Relation Between Instructors’ Objective Needs and Students’ Subjective Needs: the case of Iranian Post Graduate Students  

Oleh:

Sajadi, Fakhrosadat ; Oghabi, Maryam

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 7 no. 4 (2011), page 124-152.
Topik: needs analysis; objective needs; subjective needs; awareness of curriculum objectives; attitude toward the ESP course
Fulltext: Untitled6.pdf (455.48KB)

Isi artikel

The present study attempted to find out whether ESP instructors in the Science College of Shahid Bahonar University of Kerman, Iran met curriculum objectives Since there was no specific institutional curriculum, researchers attempted to achieve this by examining the relation between Nunan s’ (1999) “objective needs” as perceived by the instructors and “subjective needs” as perceived by the students. In addition, they tried to examine the teachers' as well as the students' general attitude toward the ESP course. A sample of 84 post-graduate students (16 PhD and 68 MSc) studying geology, chemistry, and physics completed a questionnaire of seven items and three instructors were directly interviewed by the researchers. Results indicated that all the instructors and the students emphasized the necessity of offering an ESP course and had a positive attitude toward the usefulness of the course. Instructors considered improving reading comprehension, technical vocabulary and pronunciation as the major objective needs. In a similar vein, students regarded reading comprehension and technical vocabulary as the key subjective needs. Being one of the students' primary subjective needs, writing skills were minor instructors' objective needs and therefore required particular attention. Instructors' special attention was also needed regarding the other mentioned subjective needs. Finally, the students deemed translation as the primary developed skill; however, all three instructors explicitly asserted that translation was not an objective in ESP classroom and they just resorted to it whenever students encountered reading comprehension problems. Suggestions to improve the course are presented.

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