validity to our research findings.
Finally, the conclusions drawn from these findings set the foundations for some
suggestions for the improvement of the situation.
3.2 Presentation of the Results
The findings from the documentary research show that there are no formal textbooks as
such. In the best case scenario, the workbooks in use included identified tasks and
activities. No genuine syllabi were produced anywhere on the campus. More often than
not the content of compiled materials including the lists of vocabulary or grammar
points to be covered was abusively referred to as a syllabus . This fact implies that no
course design ever took place, which in turn subsumes the fact that courses are not
based on learners needs. In other words, things seem to be done intuitively.
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All the teachers interviewed share the view that ESP teaching in their faculties or
departments does not allow their students to use English for research in their different
fields and for their future professional careers. Most confirm the lack of formal
textbooks and syllabuses, and the use of workbooks and compiled materials which do
not necessarily base on needs analysis. They insist on the explanation of grammar
points and vocabulary items before involving their students in reading and writing
activities. They underlined the fact that the lack of language laboratories prevented
them from offering learners more opportunity to improve upon their speaking and
listening skills. They also think that language laboratories equipped with audio-visual
materials might allow the students not only to hear English but also to see how it is
used in professional situations.
For quantitative analysis of the students responses to the questionnaire, choices
1 and 2 mean disagreement, and 3 and 4 mean agreement. Quantitative analysis and
qualitative analysis of the students reactions to the interview gave the following
results.
Table 1: Students Perceived Needs
A= Question 1a, B= Question 1b, C= Question 1c, D= Question 1d, E= Question 1e
Items
1
2
3
4
NR
A
5
2
49
43
1
B
2
14
50
29
5
C
2
2
27
68
1
D
3
12
51
31
3
E
11
11
33
44
1
Choices
Most respondents say they need English in order to read and understand books,
magazines, texts, newspapers, and any other document written in English (92%), do
research in their field (79%), use it in their professional life (95%), participate in
colloquia or conferences (82%), and study abroad (77%). These figures corroborate the
view of most students interviewed.
Table 2: Learning Tasks and Activities
F= Question 2a, G= Question 2b, H= Question 2c, I= Question 2d, J= Question 2e, K= Question 2f,
L= Question 2g, M= Question 2h
Items
1
2
3
4
NR
F
15
39
22
24
0
G
18
35
26
20
1
H
16
27
37
18
2
Choices
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ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
I
55
15
15
10
5
J
22
46
20
11
1
K
44
27
15
12
2
L
28
46
16
09
1
M
26
24
20
27
3
Most respondents recognize that their English classes do not consist exclusively of
grammar (54%), vocabulary (53%) lessons. Further, 55% sustain that their English
classes integrate grammar and vocabulary. Most respondents say that they do not do
translation (70%), reading comprehension (68%), listening comprehension (71%), text
production (74%), and oral practice (50%). Most students interviewed recognize that the
aforementioned language skills were addressed separately during classroom activities
though some effort was made by teachers to integrate them.
Table 3: Students ‚ctual Use of the Language
N= Question 3a, O= Question 3b, P= Question 3c, Q= Question 3d, R= Question 3e
Items
1
2
3
4
NR
N
29
28
25
16
2
O
33
36
16
12
3
P
21
31
24
22
2
Q
39
23
23
11
4
R
36
25
23
14
2
Choices
Most say that their training did not allow them to read and understand books,
magazines, texts, newspapers and any other document written in English (57%), do
research in their field (69%), use English in their professional life (52%), participate in
colloquia or conferences (62%), study abroad (61%). Similarly, most students
interviewed sustained that their training did not meet their expectations.
3.3 Interpretations and Discussions
The main lesson drawn from the findings is that ESP instruction is approximate in the
classrooms of the Université Félix Houphouët-Boigny. Even when there is an attempt to
practice ESP, the perception according to which it is concerned with the acquisition of
the technical jargon has ended up fating the field. This explains the fact that most
instructors focus on vocabulary items relating to the students field of specialties and
grammar points. We rather share the view that ESP should be seen as primarily a
training that makes it possible for learners to become global users of language in order
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for them to address issues related to their respective fields. For knowledge of the jargon
does not necessarily translate into functional use in the area of concern.
The lack of formal didactic framework seems a serious setback. In fact,
conditions for optimal didactic practices are not met, leaving the teachers without a
clear-cut idea of the didactic tools and actions they are expected to take in order to
provide their students with the appropriate training. Therefore, ESP instruction does
not allow for full bloom of parties to ESP - learners and instructors.
There seems an urgent need for reassessing and redefining the status of ESP as a
theoretically rooted and professionally oriented academic discipline. On the one hand,
the teachers address ESP as a discipline which has no theoretical foundations. For, as
has been said earlier, most were not trained for the practice of ESP. Worse yet; they
have no idea of its status as an academic discipline the implementation of which
requires particular didactic dispositions. This results in a confusion which is generally
harmful to ESP practice. On the other hand, the students do not seem to be aware of the
limitations of their ESP classes. A relatively important number does not complain about
their training. This might be due to their ignorance of the relevance of ESP as a
discipline which is indispensable for them. At university level, and this is equally true
for any training context, achievement in a given discipline is generally dependent on
the status of that discipline.
The discrepancy between the envisioned objectives that transpire in the
perceived needs (see Table 1) and what they actually are able to do with the language
see Table
would seem to indicate that ESP training is not centered on learners needs
(Educational and professional). Unless this gap is filled, the ESP course will keep doing
learners a serious disservice rather than actually serving their cause by providing them
with the language they need for their studies and their future professional careers. Since
educational institutions including universities the world over are expected to prepare
their students for their successful social integration, one understands that ESP cannot
but remain in this general trend. ‚nd this entails putting more stress on the students
needs in order to meet the requirements of contemporary society.
3.4 Suggestions
The above development calls for one main suggestion that may come in handy for a
better outcome of ESP education: Re-engineering the way ESP is dealt with in Ivorian
public universities, which is why all parties to ESP must be on board as change agents.
This main suggestion includes three different ideas. First, a cross-specialties needsbased framework for materials selection or design which teachers could draw from
would allow them to make the most appropriate choices for the students of their
specific domain. We would like to underscore the fact that teachers will not be held in a
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straitjacket, in any case, what so ever, but this cross-specialties needs-based framework
could serve as a layer to any ESP course instruction. The bottom-line is that, from this
generic framework, ESP may then be realized by feeding in what is suitable for a given
specialism.
Second, a cross-specialties modular framework for syllabus design might be an
outstanding resource for the teachers who come to the ESP course without prior
appropriate training. The idea of modularization rests on the premises that the
completion of the course is conditional to the completion of each individual module.
Not only will this allow for gauging what has actually been learnt, but also it will
ensure successful ends in a learning environment. A modular framework offers a
chance to both the teacher and the learner to know where they stand at any point in
time in the course of the training. This would seem likely to allow for the progress
through the following modules with relative ease.
Third, Functional-Genre -Based Language Teaching (FGBLT) approach to ESP
practice would help the teachers get rid of the outdated traditional view of ESP practice
which encourages a focus on specialized lexis. Such an intermediate approach offers the
opportunity not only to address the vocabulary relating to a particular field but also to
stress functional use of language. This would result in both language and forms
appropriation in a much better and efficient way than sheer reliance on the study of
jargon and grammar forms.
There are a number benefits to the above. First, the comfort of learners regarding
the materials they are presented with will result in increased motivation. Then, the
successful completion of a prior module will serve as an impetus to move toward the
next step. By way of consequence, learners will stand better chances of being well
equipped for not only their training needs but also their future professional life.
4. Concluding Remarks
At the end of this investigation, the relevance of the title of this paper ESP in Ivorian
Public Universities: Bridging the gap between facts and expectations clearly stands out. The
conclusions indicate that the expectations in terms of ESP practice are not met. What
happens in the classrooms is a façade of ESP which results in poor training of the
students who are unable to use English to make their way through their professional
careers when they leave university. Their complaints and the pessimistic views of the
teachers involved in the investigation seem to suggest a pressing need to bridge the
harmful gap between the current practices and the expected outcomes of the ESP
course.
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As English language teachers currently working with the Université Félix
Houphouët-Boigny of Cocody-Abidjan, we feel comfortable to say that the situation of
ESP practice in our context is rather alarming. And the other public universities in the
country are not exceptions. However, our surprise lies in the fact that the authorities,
the teachers, and even the students remain silent. They do not seem to be aware of the
fact that, as a discipline which relates to some specialties, ESP practice needs to match
with the requirements of these specialties. As a result, there exists a total confusion, for
one can hardly set a clear boundary between ESP courses and general English courses.
More than a mere contribution to reflection in the field, this paper echoes the
frustration that we have been enduring and our willingness to help improve the
situation of ESP practice in the public universities in our country. Moreover, our
conviction is that our suggestions will remain at a theoretical stage unless all the
stakeholders come together to give a new image to ESP practice in our institutions.
5. Conclusion
The aim of this study was to examine the situation of the practice of ESP in the public
universities of our country in order to make some suggestions for its improvement. Our
preoccupation was as follows: Considering the specificities of ESP and taking account of
the shared practices in the faculties and departments in terms of English language
teaching, there is a pressing need to think about the didactic measures that might help
improve the teaching of ESP. The article therefore aimed to answer the following
questions: How is ESP actually handled in our faculties? How does one overcome some
of the difficulties that may surface in the teaching of ESP? The conclusions of the
investigation carried out which involved data collection through questionnaire,
interview, focus group discussions, and documentary analysis suggest that there is a
gap between the practice of ESP in our context and the expectations due to the lack of
formal didactic framework, the absence of a clearly defined
status of ESP as a
theoretically rooted and professionally oriented academic discipline, and the
discrepancy between the envisioned objectives that transpire in the perceived needs of
the students and what they actually are able to do with the language. In order to
improve this preoccupying situation, we suggested re-engineering the way ESP is dealt
with in Ivorian public universities. This main suggestion includes three dimensions: A
cross-specialties needs-based framework for textbooks or workbooks selection or course
design that could help teachers make decisions about appropriate course materials; a
cross-specialties modular framework for syllabus design which may be an
indispensable resource that teachers can draw from in order to design their own
syllabuses; and Functional-Genre-Based Language Teaching (FGBLT) as an approach
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ESP IN IVORIAN PUBLIC UNIVERSITIES: BRIDGING THE GAP BETWEEN FACTS AND EXPECTATIONS
which would allow ESP instructors to do away with uninspiring, stale and contrived
views of ESP that over-emphasize issues relating to register. These are not ready-made
remedies to the problems relating to the practice of ESP in our context; they are rather a
few paths that might pave the way for further studies about the issue. Our intention in
this perspective is to turn our suggestions into more practical ideas about the ESP
course in terms of course and syllabus design and materials development and
implementation.
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Appendix 1: Questionnaire for the Students
Ce questionnaire a pour but de collecter des données sur l enseignement/apprentissage
de l anglais dans votre UFR ou département. Nous vous serions reconnaissant pour vos
réponses sincères qui ne serviront qu à des fins d études.
A. Entourez le chiffre correspondant à votre choix SVP
= Pas du tout d accord
= Pas d accord
= D accord
= Tout à fait d accord
1. J’ai besoin de l’anglais pour :
a. Lire et comprendre des livres, magazines, textes, journaux et tout autre
document rédigés en anglais
1 2 3 4
b. Faire de la recherche en vue de recueillir des données sur les différentes matières
qui nous sont enseignées
1 2 3 4
c. M en servir un jour dans la vie professionnelle
1 2 3 4
d. Participer à des colloques ou conférences
1 2 3 4
e. Faire des études à l étranger
1 2 3 4
f. Autres:
.
...
..
.
B. Entourez le chiffre correspondant à votre choix SVP
1= Jamais
2= Quelques fois
4= Souvent
3= Très souvent
2. Pendant nos cours d’anglais, nous faisons des activités:
a. Exclusivement consacrées à la grammaire anglaise
1 2 3 4
b. Exclusivement consacrées au vocabulaire
1 2 3 4
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c. Qui intègrent la grammaire et le vocabulaire
1 2 3 4
d. De traduction de textes
1 2 3 4
e. De lecture compréhension
1 2 3 4
f. D écoute compréhension
1 2 3 4
g. De production de textes
1 2 3 4
h. De pratique orale
1 2 3 4
Autres:
.
...
..
.
C. Entourez le chiffre correspondant à votre choix SVP
1= Pas du tout d accord
= Pas d accord
3= D accord
= Tout à fait d accord
3. Avec la formation reçue en anglais, je peux :
a. Lire et comprendre des livres, magazines, textes, journaux et tout autre
document rédigés en anglais
1 2 3 4
b. Faire de la recherche en vue de recueillir des données sur les différentes matières
qui nous sont enseignées
1 2 3 4
c. M en servir un jour dans la vie professionnelle
1 2 3 4
d. Participer à des colloques ou conférences
1 2 3 4
e. Faire des études à l étranger
1 2 3 4
f. Autres:
.
...
...
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Appendix 2: Interview Guides
A. Interview Guide for the Teachers
1. Quelles activités faites-vous pendant vos cours d anglais?
2. Quel (s) support (s) didactique (s) utilisez-vous?
3. Avez-vous le sentiment que vos étudiants formés peuvent utiliser l anglais pour
leurs études au sein de votre UFR ou pendant leur future(s) carrière(s)
professionnelle(s)?
4. Compte tenu de leur(s) spécialité(s), que suggérez-vous pour améliorer la qualité
de leur formation en anglais?
B. Interview Guide for the Students
1. Pensez-vous que l anglais vous est utile actuellement et dans l avenir?
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