AN ESP SPIRAL MODEL
An Abridgement of an M. A. Thesis
By
Ahmed Khalis Shalan
Second Researcher
Assist Prof. Dr. Sami Abdul-Aziz Ama'muri
________________________
Foreword
The paper is an abridgement of
an M.A. thesis entitled 'Evaluating A COURSE OF ENGLISH FOR THE STUDENTS IN
THE COLLEGES OF PHYSICAL EDUCATION and Suggesting a New Up-to-Date One'.
The study was carried out by
Ahmed Khalis Shalan (first researcher, a member of faculty at the College of
Languages/ University of Baghdad/ Iraq) and assist. Prof. Sami Abdul-Aziz
Alma'mori (second researcher, a member of faculty at the College of Basic
Education/ University of Diyala/ Iraq).
The thesis was submitted to the Council of the College
of Education/ University of Diyala/ Iraq.
It was discussed on January,
16th, 2008 by an appointed committee and was graded as Very Good,
and accordingly the researcher was awarded a Master Degree in Education/ Methods
of Teaching EFL/ESP.
The study is essentially a two-dimensional
one. On the one hand, it targets at evaluating the COURSE OF ENGLISH FOR THE
STUDENTS IN THE COLLEGES OF PHYSICAL EDUCATION (henceforth CESCPE),
(compiled by Abdul-Razzak & Al-Mufti 1987), to identify, according to
certain criteria and through a critical analysis; the extent this supposed ESP
course responds the EFL learners needs in the colleges of physical education.
On the other hand, the study aims at suggesting an alternative ESP course can
respond the learners' needs.
Hence, in order to justify their work, the researchers
view the steps of study as follows:
Statement of the Problem
English for Special (or Specific)
Purposes (henceforth ESP) has come into view, as a teaching/learning method,
part of the mainstream of English as a Foreign Language/ English as Second
Language (henceforth EFL/ ESL) practice discipline in many parts of the world.
This happened since the beginning of the World War II era. But, in Iraq, it
comes into view much earlier in history than this date. As a matter of fact,
the ESP history in Iraq may go back further to the beginning of the 20th
century. At that time it was based on the experience of the so-called 'The Army
method' (the underlying rationale behind the sprung-up of the 'Audio-Lingual Method'
in a later historical period of TEFL. So, if it were, it can be considered as
an initial ESP version in terms of the currently usually stated ESP objectives.
Naturally, the ESP practice has been basically founded to meet, generally,
almost the needs of the learners, who find themselves lacking the skills of
speaking or writing in English, or both, in specific contexts. In other words,
the term ESP addresses all those who have to use English, as a medium in
communication in fields like job, study, or any other social and educational contacts,
whether integrative or instrumental.
In the field of TEFL, the
theorists and experts have suggested a set of general principles, to be used as
grounds for designing and planning of any ESP curriculum. But, it seems that
designers and planners' views may differ in the point of both, theory and
practice, i.e., they may differ pursuant to the relevant factors:
-
Cultural and academic background ,
-
Imagined methodology prospects ,
-
Whether the designer is a
native-English-speaker or non-native, and
-
Consequences of the cultural and linguistic
supply.
Those factors, all or part, may affect the adequacy of
any ESP curriculum (Colebrook, cited in Crooks et al., 1996).
However, as for the Iraqi
local ESP phenomenon's situation, compared with the global practice mentioned
somewhere else in this study, it obviously, seems, in general, not only very
poor in quality, but it is also very limited even in quantity.
For the own sake of this study, the researchers took
one of the ESP courses, taught in the Iraqi tertiary educational level, as a
sample of the Iraqi ESP scene, which is seen as unpromising by the researchers.
Accordingly, an examination of the current course materials taught in the
colleges of physical education in Iraq (for the academic years 2005/2006 and
2006/2007), namely the CESCPE, unfold that only the comprehension content is
strongly considered in this course, whereas other important points, needed in
the EFL learning process, are paid very little attention. For instance, among
the considerations, which the CESCPE has very little to do with, ones related
strongly to the learning of language as a communication medium, such as:
-
Academic study,
-
Cultural purposes,
-
Social contact, and
-
Future career.
More importantly, it is true
that the CESCPE seemingly appears to satisfy, probably in the least, the
academic needs of the targeted audience in the College of Physical Education
(CEP henceforth), but on the other hand, it almost fails to satisfy the
above-mentioned aspects of language learning.
This, doubtlessly, on the other hand, may give rise to
a number of significant questions, such as:
-
Does learning English mean only learning
contact?
-
Is English taught for the purpose of helping
the learners to learn subjects of their academic specialization?
-
Is reading comprehension the only technique available
in the bag of any ESP curriculum?
-
Is the reading-skill considered the only skill
that learning language can be sum-up in?
-
Does the ESP learner in the CEP need the EFL
course as a channel only to enrich their specialization study with extra
knowledge, or he/she needs it also to enrich their life style, in work in
particular, and in their life mainstream in general as well?
Logically, the expected answer
to all the afore-mentioned questions would emphatically be "No."
This is, simply, because the prospects of study, profession, and life style,
have, in general, some further dimensions than those given above.
But, on the other hand, this may give rise, at the
same time, to a very important further question about the learners' attitude
and motivation towards the ESP, i.e., whether it is integrative or
instrumental, or both.
In a research, recently carried out at the University
of Diyala, for the purpose of evaluating the English-Language-Proficiency-Test
conducted at the University (Al-Jumaily & Al-Khalidi, forthcoming), and a
survey of the prospective skills needed for the students, as seen by the deaneries
of the CPEs in the Iraqi universities, have both shown and expressed the need
to improve and develop the students' training in certain language skills, such
as creative reading and writing, besides speaking and communication skills,
which the CESCPE pay very little attention to, if none at all.
Furthermore, the deanery of
CPE/ University of Diyala figured out the following skills as demands for the
learners' interest in any suggested ESP course:
·
Affective reading skills.
·
Creative writing skills, such as:
-
Research writing.
-
Proposal writing.
-
Self-expressing.
-
Study skills.
-
Report writing.
·
Speaking and communication skills.
Unfortunately, a survey of the
CESCPE has unfolded a hard, if not glaring, fact indicates that this ESP course
does not provide the learners with enough training in any of the
afore-mentioned important language skills except that which are related to
reading comprehension loaded up with heavy, if not boring, content.
Consequently, what may remain
to be identified is whether the current materials of CESCPE satisfy the said
needs or not, and not to mention the inevitable growing learners' needs imposed
by the availability of the international network advent and the prospects it
provides.
Finally, if the current materials are found to be
lacking a layout of a creative, new, and modern syllabus, it is also imperative
that a new up-to-date textbook should, consequently, be designed for this purpose.
Aims
The study aims at:
·
Identifying CPE student's needs in the
University of Diyala, and the types of skills they need in ELL.
·
Evaluating the current CESCPE in the light of
the students' identified and specified needs.
·
Suggesting a new type of materials as grounds
in viewing a design of a sampling textbook consists, at least, of one module
with two units of a new up-to-date English course-book.
·
Investigating the effectiveness of the new
materials from the point of view of course-books designers and ESP teachers
working in the field.
Hypothesis
It is hypothesized that:
-
The current materials of the CESCPE taught in
CPEs are neither efficient nor adequate enough to respond the needs of the
targeted students in the CPE, improving their competence in language skills.
-
The suggested materials are seen as more
responsive to the needs identified in (1) above, as argued by EFL professional
experts and ESP pedagogues.
Value of the Study
Curriculum evaluation,
improvement, and development have all given evident good in favor of the EFL
teaching-learning process throughout the history of education. And curriculum
evaluation by itself always leads to inevitable syllabus improvements. Beside
this and that, the evaluation may often take different forms. One of these
forms has been adopted in this study, and based on analyzing the materials included
in the CESCPE. The analysis was made in
reference to the language skills which the CESCPE provides; if sufficient
training is given to the learners in adequate procedures or not, and if such
training is made pursuant to the learners' needs specified by the Deanery of
the CPE/ University of Diyala.
Unquestionably, results of
such analysis would help to make decisions about the CESCPE adequacy as an ESP
textbook adopted to be taught in a tertiary educational level as the CPEs.
Furthermore, passing such a judgment, in respect of the CESCPE, may later
justify suggesting a sample of a new ESP course-book for the CPE, or at least
draw the attention of the people who have concern over the ELT, to the
necessity of doing marking improvements in the field of ESP practice. And not
to mention that the evaluation of the CESCPE may open the door wide to discuss
the role and significance of the ESP pedagogue, as a teacher majored in a specific
field of teaching-learning career, which is argued for to be a complementary
factor in the success of any ESP project.
So, hopefully, the study was
carried out to be of both, theoretical and practical significance. The
theoretical part of value tends to provide support to the working researchers
in the field of ESP, by means of presenting a survey of the theoretical setting
of the ESP in the world. At the same time, a scene, as panoramic as possible,
of the ESP multiple-various practice all over the world would be provided, in
particular that one which is going on in Southern and Southeastern Asian
countries. This, no doubt, is to be done by figuring out the aspects of both,
similarities and dissimilarities, between the nature of the ESP objectives in Iraq
and those which are of those two regions' countries.
Furthermore, and hopefully
again, the study is to provide knowledge about the world's ESP ever-growing
experience. And it is for this reason, the study is hoped to be of a great
value to:
-
those who have concern with the teaching
of any ESP course-book as a remarkable independent disciplinary profession, and
-
those who have concern with ESP textbooks
designing.
Yet, the expectations of providing such help might not
be fully realized, unless pinpointing the students' recognition and production
of the type of English which is targeted here.
Limits
The scope of study is restricted to:
Evaluating the current syllabus taught to the students
of the 1st and 2nd grades in the CPE/ University of
Diyala for the academic year 2005/2006.
Suggesting a new up-to-date ESP course-book for the
CPE's 1st year students only.
Procedures
The procedures to be followed include the following:
-
Presenting a theoretical background of the
study by reviewing the relevant literature, beside a survey of the study in the
area of the ESP as a sub-discipline.
-
Evaluating the current syllabus taught in the
CPE in the light of the needs identification and specification.
-
Giving-in the proposed types of materials,
including one module of two units, as a new up-to-date sample course-book, to a
board of experts in this respect for the sake of assessment and evaluation.
-
Analyzing the specialists feed-back, by using a
proper scheme designed for the purpose of testing the adequacy of the hypotheses
put forward.
-
Drawing relevant results concluded from the
analysis stage, followed by an outline of the general conclusions,
recommendations derived from the resultant findings, and suggestions for
further study.
Definitions of Basic Terms
ESP: A special type of EFL course is almost designed to
be used in a specific discipline of study other than the English
language study, or in a specific field of work. It is usually provided
with as much relevant vocabulary as possible from the related to the said
discipline or field register.
Evaluation: It is the process of passing judgments about
the suitability and adequacy of an ESP teaching program, in order to mainly
identify the extent it responds to the learners' growing needs.
Current syllabus: it is the syllabus presently
taught in the CPE, namely 'A COURSE OF ENGLISH FOR THE STUDENTS IN
COLLEGES OF PHYSICAL EDUCATION'.
Students of CPE: First-year students in CPE/
University of Diyala/ Iraq, whom are taught the CESCPE during the academic
years 2005/2006 and 2006/2007.
* * * * * *
* * * * * * * * *
Furthermore, within the
theoretical setting, the researchers made a shift to survey the ESP phenomenon
in many parts of the world. But, they made a particular stop at the experience
of the Southern and Southeastern Asian countries' in ESP. This is, because the
EFL conduct in these countries, according to the researchers' intuition,
supported by results given by research, has had so many features in common with
the Iraqi TEFL experience:
-
Historically, being under the same English-speaking
colonial power in the near past,
-
Consequently following almost the same
educational system,
-
English is tilting to be a second language, and
-
Others.
This, in reality, has made it
possible, by analogy, for the study to use the ESP research community findings
in the said countries, as far as it concerns the ESP course, to argue for a new
ESP course.
Consequently, though not
through a clear-cut point detailed comparison, the study in this point unfold
the terribly wide gap between the global dynamic and ever-on-going ESP
experience and the almost static and poorly conducted ESP Iraqi practice.
Hence, certain evidences have been drawn by conducting a survey of ESP courses
in countries like Japan, Korea, Indonesia, Malaysia, Taiwan, China, and other
countries. These evidences have shown that so many difficulties have been gone
across there before they could develop a sort of advanced ESP paradigms, which
not only served to teach English as an FL, but also to gradually adopt English
as an SL in the said countries' communities, in Japan, India, southern Korea,
and Malaysia in particular (Mahater 1991- cited in Vasan & Sargunan 1996).
The paradigm shift, happened in Southern and
Southeastern Asian countries, in methods of teaching English, has shown that the
attitude there towards adopting a hierarchical order of the Language's four skills
differs from that the Audio-lingual one; (listening, speaking, reading, and
writing) adopted before in the teaching-learning process (Izoo 1997,
Yoshida 1998, Sanhaneti 1994/ Chantupanth 1993, Shakur et al. 1993, etc.)
In practice, the majority of those countries' ESP
experience has significantly adopted the following hierarchical language skills
order:
WRITING;
READING; SPEAKING; DISCUSSION
However, a critical evaluation
was made to the currently taught course, i.e., the CESCPE, and this evaluation
has generally unfolded the inadequacy of the course whether in objectives,
techniques, content, or methodology according to the following criteria:
-
Purpose of the course,
-
Teacher's readiness,
-
Content sufficiency,
-
Methodology,
-
Design, and
-
After-course prospect.
The evaluation, undoubtedly, has unfolded also some
by-results such as the shortages which the CESCPE suffers from in the covering
of a supposed integrative language learning process related to the activities
of the language's four skills all, not only a to the activities of a certain
skill.
Hence, before making a design of a course-book sample
(module of 2 units) for the new suggested syllabus, it seems very necessary to conduct
a review of the models, which have been put forth in the field of ESP all over the
world.
Models of ESP Programs
From among the ESP models
variety, the researchers have selected, for importance, the following two models
as samples:
·
Hutchinson and Water's Model
It is said that almost all the
ESP models' designs have emerged from Hutchinson and Water's Model. This model
consists of the following components:
INPUT,
CONTENT, LANGUAGE, and TASK
(cited
in Carreon and Balarbar 1997)
INPUT is defined as a text (written or oral) used to
stimulate the students and as a source for a new language items and a correct
model of language use.
-
CONTENT is drawn from the INPUT; it involves
exercises to stimulate thinking.
-
LANGUAGE is meant to be enabling the students
to analyze and manipulate LANGUAGE.
-
TASK is identified as a tool which
leads the learners forward using previously learnt CONTENT and LANGUAGE in a
certain communicative activity.
The above-realized model can
obviously show or suggest what types of materials can be implied and expressed
by sequence of lessons and exercises. It is as Carreon and Balarbar (1997)
state: "The model…" that “… answers a major concern of the ESP
materials' writer", which the researchers have found it here to be
of a great help to the ESP materials compiler, as well.
On the other hand, although
acknowledging the importance of Hutching & Waters' model, it is argued by
Carreon & Balarbar (1997) that the model responds only to the major concern
of the ESP materials, whereas it does not thoroughly explain the process of
conceptualizing, planning, and writing materials for a group of learners.
·
De La sale University Cyclical Model
Hence, and from the point
Carreon & Balarbar have reached, ESP programmers, at De La Sale University,
Manilla, Philippine, developed a cyclical model, instead of the linear one of Hutching
& Waters (Carreon 1996).
The following diagram
illustrates their conception about the process:
Figure No. 1 : …based on the
paper presented by Edwina Carreon and Corazon Balabar at Orlando TESOL (March,
14, 1997
However, in practice, the planning and
implementing of a syllabus for any ESP course entails devising a series of
certain detailed practical and
cultural needs of the learners to be satisfied. Such needs should, no doubt, be
translated into sufficient amount of exercises and activities distributed over
the most sought-after language skills. And this is better to be done with
significantly weighted-design towards the language skills. And no doubt, the
most sought-after language skills, which are supposedly adopted, in our theory,
should be included in the designing of a suggested ESP new course, i.e.,
ESP-CESCPE. The said sought-after skills can be primarily illustrated in the
following suggested hierarchical order (successively in importance):
READING,
WRITING, SPEAKING, and LISTENING
It is conspicuously obvious
that our hierarchical order, above-illustrated, is different from all the ones
made before, though it may agree with the general hierarchical guide-lines of the
Southern and Southeastern Asian countries' experience, in respect of giving
priority to READING and WRITING successively.
Hence, the researchers would
like to make it clear here that this study tilts not to advise adopting certain
methodology, as a magical and binding one in mind, for the ESP-CESCPE, suggested
to be taught in the CPEs. So, they, instead, have preferred to make appeal to
their better mind to imagine an innovative model, developed out of Hutchinson
& Waters' one, whether in methodology or in drawing a more progressive
model design.
·
A Spiral Model
Invented by This Study
Since the issue of the
models has been, still, and will stay, an open-ended controversial one, it
becomes possible, then, to argue for a model can be developed by this study.
Arguably, it is true that
the cyclical model of the Philippines ESP is a more developed one than
Hutchinson & Waters' linear one, but on the other hand, it is a more
complicatedly abstract one as well. This is, because Hutchinson & Waters'
model actualizes its simplicity generally without losing touch with the
situation.
As for, the model
developed by the present study, the Spiral Model, although it seemingly adheres
to the general guide-line of Hutchinson & Waters' model (cited in Carreon
& Balarbar (1997), it is at such extent that makes it different, as thought
it to be a more responsive one to the learners needs.
Consider the following two
versions of the Spiral Model:
It
is obvious here that the spiral model works at two interconnected levels:
-
Pedagogical: the
process of teaching, study or represented in figure No.2
-
Learning: Integrative
growth in the language's four skills represented in figure No.3
In
figure No.2, the narrowest curves of the spiral involve INPUT as a starting
point in the process, whereas the widest ones involve TASK. And see how the
connected curves in the spiral are ever widening, involving CONTENT and
LANGUAGE.
Furthermore,
in this model, the connected ever widening curves of the spiral rely most, in
their interconnected advance, on two sources of support:
-
The pedagogue's
creativity, and
-
The learner's
interactivity.
The
imaginary spiral, in the diagram, stands for the supposed learner's general
cognitive growth in language learning. As a matter of fact, the notion of
cognitive growth is derived from epistemology. For, it is philosophically
assumed that man's epistemic growth, along the way, has historically taken an
imaginary Spiral Course; its connected curves sequence are ever widening
upwardly.
But,
it seems that it is not an easy job to try hardest to spell out the ESP model's
version in figure No.2 into the ESP model's version in figure No.3, in order to
be interconnected analogically to the language's four skills, and how these
skills to be ultimately integrated into an ESP-CESCPE.
As
it occurs in figure No.3, the LISTENING skill position in the diagram, yet it
seems not within the imaginary space of the spiral; it occupies a
peripheral status, not a winding one in the centre of the spiral. That
is, in fact, because it should accompany the process from its lower phases to
the upper phases, in all directions and in a limitless time. This is, simply:
·
Firstly, because
the learner has only minimum possibilities to practice LISTENING from the model
in the classroom, i.e., the pedagogue, whereas she/he has maximum possibilities
to do so with unlimited chances to practice, not only LISTENING but also learning,
in general, outside the classroom, and it is very important here to point out that
such affective dimensions of learning practice outside the atmosphere and
feelings of the classroom depends largely on the learner's motivation to make
use of countless resources of the media and other electronic channels of
learning; from the simplest ones to the more advanced ones such as:
-
Movies of all
kinds,
-
Specific language
radio programs,
-
TV programs and CDs
programs,
-
Internet programs
in general, and not to forget especially...
…
some steered and channeled programs have to do with the student's
language-register used in the relevant field of study.
·
Secondly:
The peripheral status given to LISTENING, as a language skill (as it is
prescribed by the Audio-lingual method to be naturally as a starting-point
condition in learning), this is in order to let it not be a barrier that may
limit the student's ability to make progress in the other three skills:
READING, WRITING, and SPEAKING.
However,
back to the diagram in figure No.3, to illustrate the status of language skills
other than LISTENING, i.e., READING, WRITING and SPEAKING, which could be
represented by a Lead-in entry items at the beginning of each part of
the ESP-CESCPE course.
As a matter of fact, one
of the most remarkable features of this newly suggested ESP-CESCPE method is
its emphasis on the significant role of READING and WRITING skills in
determining what kind of difficulties the learner encounters.
Furthermore, the assumed
training in READING and WRITING, in this sample course, mostly is not programmed
only to satisfy the learners' needs of study in carrying out research, but also
to propose possibilities of making development and improvement upon the very
poor speaking skill and make it better through two tributaries:
-
A relatively
teacher-led environment, and
-
Using access
accumulation on READING and WRITING training.
In
other words, this may make it possible for the learner to acquire acceptable
speech habits, accessed by building competently sufficient repertoire, through the recurrence of intensive training
of READING and WRITING. And this can be achieved whether in CONTENT exercises or
in LANGUAGE activities.
Therefore,
on the other hand, SPEAKING appears, in our Spiral Model, in figure
No.3, as though it is an outcome of READING and WRITING, while, in other
respects, it intervenes the whole ESP-CESCPE from the very beginning of
the unit to the end of it, as a teacher-lead activity.
Finally, it needs not to
remind the reader of this study about our theory's guide-lines meeting the CPE
learners' needs of ESP specified by authorities cited in the lines above.
Conclusions
In
a non-English speaking background environment, there is no existence of a
pedagogical, or methodological, prescription that dares claiming the
possibility of making an undergraduate realize fluent communication in a
time-period of weeks, if not even in months. Otherwise, why such a goal has not
yet been achieved in all the Iraqi pre-tertiary level programs of ELT at least,
and let alone the EFL tertiary level? In other words, what reasons have made
the EFL learners in Iraq so poor at English, though, as a matter of fact, they
are actually exposed to English for 8 years at least in the pre-college levels
plus 4 years for the non-department English during the college study? And the
situation may seem more pitiful, when it is stated that even the majority of
those who graduate in the departments of English, whose medium of
communication and study is absolutely English, except very few of them, fall
short of achieving such a goal till now!
Hence, to conclude, some issues immediately call for
a lot of attention as major findings. They are:
·
The current CESCPE does not respond the
CPEs students' needs as a means of developing their competence in English.
·
It is very necessary to design a new
up-to-date syllabus that enables them to keep pace with modern developments in
the field of sports.
·
It is the general need for ESP programs
that meet the challenge posed by the use of English as a second medium-to-be of
instruction in higher education in a country wherein English is most likely
considered as a second-language-to-be, sooner or later, or modestly speaking,
as soon as the economic and socio-political changes going on in Iraq allow that
to happen.
- It is only by the
realization of the above-mentioned important fact that it would be
possible to address the problems that may arise as an outcome of the
moving circumstances. No doubt, some of such problems were discussed in
the course of this study, at least the problems posed by the ECSCPE, or
the like. However, the funny loose and misty academic climate prevailing
nowadays in the Iraqi academic campuses is putting off the occurrence of
such problems!
·
ESP cannot afford keeping on; avoiding the
ultimate need to more realistic ESP syllabus, in meeting the language and
communication needs of the university's both undergraduate and graduate,
whether at study, at work, or at any other from-day-to-the-next activities.
Therefore, ESP for the EFL learners in a learning context like that in the
Iraqi universities, particularly in
Diyala University, should have first to be redefined, and secondly to be
reformed, in terms of both, contents and materials, and not to mention other
considerations. Only so, it would be possible to compensate for the learners’
low level of motivation to learn English, their cultural setting, their poor
background in English (though they have been exposed before to English for not
less than 8 years) and let alone the very inadequate ESP practitioners
themselves, who most of the time falsely turn the conducting of any ESP course
to a thing seems "…just like that!", or as a "…piece of cake!"
Recommendations
Significantly, this
study, if it were, has been a call for a serious and painstaking improvement of
the Iraqi ESP practice, which it has not for long witnessed any earnest care,
in order to bring it in the line of the real ever-growing needs within the
course of the EFL experience.
Moreover, attaining such
a goal may, at least, significantly show that having done any reform in the ESP
Iraqi programs will be worthy of time and efforts given to it by any person
takes on risking a sail across the promising and limitless ESP lake.
Hence, it is possible to
mark some of the ESP areas that require the reform attention in the following:
-
Needs specification
-
Syllabus design
-
Learning motivation
-
Instructional materials
-
ESP teachers
-
Strategies and prospects.
Finally, for the reform
of the Iraqi ESP programs, it is very important to plan, above all, for holding
and conducting national conferences, seminars, symposiums, and meetings, at the
level of tertiary educational level, and be devoted for the following:
1 – ESP planners,
designers and authors.
2 - ESP practitioners.
In so doing, a very significant
step would be achieved, that is the marking of a real starting point and a
standpoint for the reform of the ESP programs.
Suggestions for Further Study
Importantly, the
following suggestions are found to be justifiable for further study:
1 – The need to
investigate the effectiveness and the significance of the ESP programs taught
in the major departments and colleges, other than the CPEs, and
2 – The need to adopt a
comprehensive plan, steered by a central body of experts comes from all the
academic institutions in Iraq to investigate the current situation of the ESP
programs.
Last but not the least; one may wonder:
-
Have
we lost our imagination?
-
Do we need, like Peter
Pan in the fairy tale, to keep holding a happy thought that makes us
ever able to let our imagination fly, which implies leaving our
windows open?
Educational workers on
this study have been thinking so. For, nobody at present can willingly and
happily keep a happy thought or can leave the windows open, because it
seems true that: everybody's business is nobody's business, and that, in other
words, means that everybody is almost happy-go-lucky!
Bibliography
-
Abdul-Razzak, Fakhir; AL-Mufti, Widad (1987),
A course in English for Students in the Colleges of Physical Education, compiled
, Baghdad Higher Education Press, Baghdad/ Iraq.
-
Ballering, Eugenie; And Others (1995) Handbook
for Using the Vedio 'Communication Pays Off', Office of Adult and
Community Education, Washington DC, USA
-
Beasly, Colin J. (1993), Language and
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Brock, Mark N.; And Others (1993), Observation
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Capocchi Ribeiro, Maria Alice (1999) the
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Carreon, Edwina (1996), Preparing ESP
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Carreon, Edwina; Balarbar Corazon V. (1997),
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Chantrupanth, Dhanan (1993) In
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Annual SEAMEO Regional Language Center Seminar (Sangupore 1993), Mahidol Univ.
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Dweyer, Robert (1994), Augmenting ESL
Class Evaluation through Oral Journals; a report, City Univ. of Hong
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Epstein, Steve (1996), Keeping a Cool
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Fujita Mariko; Sakamato, Masako (1998) EFL
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Garcia, Paula; And Others (1994) General
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Hayes, Tom; Cargile, Jill (1998), Assessment
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Huang, Su-yueh (1997), The ESP
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Izzo, John (1997), Development of an
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Johns, Ann (1993), Issues in ESP for
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Katchen, Johana E. (1995), Speaking
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Kim, Young sang (2001), Advanced
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Lee, K.C. (2001), Selecting and
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Lessard- Clouston, Michael (1995), Vocabulary
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Migliacci, Naomi (2000) Ouch! Or ESL
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Moody, James (1992) Possibilities for
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Noguchi, Judy (1998), 'Easifying' ESP
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Mukogawa Women's Univ., Japan.
-
Oladejo, James (1993), Problems and
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Preece, Robert (1994), Art English;
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Peters, Sandra; Saxon, Deborah (1998),
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-
Peters, Sandra; Saxon, Deborah (1998), Integrating
ESL into the Art History Classroom; apaper presented to the Japan
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Renner, Christopher E. (1997), Woman
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Rogers, Drew (1993), Teaching ESP-B and
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at the Annual Eastern Michigan Univ. Conference on Language and Communication
for World Business and Professions 1993, Harvard Business School, USA
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Rogers, Angela; Mulyana, Kukup (1995), ESP
Methodology for Science Lecturers; a journal article in 'ESP in S.E.
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Sawer, Doug (1998), From
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Fukushima, Japan 1998), ERIC, USA
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Scholz, George E. (1993), Exploring ESP
and Language Testing; a paper presented at the Annual Meeting of the
Southeast Asian Ministers of Education Organization Regional Language Centre
Seminar (Sangapore 1993), ERIC, USA
-
Shukor, Haji; And Others (1993), Towards
ESP programs in technical and Vocational Institutions in Malaysia; a
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-
Simmons, Margaret (1998), A Sociolinguistic
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to the Japan conference on ESP Proceedings (Aizuwakamatsu city, Fukushima,
Japan 1998), from ERIC, USA.
-
Shaneti, Kanatatip (1994), ESP Courses
at Tertiary Level; a research paper presented at the Annual
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Steinhausen, Paul (1993), From General
English to ESP: Bridging the Gap; a research paper presented at the Annual
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-
Tan San Yee, Christine (1993), Case for
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Tranopolsky, Oleg B. (1996), Intensive
Immersion ESP Teaching in the Ukraine; a research paper presented at
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Thiel, Teresa A. (1996), Maritime
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Tubtimtong, Wanpen (1995), Building Up
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Tzung-yu, Cheng (1993), The Syntactical
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Vasan, Mani Le; Sargunan, Rajeswary (1996)
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Waters, Alan (1993), ESP . . . Things
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Wright, Andrew; And Others (1996), Curriculum
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Yoshida, Kin’ei (1998), Students
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University of Aizu, Japan.
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