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Abstract
Any ESP course design should be hinged on elaborate needs of learners so as to come up with a course that is inclusive. This can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. Needs analysis is an important step in any syllabus design and particularly that which touches on ESP. That notwithstanding, ESP practitioners are ignoring this very paramount step when designing a course. Consequently, this paper looked at the target and language learning needs of tour guide learners pursuing an ESP course in Kenya from the students’ perspective, teachers’ perceptions and employers’ perceptions as far as the ESP course offered to learners is concerned. This paper focuses on listening and speaking skills. The paper based its theoretical framework on Munbian (1978) Approach and Learning Centered Approach by Hutchinson and Waters (1987). A descriptive research design is adopted in the study. The data analysed in this paper is got from Orang’i (2013). This paper is an attempt to show that learners can very ably articulate their needs and that teachers too can give their perceptions on learners’ needs thanks to their experience in the field. Equally, employers as has been seen in this paper also have a say on the ESP courses offered to learners. It is shown that needs analysis is an important stage in needs analysis that should not be overlooked and when it is conducted, it should involve all the stakeholders in order to come up with needs that are encompassing.
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References
- Babu, George. (2011). Communication skills for success: Tourism industry
- specificguidelines AngloHigher Magazine, Vol. 3, Issue 1.
- Brown, James Dean. (1995). The elements of language curriculum. Boston: Heinle and
- Heinle.
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- centred approach. Cambridge: Cambridge University Press.
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- University Press.
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- Tour Guide Diploma Students in Kenya. Unpublished MA Thesis, Kenyatta
- University.
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References
Babu, George. (2011). Communication skills for success: Tourism industry
specificguidelines AngloHigher Magazine, Vol. 3, Issue 1.
Brown, James Dean. (1995). The elements of language curriculum. Boston: Heinle and
Heinle.
Hutchinson, Tom. & Waters, Allan. (1987). English for specific purposes: A learning
centred approach. Cambridge: Cambridge University Press.
Long, Michael. (2005). Methodological issues in learner needs analysis. In M. H. Long
(Ed.), Second language needs analysis (pp. 19-76). Cambridge: Cambridge
University Press.
McDonough, Jo & Shaw, Christopher. (1993). Materials and methods in ELT: A
teacher’s guide. Oxford: Blackwell Publishers.
Munby, John. (1978). Communicative Syllabus Design. Cambridge: Cambridge
University Press.
Ochieng, Daniel Orwenjo. (2003). Evaluating English for specific purposes programme:
The Case of Business English in Nairobi, Kenya. Unpublished MA thesis of
Kenyatta University.
Orang’i, Douglas Ondara. (2013). A needs Analysis of Business English Programme for
Tour Guide Diploma Students in Kenya. Unpublished MA Thesis, Kenyatta
University.
Richards, Jack. (2001). Curriculum development in language teaching. Cambridge:
Cambridge University Press.
Richards, Jack., Platt, John. & Platt, Heidi. (1992). Dictionary of language teaching and
Applied Linguistics. Malaysia: Longman.
Ritcherich, R. & Chancerel, J. L. (1980). Identifying the needs of adults learning a foreign
language. Oxford: Pergamon Press.
Sucompa, S. (1998). A survey study of current needs and problems in using technical
English for tourism for the higher certificate level students of Rayamangala
Institute of Technology (RIT). MA thesis in Applied Linguistics, Mahidol
University.