Bank Clerks’ Occupational English Language Needs | Chapter 6 | An Overview of Literature, Language and Education Research Vol. 3

 

Nowadays, English for Specific Purposes (ESP) is a major area of interest around the world. The researchers believe that ESP is an enterprise involving education, training and practice; it draws upon three major realms of knowledge: language, pedagogy and the student’s areas of interest. ESP courses are offered in all academic disciplines with the aim of providing the essential knowledge and skills of the target language to the learners. This study investigated the present and target occupational English needs of Iranian bank clerks (IBCs). For this purpose, two groups (a total of 60 participants) were studied. The first group included 40 IBCs out of 10 banks in Rasht, Iran, and the other group included 20 English for Occupational Purposes (EOP) teachers from two universities in Rasht. They were MA and PhD holders in English Teaching and Applied Linguistics. The data were collected through two semi-structured interviews and two questionnaires for both groups and then analyzed using the SPSS software. The results obtained through descriptive and inferential statistics including the Mann-Whitney U Test revealed a statistically significant difference between IBCs’ and EOP teachers’ perceptions of present and target occupational English needs. Many EOP teachers (p = 76%) and IBCs (p = 84%) supported the existence of such problems in EOP learning. Besides, both groups emphasized EOP teachers’ limited competence and lack of compatible equipment as the main problems and challenges of teaching and learning EOP in Iran. Moreover, most of them reflected that the number of credits devoted to EOP courses for banking affairs was not adequate. Furthermore, both groups mostly believed that an integration of three methods, namely, Task-Based Language Teaching, Interaction Learning Teaching and Participatory Approach is highly effective for IBCs to be mastered. Therefore, it is proposed that stakeholders take these perceptual mismatches into consideration, as they influence the effectiveness of EOP classes and courses to a great extent.

 

 

Author(s) Details

Davood Taghipour Bazargani
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.

Mina Delchei
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.

Majid Pourmohammadi
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v3/1301

Teachers’ Perspective on the Needs of a Social-Emotional Learning Module for Preschoolers | Chapter 1 | Research Highlights in Language, Literature and Education Vol. 5

 Malaysia wants to enhance children's social-heated abilities, containing their capacity to experience, control, and express their concerns as well as build close and dependable interpersonal relationships accompanying people about them. Social-emotional abilities mastery will influence minors’s learning style and readiness for stiff education. Therefore, it is important to implement knowledge activities that can advance and nurture children’s social-sentimental skills in the lecture room. This study is conducted to identify the view of preschool assistants on social-emotional knowledge activities. A survey research design accompanying a quantitative approach was conducted. An suitable questionnaire was distributed to 30 kindergarten teachers about the Klang Valley. The tool measured three assembles: the level of teacher understanding, the level of social and emotional education implementation, and the level at which point preschoolers need social-emotional education modules. To determine the mean principles and standard deviations for the scores obtained each construct, the data were checked descriptively. According to the study's findings, skilled is a high level of knowledge with teachers, a nearly high level of implementation, and a extreme level of demand for learning modules. Results signify preschool teachers executed social-poignant learning activities quite in the classroom and they need support materials commotion it better. Therefore, this study is significant to support preliminary information on the need to develop education modules for fostering offsprings's social-emotional abilities. In order to gather more exact data for the requirements study, this study can be enhanced in the future by including more accused.

Author(s) Details:

Nor Azizah Mohammad,
Faculty of Education, Universiti Kebangsaan, Malaysia.

Suziyani Mohamed,
Faculty of Education, Universiti Kebangsaan, Malaysia.

Please see the link here: https://stm.bookpi.org/RHLLE-V5/article/view/10541

The Usage of Colligations of Preposition among Malaysian Law Undergraduates: A Needs Analysis| Chapter 4 | Current Research in Language, Literature and Education Vol. 5

Legal English (legalese) is a legal language that many legal linguists consider to be antiquated, verbose, and conventionalized. Legalese's verbosity is mostly owing to the highly technical usage of nominalization, which is primarily produced by lexico-grammatical patterns of preposition colligations. The widespread use of technical collocation (lexical collocation and grammatical collocation (colligation)) in legal English writings has frequently hampered the comprehension of texts by English as a Second Language (ESL) law students, particularly those studying law in Malaysia. Collocational competency in these patterns, on the other hand, is critical for law students' success in the legal academic area, particularly when writing legal academic articles. Because there has been little research on the colligational ability of Malaysian law students, this needs analysis study looked at the use of colligations of preposition in the Problem Questions essays of law undergraduate students at a Malaysian public institution. This was a descriptive study in which the frequency and percentages of students' usage of colligations of preposition in essay writing were examined. This university's 40 semester three law undergraduate students were chosen to participate in the study. For this objective, two types of data were collected: interview replies and participants' generation of preposition colligations in essay writing. Only eight of the forty students participated in the interview, but they all completed the essay test a week later. The Surface Strategy Taxonomy of Dulay et al. (1982) was utilised to analyse prepositional patterns in the Problem Question essays, and the interview responses were manually analysed in topic (of legal contract genre). The findings revealed that interlingual (L1 negative transfer, i.e., Malay) and intralingual (difficulty with the L2 itself, i.e., legalese) interference, as well as improper teaching methods in teaching preposition (i.e., drilling), resulted in many erroneous patterns, which can be linked to their lack of lexico-grammatical competence. According to the findings, needs analysis studies are critical in the subject of law in order to identify the target and learning requirements of law students. It is proposed that law schools revise their curricula to include explicit instruction of colligation of preposition as a technique of boosting law students' language skills. This research is important because it encourages law professors, course designers, and legal practitioners to rethink the provision of legal materials for ELAP (English for Legal Academic Purposes) courses in higher education.

Author(s) Details:

Kamariah Yunus,
Faculty of Languages and Communication, Sultan Zainal Abidin University, Gong Badak Campus,21300, Kuala Nerus, Malaysia.

Su’ad Awab,
Faculty of Languages and Communication, Sultan Zainal Abidin University, Gong Badak Campus,21300, Kuala Nerus, Malaysia.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6719