LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:2 February 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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A Comparative Evaluation of Two ESP Textbooks for Students of Engineering: Merits and Demerits

Seyed Mohammad Mohammadi, M.A. in TEFL
Ali Safayee Moghadam, M.A. in TEFL
Arak Education (Department 2), Ministry of Education, Iran

Abstract

Concerning the development of English for specific purposes (ESP), huge quantities of textbooks have been published for different fields of specialization. Presently, almost all undergraduates in the Iranian higher educational system must pass an obligatory course in ESP. Consequently, due to the importance of textbooks as one of the basic elements in curriculum and the essential role of textbook evaluation and lack of any systematic research on the effectiveness of current ESP textbooks in Iranian universities, this study attempted to evaluate two ESP textbooks on “Engineering”, one of which has been written by SAMT (The Center for Studying and Compiling University Books in Humanities) and the other one by Cambridge University Press. To this end, a very detailed checklist, which shared most of the features of seven well-known checklists, was used to evaluate different sections of textbooks critically. Nevertheless, the results of the present study indicated that SAMT ESP textbook did not have expected effectiveness and usefulness. Cambridge ESP textbooks had them more satisfactorily. Furthermore, it was found that most undergraduates do not have a clear understanding about what ESP is.

Key words: Textbook evaluation, ESP, needs analysis, checklist

Introduction

The major goal of English for specific purposes in EFL settings is to help non-native English-speaking students of post-secondary colleges in which English is the sole medium (Suzani, Yamini and Yarmohammadi, 2011, p.180). Owing to its variety, it is obligatory first to delineate what English for Specific Purposes (ESP) is. Hutchinson & Waters (1987, p.19) state that ESP is not "a product", but rather "an approach to language learning which is based on learner need". Robinson (1991) builds her more comprehensive definition on two key defining criteria and several significant characteristics. Her main criteria are that ESP is “normally goal-directed” and that ESP comes out from a solid need analysis (Robinson, 1991:3). Her important characteristics are that ESP courses are taught to adults in homogeneous classes and under a limited time period. The most comprehensive and specific definition was developed by Dudley-Evans & St. John (1998) in terms of absolute and variable characteristics. Table 1 summarizes and compares absolute and variable characteristics of ESP:

As its name suggests, ESP is designed for a particular group of people with particular needs in a particular context. The materials used are related to the learners' specialized field of study. One of the chief issues in language teaching and learning in general and ESP in particular is to see what students really expect from an ESP course and then determine their special needs in relation to this new situation.

The Significance of Learners' Needs Analysis

It is well recognized that the very first step for devising syllabuses, courses, teaching materials and classroom lessons is needs analysis (Coffey, 1984). The importance of needs analysis in any language teaching programming is roughly self-evident. Variety of sources and various methods will be considered and utilized in the process of specifying students’ needs. Learners play a central role in ESP classrooms. Consequently, the course is generally more learner-centered.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Seyed Mohammad Mohammadi, M.A. in TEFL
(Corresponding Author)
No. 42, Kashani Avenue, Arak Education (Department 2), Ministry of Education,
Iran
mado.enaj@yahoo.com

Ali Safayee Moghadam, M.A. in TEFL
No. 42, Kashani Avenue, Arak Education (Department 2), Ministry of Education,
Iran
alisafayeem@gmail.com

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