PERCEPTION OF STUDENTS AND TEACHERS OVER ESP CURRICULUM DESIGN FOR A BUSINESS MANAGEMENT PROGRAMME IN THE SRI LANKAN CONTEXT

Konara Mudiyanselage Dissanayake, Raja Nor Safinas Raja Harun

Abstract


Teaching and learning English for Specific Purposes (ESP) for higher education still occupies a dominant place in scholarly forums. It is an obvious fact that learners should be equipped with a sound knowledge of ESP in order to meet the global requirements of the academic and industrial spheres. This paper reports the findings of a larger study which explore the perception of students and teachers regarding the practice of a new ESP course module within the context of higher education in Sri Lanka. The main objective of this paper is to report the findings based on qualitative data gathered after practice of a new ESP course module for the development of an effective ESP curriculum. A quasi experimental research design has been employed in the study.  A larger amount of qualitative data was gathered to support quantitative data and for the triangulation of data to meet the objective of the study. The data was collected through semi structured interviews and open ended questionnaires. The samples used a purposive sample of twenty six (26) undergraduates of the Faculty of Business Studies and Finance from a university in Sri Lanka. Also the sample consists of four (4) language teachers belongs to English Language Teaching Unit (ELTU) of the same university. The findings of the ESP course module provide valuable insights in designing an effective ESP curriculum to meet the learners’ needs. The findings also indicate that the existing ESP curriculum does not meet the actual needs of the ESP learners and some changes are suggested for a successful application of the ESP curriculum in terms of quality, relevance and validity.  In particular, the ESP courses are to be revised and redesigned to cater to the multiple needs of the learners and parallel to the language needs of the main stream content subjects. 


Keywords


ESP curriculum design; ESP course module; higher education; learners’ needs

Full Text:

PDF

References


Coperahewa, S. (2009). The language planning situation in Sri Lanka. Current Issues in Language Planning, 10(1), 69-150.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning centered approach. Cambridge: Cambridge University Press.

Kandiah, T. (2010). Re-centering thought and practice in third world English language studies: From materiality of the world to the determinate materiality of time and place. In Fernando, S., Gunasekara, M., & Parakrama, A. (Eds.). English in Sri Lanka, Ceylon English, Lankan English, Sri Lankan English (pp. 131-161). Colombo: Sri Lanka English Teachers’ Association.

Munasinghe, L. & Jayawardena, P. (1999). Continuous quality improvement in higher education: A model for Sri Lanka. Quality in Higher Education, 5(1), 69-79.

Perera, M.A.N.R. (2013). Problems faced by undergraduates in the learning environment: some evidences from a Sri Lanka university. Sri Lanka Journal of Advanced Social Studies, 3(1), 77-100.

Punchi, L. (2001). Resistance towards the language of globalization – The case of Sri Lanka, International review of education. Amsterdam: Kluwer Academic Publishers.

Taba, H. (1962). Curriculum development, theory and practice. New York: Harcourt, Brace and World.

Tyler, R. W. (1949). Basic principles of curriculum and instructions. London: The University of Chicago Press, Ltd.


Refbacks

  • There are currently no refbacks.