Designing a learner-centered esp course for adults based on evidence from a questionnaire and incorporating the learners' aims into a situational-based syllabus
CitationDinçay, T. (2011). Designing a learner-centered esp course for adults based on evidence from a questionnaire and incorporating the learners' aims into a situational-based syllabus. EKEV Akademi Dergisi. 15 (19): 2011, 235-247.
This paper examines the organization of a six-week Conversational English ESP course design for the tweny-two adult administrative human resources staff working in the International Inlingua Language Learning Center in Istanbul. At the very start of this course, a thorough needs analysis taking into account the language needs of the learners based on the essentials put forth by Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998) established the core framework for the study and the findings from this analysis were used for the ESP course and syllabus design. Throughout my study, I always tried to tailor-make the course to suit the needs and wants of the learners and contribute to a positive learning experience since they were all in a non-native English speaking country. In the final phase of my study for the ESP course design in question, the choice of the right syllabus was a major decision in language teaching, and it was made as consciously and with as much information as possible. After due consideration, I decided on the Situational-Based Syllabus as the most appropriate syllabus from among the several distinct types of language teaching syllabi and prepared the course content for the Conversational English Class.