In like
manner, in a study which took place in a specialised business context
involving senior German bankers, Edwards (2000) has observed that there
is a correlational relationship between the place of work and the effective
needs of workers in terms of language skills practiced, terminology
used, and syllabus design and materials preparation for the workers.
1.1. Rationale for the Study
This work arose from a long-standing association between the on-going
process of research in the field of teaching/learning English for Specific
purposes in General, and our study plan towards a Bachelor of Arts degree
from the Department of English for Applied studies at Jordan University
of Science and Technology (JUST)1.
More specifically, it developed from an attempt to revise our study
plan continuously based on the results of other studies on ESP along
with an authentic analysis of learners' perceptions of needs, wants
and lacks in the workplace. The rationale behind choosing these two
areas of work (banking and tourism) for the purpose of investigation
is because they are two of the most important fields in which English
is used extensively.
So, for a better understanding of the day-to-day activities and the
'real world' needs of these workers, an empirical investigation was
carried out so as to see whether the type of material and skills being
taught to our students suit their needs or not. Another aim of this
study is to see whether there is a need to modify our objectives or
to update our programs in light of the results of this investigation.
Given the importance of the learner's attitude in the process of learning
any foreign language, we find it essential to examine the senior workers'
attitude toward English in general, and English for specific purposes
in particular. So this study will concern itself partially with studying
language use, attitudes, and the workers' perceptions of ESP in light
of their abilities and 'real world' need.
1.2.
Data and Methodology
The design of this investigation is based on the work of Hutchinson
and Waters (1987), and Dudley-Evans and Jo ST John (1998), in which
they define needs in terms of "target needs (i.e. what the learner
needs to do in the target situation) and Learning needs (i.e. what the
learner needs to do in order to learn)." The main concern of this
investigation will be an analysis of the target needs of the subjects
in these two workplaces. However, as all the subjects of this study
are university graduates no attempt will be made here to investigate
their learning needs. To understand the undergraduates' preferred ways
of learning, it is highly recommended that such investigation to be
conducted at the University of Science and Technology in Irbid city-Jordan,
where several ESP courses are taught to the university students. The
target needs, the focus of this work, are further broken down into the
necessities, wants and lacks of the workers. For more clarification
of these three elements an attempt will be made here to examine the
workers' attitudes toward English in general and English for specific
purposes in particular. According to Hutchinson and Waters (1987), and
Dudley-Evans and Jo ST John (1998), the best methodology for studying
the target needs of any particular group of workers/students is to use
such methods as Questionnaires, follow-up interviews, collection of
authentic workplace texts, and visits to the workplace.
The corpus of this study was collected with the assistance of three
ESP students enrolled in the Department of English for Applied Studies
at Jordan University of Science and Technology (JUST) by means of a
questionnaire and interviews. Some of the interviews were conducted
by me. The present research is based on data collected from thirty respondents
in leading positions (executives) in twelve different institutions:
banks and travel agencies. The participants in the survey were expert
professionals occupying important and influential positions, all of
whom are Arabic-English balanced bilinguals capable of using English
for different purposes. Fifteen of them work in the field of tourism
and the other fifteen in the field of banking. The sample is composed
of twenty-two males and only eight females. The unbalanced distribution
of the sample by sex is due to the fact that the chances of females
in Jordanian society in occupying senior positions, like managers or
directors, are smaller than those of males. All of respondents are supposed
to have studied English as a foreign language for eight to ten years
and their education for the university degree (B.A., M.Sc.) was English
medium. Also it is worth noting that all those executives have worked
for duration of five to twenty years in their respective fields of work.
The linguistic questionnaire utilized in this research was largely influenced
by those used in previous works on needs analysis, language use, function
and attitudes (e.g., Huthinson and Waters, 1987; Dudley-Evans and Jo
ST John, 1998; Louhiala-Salminon, 1996; Li So-mui and Mead, 2000; Perrin,
2003; Alm, 2003; among others). However, the questionnaire was modified
in a way so as to better serve the purposes of this study with these
particular workplaces. The questionnaire was designed to elicit different
types of data on the workers' target needs, wants, lacks, use of English
in the workplace for different purposes, and attitudes. One section
of the questionnaire is designed to elicit some attitudinal data toward
the use of both English and Arabic in general, and English for specific
purposes, in particular.
Additionally, the assistances were asked beforehand to note down any
additional information they might get from the subjects, whether in
direct or an indirect way. By so doing, they were quite able to provide
us with some extra information of great value on both language use and
attitude. To verify the truthfulness of some of the collected data,
the respondents were asked to provide us with authentic workplace texts
and correspondence. In this way, we were able to check on such matters
as the type of English being used, the most common channel(s) of communication,
and the extent of English usage.
2. Results
and Discussion
The results of this study are reported and discussed under five main
headings:
1. Workers' needs and use
2. Workers' wants
3. Workers' lacks (self-assessment)
4. Workers' attitudes
2.1. Workers' Needs and Actual Use
The responses below were given by the personnel in answer to the following
question: What I need English for? To answer this question each subject
was asked to say whether he/she needs English for any of the purposes
shown in table 1 below. Also, based on their answers we ranked their
needs in priority as shown in the table.
| Item |
Banking |
Tourism
|
| 1.For
communication |
72%
|
94% |
| 2.
For a job |
44% |
76% |
| 3.
For improving my performance in the Language |
65% |
85% |
| 4.
For traveling abroad |
24% |
69% |
| 5.
For studying in the language |
06% |
9% |
| 6.
For promotion purposes |
02% |
15% |
| 7.
For reading English material (books, newspapers.. etc.) |
__ |
23% |
| 8.
For watching English TV programs |
__ |
02% |
| 9.
To be more fluent in the language |
26% |
51% |
Table1:
Workers' needs by type of job
From Tables
1, and 2 we observe that for both groups of workers English is needed
for certain purposes much more often than others. For example, in both
groups the personnel have reported that English is needed much for communication,
improving their proficiency in the language and travel. However, the
percentage scores shown in tables 1 and 2 indicate that the two groups
of officials are distinct from one another by their needs for and use
of English. For instance, while the travel agency workers see English
needed for communication, job, improving their performance 94%, 76%,
and 85% of the time respectively, the other group of workers sees it
needed 72%, 44% and 65% of the time respectively.
| Item |
Only
Arabic
...%
..T
B |
Mostly
Arabic
...%
..T
B |
Arabic
&
English
...%
T
B |
Only
English
...%
T
B |
Mostly
English
...%
T
B |
No
Answer
...%
T
B |
Total
...%
...T
B |
1.
For
correspondence |
0 |
0 |
20 |
50 |
47 |
50 |
27 |
0 |
6 |
0 |
0 |
0 |
100 |
100 |
2.
For
filing &
documentation |
7 |
33 |
7 |
50 |
53 |
17 |
13 |
0 |
20 |
0 |
0 |
0 |
100 |
100 |
3.
For
Comunication
with
other
colleauges |
60 |
67 |
20 |
27 |
13 |
6 |
7 |
0 |
0 |
0 |
0 |
0 |
100 |
100 |
4.
For
dealing
in public
relations |
13 |
17 |
7 |
17 |
60 |
50 |
0 |
16 |
13 |
0 |
7 |
0 |
100 |
100 |
T= Tourism
B= Banking Table 2. Response percentages: Language use in the workplace
by type of work
T= Tourism
B= Banking Table 2. Response percentages: Language use in the workplace
by type of work
Also, the
results of data analysis, as seen in Tables 2 above, show that both
languages, Arabic and English, are used by the executives for a wide
range of activities, though Arabic appears to be used much more often
than English. However, the use of Arabic, in general, appears to take
place mostly when talking to colleagues in the workplace. This could
be due to the fact that all workers are Jordanians, who may find it
easier to communicate in Arabic.
2.2. Worker's Wants
In asking the workers about their wants (What kind of English training
courses do you like to be enrolled in?) they reported the answers indicated
in table 4 below. A closer examination of Table 4 below reveals that
the assertion that the workers are quite aware of their wants is a valid
one. For example, the great majority of both groups of workers believe
that increasing their corpus of specialized lexical items and technical
terms, improving writing, speaking and listening skills should be given
more attention and emphasis in designing any training courses for them.
These results appear to be in line with those arrived at in other sections
of the paper, where the workers were found to be in need for more practice
to improve their abilities in speaking, writing and listening. Comparing
the percentage scores of the two working groups across their wants,
we notice that they are still differentiated from one another by their
responses to the included items. For example, only 54% of the banking
sector workers want to increase their corpus of specialized lexical
items and technical terms in comparison to 84% of the travel agency
workers want that. And out of 94% of the travel agency workers who wanted
to improve their speaking skill, only 73% of the banking workers wanted
that. The same also is true with regard to item three, where more than
78% of the travel agency workers wanted to improve their writing skill,
only 49% of the banking workers wanted to do that.
| Item |
Banking
%
|
Tourism
%
|
1.
To increase my corpus of
specialized lexical items and technical terms
|
54 |
84 |
| 2.
To learn grammar |
02 |
06 |
| 3.
To improve writing skills |
49 |
78 |
| 4.
To improve reading skills |
37 |
17 |
| 5.
To improve listening skills |
23 |
29 |
| 6.
To improve speaking skills |
73 |
94 |
| 7.
To get information |
07 |
14 |
| 8.
To improve my ability in using the internet |
__ |
09 |
Table 3:
workers' wants by type of work
To explain
this, one must take into consideration the effect of activities being
carried out in the workplace which also seem to interact with language
proficiency in influencing the type of wants being specified by the
workers. Generally speaking, all evidence suggest that the travel agency
workers, due to a wealth of factors discussed below, are more proficient
in English than their banking counterparts. This is because they are
heavier user of the language than their banking workers, and having
more positive orientation toward the language. Thus it is highly likely
that these elements put together are the factors most responsible for
the type of wants being identified by each group and also for the distinction
existed between the two working groups in their responses to the questionnaire.
2.3.
Workers' lacks
Worker's lacks are reflected in their assessment of their profeciency
in the different language skills on a five grade scale as shown below
as well as in their actual use of the various skills in the workplace.
Table 4 below reveals that, as expected, the travel agency workers were
more likely to assess their proficiency in the various skills as more
proficient in all four skills than the banking workers.
| Langauge
skills |
Excellent
%
T........ B |
V.
Good
%
T........ B |
Good
%
T.......B |
Satisfactory
%
T........B |
Weak
%
T........ B |
| Speaking |
9 |
2 |
35 |
22 |
44 |
32 |
10 |
34 |
2 |
10 |
| Reading |
21 |
13 |
39 |
29 |
31 |
30 |
09 |
20 |
- |
8 |
| Writing |
19 |
1 |
30 |
33 |
38 |
40 |
13 |
15 |
- |
- |
| Listening |
14 |
8 |
32 |
22 |
40 |
42 |
12 |
20 |
2 |
8 |
Table
4. Response percentages: Language proficiency (self-assessment) by type
of work
Comparing the percentage scores of the two working groups across their
perceived proficiency in the four language skills (see Table 8), it
becomes clear that the two groups of workers appear to be differentiated
by their proficiencies in all language skills, although the greatest
distinction between them seems to exist mostly in their proficiency
in speaking and listening. Even though the type of work has obviously
influenced the two groups of workers, the banking workers, no doubt
due to their limited use of the language, appear to be lagging behind,
showing lower percentages in their assessment of their proficiency in
all four language skills.
Also in asking the question of (What kind of skill do you use most often?)
their responses, as shown in Table 5 below revealed that not all skills
are equally used by the workers. Workers' responses to this question
have shown that writing and speaking are the skills used most often
in the workplace, though to varying degrees.
| Item |
Almost
always
%
...T
B
|
Mostly used
%
....T
B
|
Rarely used
% ..T
B
|
Not at all
%
T
B
|
| Reading |
61 |
49 |
25 |
25 |
14 |
26 |
0 |
0 |
| Writing |
80 |
37 |
6 |
20 |
14 |
43 |
0 |
0 |
| Speaking |
61 |
33 |
33 |
14 |
6 |
53 |
0 |
0 |
| Listening |
63 |
36 |
28 |
33 |
9 |
31 |
0 |
0 |
From table
5 it is also evident that the type of work, as said previously, plays
a significant role in determining the amount and degree of use made
by the workers. While the travel agency workers show a strong tendency
toward using all three skills more frequently, the banks' workers, on
the other hand, appear to be less efficient, tending to use these skills
less frequently. This could be due to the fact that English serves a
variety of functions in the industry of tourism. For example, interpersonal
communication skills including, handling telephone inquiries, examining
destination guides, making on-line-ticketing, and on-line-hotel reservations,
composing appropriate and accurate e-mail messages and faxes, dealing
with tourists and co-workers in various situations, all are carried
out in English. Therefore, their chances to improve their language skills
would be much bigger than those of their banking counterparts, particularly
the skills of writing and speaking which are most frequently and widely
used by them in the domain of work. However, comparing to the travel
agency workers, the banking workers are less frequently users of the
language in the workplace and as such they have smaller chances to improve
their language. The general impression of the use of English in banking
is then that, for various reasons- limited proficiency of the personnel
being a major characteristic.
These results appear to be a genuine reflection of what the two working
groups have internalized about their abilities and lacks. They are not
only aware of their competence in the language, but they are also able
to make some judgments about their proficiency in it and the extent
to which they use each skill as well. Thus, we are in a position to
claim that the two working groups are still to be in need for more training
in the language so as to improve their ability in speaking, writing
and listening. This could be due in part to the fact that these three
skills are still not given the amount of attention which they deserve,
whether at the level of school or university education. Or it could
be that even if they were given a considerable amount of attention,
people realize they want more after they have had experience in the
workplace.
2. 4.
Language Attitude
The notion that workers' attitude toward the use of a particular foreign
language is one of the determinants of achievement and use of the language
in workplace has been stressed and discussed in several previous works
(See, for example, Gardner and Lambert 1972; Gardner 1985; Al-Khatib
and Farghal, 1996; among others). The great majority of previous studies
have made use of the concepts of integrativeness and instrumentality
which were originally introduced by Gardner and Lambert (1972). An attempt
will be made in this section to highlight the attitudes of the concerned
workers toward English in relation to these two notions. Unlike previous
works on language attitudes, in this particular study we will attempt
to explore the workers attitudes indirectly. That is to say, by asking
the respondents some questions that don't make the respondent feel that
his/her orientation is being tested. So the items included in the questionnaire
are designed to elicit such information on the attractiveness of language,
the usefulness of language, the importance of language in facilitating
the process of communication, and on to what extent the use of the language
may form a threat to their native tongue and so on. The items included
in the questionnaire can roughly be divided into two types: those related
to instrumental orientation (i.e., using English as a means to achieve
a particular goal), and those related to testing the workers' attitudes
toward English as a source of threat and danger to their native tongue.
As said previously, building on previous work on language attitudes
(see Gardner 1985; Al-Khatib and Farghal 1996), and based on a number
of theoretical observations such as the many dealings carried out everyday
in the language, it is hypothesized that in both fields of work, tourism
and banking, ESP is intended to serve, among other things, the following
functions: the function of effectiveness, facilitating the process of
communication both in the workplace and with the outside world, prestige,
modernization, among other purposes. It is also hypothesized that the
concerned workers have a rather positive attitude toward English as
an effective means of communication. Finally, it is hypothesized that
using English is motivated and enhanced by instrumental rather than
integrative factors.
| Questions |
........Arabic
...........%
.....T
B |
English
%
T............... B |
Both
languages
%
T .............B
|
| 1.
What language is more attractive? |
20 |
17 |
27 |
0 |
33 |
83 |
| 2.
What language is more useful to you in the workplace? |
20 |
83 |
67 |
17 |
13 |
0 |
| 3.
What language do you express yourself in better and more effectively? |
93 |
100 |
0 |
0 |
7 |
0 |
| 4.
What language do you conduct your work in more quickly? |
33 |
66 |
20 |
17 |
47 |
17 |
| 5.
What language do you prefer to use in your institution? |
33 |
50 |
33 |
17 |
34 |
33 |
| Item |
Strongly
Agree
%
T ..........B
|
.....
......Agree
.........%
......T
B
|
..Doubtful
......%
T
B |
Disagree
%
T............... B |
| 6.
It is important to use English in our institution. |
47 |
17 |
13 |
66 |
33 |
0 |
7 |
17 |
| 7.
Arabic is the only language that should be used in our institution. |
0 |
17 |
7 |
17 |
13 |
0 |
80 |
60 |
| 8.
Using English indicates prestige and civilization |
73 |
37 |
7 |
27 |
12 |
10 |
08 |
26 |
| 9.
Using English facilitates communication with international institutions
and the outside world. |
80 |
66 |
13 |
0 |
0 |
28 |
7 |
6 |
| 10.
Using English takes place at the expense of Arabic. |
0 |
0 |
0 |
34 |
13 |
0 |
87 |
66 |
| 11.
Using English in our institution indicates cultural colonization. |
7 |
0 |
20 |
16 |
7 |
34 |
66 |
50 |
| 12.
Using English poses a threat to Arabic. |
0 |
0 |
13 |
58 |
33 |
17 |
54 |
25 |
Table 6.
Response percentages: Language Attitude toward Arabic and English by
type of work
The first
impression that one gets having compared the Tourism workers' responses
with those of the bank workers, see Table 6 above, is that there is
a clear-cut differences between the attitudes of the first group in
relation to the attitudes of the second. Put it differently, Table 6
shows that there is a significant difference in the responses of the
travel agency workers compared to the bank workers' responses. The results
of this study suggest that the tourism workers express more favorable
attitudes toward English and using English in the workplace than their
bank counterparts. The responses of the tourism workers almost to all
12 questions and items indicate that they have stronger attitudes toward
using English than the bank workers.
In view of the notions of integrativeness and instrumentality suggested
by Gardner and Lambert (1972) and Gardner's (1985), two fundamental
types of attitudes toward English and Arabic are demonstrated in the
respondents' answers to the questionnaire items. The first type shows
that the majority of the tourism sector respondents agree that English
is valuable as a means of communication, and more useful language than
Arabic in the work place (item 1). In items 5, 6, 7, and 8 the overwhelming
majority of the respondents agree that it is important for them to use
English as a means of communication in the workplace, and use Arabic
as an important symbol of their identity. The same attitude can also
be demonstrated in their answers to item 5 in which they claim that
there is no harm of using English and Arabic, side by side, in the workplace
on equal bases.
The relatively high percentage of positive attitudes by the tourism
sector workers may be explained by the values of English (i.e. English
is the language of tourism and openness to the outside world), which
are perhaps linked to its importance as a lingua franca used widely
in different parts of the world. This fact can clearly be manifested
in their responses to item 9, in which 93% of them agreed that using
English does facilitate communication with international institutions
and the outside world, whereas only 66% of the banking workers have
agreed on that.
All in all, these findings show that the attitudes of the tourism sector
workers, and to an extent the banking sector workers toward English
are both instrumental and integrative, but more instrumental than integrative.
This view can be supported by the respondents' answers to item 3 (i.e.,
What language do you express yourself in better and more effectively?)
in which the great majority of them (93% and 100%) have reported that
they can express themselves much better in Arabic than in English. So
these results reveal that the respondents are quite aware of the importance
of using English in the workplace as an instrument to facilitate the
process of communication with international institutions and the outside
world. Thus, we are in a position to claim that these results do support
hypothesis 2 that is, that both groups of workers would exhibit both
integrative and instrumental attitudes toward the use of English, but
the instrumental would be stronger.
The lower percentages scored by the banking workers, compared to those
scored by the travel agency workers, could be due to the fact that the
bank workers tend to use texts of the type called 'template texts' much
more often than the travel agency workers. By template texts we mean
those texts whose macro structure is set in advance, and where the text
producer, so to say enters new data into pre-existing gaps, as when
filling a draft form, a cheque, or an income-tax return (see Enkvist,
1987). Therefore their use of English and the varied skills of the language
would be affected accordingly.
3. Conclusions
and Implications
This multi-faceted study was conducted for the purpose of achieving
a better understanding of the communication demands placed upon Jordanian
travel agency and bank senior officials. The rationale behind this study
was to identify the workers' needs, wants, lacks of and attitude toward
English for the purpose of including in our curriculum what is needed
by our students and excluding what deemed to be less important to them.
This is because, as Kavaliauskiene and Daiva (2003) put it, "keeping
learner needs in mind, teacher can use textbooks and supplement additional
information from the Internet and other media sources, thus creating
updated and interesting for students materials."
The sample comprised 30 executives who were evenly distributed by type
of work. The workers in these two workplaces demonstrated a great desire
to use English extensively for the purpose of communication, though
to varying degrees. Also, it has been observed that the type of work
plays a significant role with regard to evaluating and using English
by the workers, as the travel agency executives appeared to be more
aware of the importance of English as a means of communication than
their banking counterparts. This could be because the most common reasons
for communicating for travel agency workers were offering destination
guides, writing and sending email messages and faxes in the language,
making on-line ticketing, browsing the internet, making on-line-hotel
booking, arranging for car rentals, cruises, etc. An examination of
a huge a number of authentic documents in both places of work, we conclude
that more than 90% of documentation in the travel agencies is conducted
in English, whereas only 60% of the in-bank work is conducted in the
language. In addition, in-office interaction in both places of work
is conducted mostly in both languages, though both types of workers
use Arabic much more often than English.
Three main conclusions, then, can be drawn from this research. First,
travel agency workers are heavier users of English than their banking
counterparts and this is clearly manifested through their uses of the
four language skills; Reading (49%, 61%), writing (37%, 80%), speaking
(33%, 61%), and listening (36%, 63%) by the banking and travel agency
workers respectively. Second, asking about their needs the great majority
of the respondents prefer getting information themselves, improving
listening skills and sharpening their ability in speaking.
Third, in responding to a considerable number of questions on language
attitude the executives in both workplaces showed a great deal of desire
to employ the language as an instrument for achieving multi-purpose
activities, though the desire on the part of the tourism sector workers
is much greater than that among the banking executives, as they (the
tourism executives) appeared to be much more concerned with improving
language skills and competence for the future usage.
This detailed study into the use of English in the workplace by two
types of workers recommends that course designers and the developers
of teaching and learning materials should provide more specifically
focused English courses to learners in their respect fields of work.
The study also helps us establish realistic measures for treatment which
would be incorporated in the design of a particular type of courses
and textbooks to ESP students in the Department of English for Applied
Studies at JUST.
The implications of this research for language teachers and for the
administration in large institutions such as banks, travel agencies
among other workplaces is to find the ways of motivating workers to
lifelong learning, to negotiate with them on their priorities for various
skills to be sharpened, to incorporate activities that trainees prefer,
and to design courses that suit the needs of the concerned groups of
learners.
Footnotes
1.
For more information on the Department of English for Applied Studies
at Jordan University of Science and Technology see the University Website:
(http://www.just.edu.jo).
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