واکاوی نقش زبان اﻧﮕﻠﯿﺴﯽ برای اهداف عمومی، تخصصی و تحصیلی

داﻧﺸﺠﻮیﺎن ﻣﻄﺎﻟﺐ ﺗﺨﺼﺼﯽ رشتۀ خود را ﺻﺮﻓﺎً از ﻃﺮیﻖ ﺧﻮاﻧﺪن نمی آموزند. ﺗﺼﻮری ﮔﻤﺮاه ﮐﻨﻨﺪه دورهﻫﺎی اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺤﺼﯿﻠﯽ را اﺣﺎﻃﻪ ﮐﺮده اﺴﺖ ﮐﻪ بیان می کند ارائه ﻣﺘﻮن ﺗﺨﺼﺼﯽ ﺑﻪ زبان آموزان ﺑﺎﻋﺚ اﻓﺰایﺶ داﻧﺶ زﺑﺎﻧﯽ آن ها می شود. ﻣﻄﺎﻟﺐ ﺗﺨﺼﺼﯽ ﻣﺎﻧﻨﺪ ﺧﯿﺎﺑﺎن یک ﻄﺮﻓﻪ هستند ﮐﻪ ﺑﻪ‌ﻧﺪرت مهارت دستوری و ارﺗﺒﺎﻃﯽ زبان آموزان را بهبود ﻣﯽﺑﺨﺸﻨﺪ. زبان آموزان اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺤﺼﯿﻠﯽ برای یﺎدﮔﯿﺮی زﺑﺎن و ﮐﺴﺐ ﺗﻮاﻧﺎیﯽ در اﺳﺘﻔﺎده از آن، ﻧﯿﺎز ﺑﻪ اﻧﻮاع ﻣﺘﻮن، ﺗﮑﺎﻟﯿﻒ، ﻓﻌﺎﻟﯿﺖﻫﺎ و ﺗﻤﺮیﻨﺎت ﻋﻤﻮﻣﯽ دارﻧﺪ. ﻣﻘﺎلۀ ﺣﺎﺿﺮ ﺑﻪ ایﻦ موضوع می ﭙﺮدازد ﮐﻪ داﻧﺸﺠﻮیﺎن اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺤﺼﯿﻠﯽ ﺗﻮاﻧﺎیﯽ ﺗﺴﻠﻂ ﺑﺮ زﺑﺎن را از ﻃﺮیﻖ ﻣﻄﺎﻟﺐ ﻫﺴته ﻣﺸﺘﺮک و یﮑﭙﺎرﭼﮕﯽ ﭼﻬﺎر ﻣﻬﺎرت زﺑﺎﻧﯽ ﮐﺴﺐ ﻣﯽﮐﻨﻨﺪ. داده های این تحقیق از طریق رویکرد کیفی و با استفاده از مصاحبۀ نیمه‌ساختاریافته، مشاهدۀ کلاس و یادداشت های میدانی جمع آوری شدند. شرکت کنندگان شامل 60 دانشجو و 16 مدرس زبان بودند. تحلیل نتایج بر پایۀ پنج ساختار برنامۀ درسی ارائه شده توسط براون (1995, p. 20): اهداف، تحلیل نیازها، تدریس، مطالب درسی و آزمون انجام گرفت. در ایﻦ ﻣﻘﺎﻟﻪ ﺳﻌﯽ بر این بود که ﻧﮕﺎه ﺗﺎزه ای ﺑﻪ ﺟﺎیﮕﺎه اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﻋﻤﻮﻣﯽ، ﻫﺪف و ﺑﺮﻧﺎمۀ اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺤﺼﯿﻠﯽ و ﺗﺨﺼﺼﯽ یﺎ آموزش ﺑﺮاﺳﺎس ﻣﺤﺘﻮا، ﻓﺮﺿیه ﻫﺴته ﻣﺸﺘﺮک، ﺗﺤﻠﯿﻞ ﻧﯿﺎزﻫﺎ، دانشجویان، ﻣدرسان، ﻣﻄﺎﻟﺐ، ﻓﻌﺎﻟﯿﺖﻫﺎ و آﻣﻮزش اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺤﺼﯿﻠﯽ داشته باشیم. ایﻦ ﻣﻘﺎﻟﻪ همچنین کاربردهای ﻗﺎﺑﻞ تاملی ﺑﺮای ﻣدرسان اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺨﺼﺼﯽ و ﺗﺤﺼﯿﻠﯽ، ﻓﺎرغ‌اﻟﺘﺤﺼﯿﻼن، ﻃﺮاﺣﺎن ﺑﺮﻧﺎﻣﻪ های درﺳﯽ، ﻧﻮیﺴﻧﺪﮔﺎن ﻣﻄﺎﻟﺐ درسی و ﻣﺤﻘﻘاﻦ در زﻣﯿنۀ اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺗﺨﺼﺼﯽ دارد.

A Study of the Role of English Language for General, Specific and Academic Purposes

The EAP students are not passive recipients who absorb subjectspecific materials merely through exposure to the reading skill. The dominant misleading conception surrounding the EAP courses is that exposing learners to specialized texts creates a shortcut which contributes to enhancing their knowledge of the language. However, this article discusses that disciplinespecific reading materials are like oneway street which hardly develop the learners rsquo; grammatical and communicative competence. EAP learners need more general text types, tasks, activities, and exercises to learn and use the language. In the present study, the data were collected qualitatively through semistructured interviews, classroom observations, and field notes. The participants consisted of 60 students and 16 language instructors. Data analysis was based on the five curriculum structure proposed by Brown (1995): objectives, needs analysis, teaching, materials, and testing. This study attempts to shed some light on certain controversial issues and the findings can have significant implications for ESP and EAP teachers, graduate students, syllabus designers, material developers, and researchers in the field of ESP. 1. IntroductionEvery year, many students enter Iranian universities and EAP courses are offered to them in the first or second semester. A great amount of money, resources, time, and energy are spent on these courses. However, the results of such programs are less than satisfactory. The present study attempts to shed some light on EAP programs and intends to study the virtues and weaknesses of EGP and ESP courses.Research Questions1 What are the former and current students rsquo; overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs?2 What are the instructors rsquo; overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs? 2. Literature Review2.1. English for General Purposes On the whole, the EAP courses might be divided into two parts: EGP and ESP. EGP is almost the major trend and the mainstay of any EFL situation, which intends to equip the students with necessary communication skills and strategies to perform effectively at university and fulfill their study purposes. In fact, EGP course helps students study and research through English language. 2.2. ContentBased Instruction ESP is a form of language rather than an independent language in itself, which is used by specialists in contexts similar or pertinent to EGP. One of the classroom realizations of ESP and its application is the contentbased instruction (CBI). CBI is the teaching and learning of language through content in which the stress is on students rsquo; subject matter rather than language forms and functions.2.3. EGP and/or Common Core Hypothesis EGP is not limited to a particular discipline. Basturkmen (2006) holds that ESP is not independent in itself and makes use of every part of EGP at any time. The most prominent issue in any EGP course is the common core hypothesis put forward by Bloor and Bloor (1986). This hypothesis asserts that there is a common core of grammar and vocabulary in any discipline. Therefore, EAP should concentrate on presenting and practicing common features rather than specific subject matter. 2.4. English for Academic Purposes In most parts of the world, EAP teachers are seen as an increasing source of income to attract international students (Hadley, 2015). However, they often lack the required knowledge in a specific field (Brinton Holten, 2001). An important point to consider is that ldquo;ESP learners expect materials that teach them about their real world objectives, otherwise they can easily get demotivated rdquo; (Marcu, 2020, p. 309). Unfortunately, in Iran, there is no coherent plan to implement teaching methods for educational purposes and English courses are either taught by language or field teacher, without any communication or agreement between them (Atai Nejadghanbar, 2017). 3. MethodologyThe data were collected qualitatively through semistructured interviews, classroom observations, and field notes. The participants consisted of 60 male and female BA students who were taking or had passed EGP AND ESP course at the University of Tabriz, at the time of data collection. There were also 16 male and female language instructors who were fulltime or parttime staff of the Department of English Language and Literature, and held master rsquo;s or PhD degrees. 4. ResultsThe results were discussed under five curriculum constructs put forward by Brown (1995): Objectives, needs analysis, teaching, materials, and testing. According to the students rsquo; and instructors rsquo; perceptions and classroom observations, EGP AND ESP course cannot achieve its intended purposes and the reason that some of the students do not like this course is that they passively receive materials in the classroom. During the interview, most of the instructors believed that because of the shortage of class time they could not dedicate equal and adequate time for each activity and exercise. The findings also affirmed that students who attend private language institutes participate eagerly and positively in classroom activities. However, those who are weak only sit and listen. More importantly, it was found that since needs analysis has never been carried out at the University of Tabriz, some of the grammatical points and exercises do not correspond to the students rsquo; needs.