The first step in the path of developing an EAP course for Computer Science graduate students: needs analysis
DOI:
https://doi.org/10.5433/1519-5392.2015v15n2p139Keywords:
English for Academic Purposes (EAP), Needs analysis, Computer Science.Abstract
The present paper presents the beginning of a needs analysis (JORDAN, 1997) process taken with Computer Science graduate students from a public university in the state of São Paulo. The first phase aimed at raising the view of the students regarding their own skills and needs related to the use of English in the academic setting, in order to verify the real need of an English for Academic Purposes (EAP) course for this group, as well as the possible content of the course. To do so, a questionnaire was applied to them in order to raise information about the present situation, target situation and lacks (FLOWERDEW; PEACOCK, 2001a, 2001b), along with the learning strategies and learners´ goals (RAMOS; LIMA-LOPES; GAZOTTI-VALLIM, 2004). Data analysis showed that, although the students consider themselves to have high proficiency in writing, which contradicts great part of the literature (SWALES, 1990; DUSZAK, 1995; MOTTA-ROTH, 1999; DUDLEY-EVANS, 2001) that indicates a gap in the learners´ written academic production both in the mother tongue and in the foreign language, they see the need of an EAP course focused on the writing production of specific genres. Thus, it is possible to assure that the students fit the profile to attend an EAP course, since they recognize the need of improving their abilities to write research articles and abstracts.Downloads
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References
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DUSZAK, Anna. Academic discourse and intellectual styles. Journal of Pragmatics, v. 21, n. 3, p. 291-313, 1995.
FLOWERDEW, John; PEACOCK, Matthew. Issues in EAP: a preliminary perspective. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001a. p. 8-24.
FLOWERDEW, John; PEACOCK, Matthew.The EAP curriculum: issues, methods, and challenges. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001b. p. 177- 194.
GOMES, Luiz Fernando. Uso da língua inglesa nos hotéis de Sorocaba e região: um estudo das necessidades na situação-alvo. The ESPecialist, São Paulo, v. 24, p. 17-34, 2003.
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HYLAND, Ken. Genre and second language writing. Ann Arbor: The University of Michigan Press, 2004.
HUTCHINSON, Tom; WATERS, Alan. English for specific purposes: a learningcentred approach. Cambridge: Cambridge University Press, 1987.
JORDAN, R. R. English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press, 1997.
KENNEDY, Chris. Language use, language planning and EAP. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001. p. 25-41.
MASTER, Peter. Research in english for specific purposes. In: HINKEL, Eli (Org.). Handbook of research in second language teaching and learning. Mahway: Lawrence Erlbaum Associates, 2005. p. 99-114.
MOTTA-ROTH, Desirée. A importância do conceito de gêneros discursivos no ensino da redação acadêmica. Intercâmbio, São Paulo, v. 8, p. 119-128, 1999.
NIDA, Eugine Albert. Sociolinguistic implications of academic writing. Language in Society, Cambridge, v. 21, p. 477-485, 1992.
NUNAN, David. Task based language teaching. Cambridge: Cambridge University Press, 2004.
PRIMO, Alex. Fases do desenvolvimento tecnológico e suas implicações nas formas de ser, conhecer, comunicar e produzir em sociedade. In: PRETTO, Nelson de Luca; SILVEIRA, Sérgio Amadeu (Org.). Além das redes de colaboração: internete, diversidade cultural e tecnologias do poder. Salvador: EDUFBA, 2008. p. 51-68.
PEACOCK, Matthew. Language Learning strategies and EAP proficiency: teacher view, student views, and test results. In: FLOWERDEW, John.; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001. p. 268-285.
RAMOS, Rosinda de Castro Guerra. Gêneros textuais: uma proposta de aplicação em cursos de inglês para fins específicos. The ESPecialist, São Paulo, v. 25, n. 2, p. 107-129, 2004.
RAMOS, Rosinda de Castro Guerra; LIMA-LOPES, Rodrigo E.; GAZOTTI-VALLIM, Maria Aparecida. Análise de necessidades: identificando gêneros acadêmicos em um curso de leitura instrumental. The ESPecialist, São Paulo, v. 25, n. 1, p. 1-29, 2004.
SILVA, Maria Angela. Inglês para a área de turismo: análise de necessidades do mercado e de aprendizagem. Rio de Janeiro: Pontifícia Universidade do Rio de Janeiro, 2007. p. 14-22.
SONGHORI, Mehdi Haseli. Introduction to needs analysis. English for Specific Purposes World, [S. l.], v. 7, n. 4, 2008.
SWALES, John Malcolm. Genre analysis: english in academic and research settings. Cambridge: Cambridge University Press, 1990. p. 1-92.
ARANHA, Solange. A otimização da escrita acadêmica através da conscientização textual. In: GRUPO DE ESTUDOS LINGUÍSTICOS DO ESTADO DE SÃO PAULO, 31., 2002, Marília. Anais... Marília: Fundação de Ensino “Eurípides Soares da Rocha", 2002.
ARANHA, Solange. The development of a genre-based writing course for graduate students in two fields. In: BAZERMAN, Charles; BONINI, Adair; DE CARVALHO FIGUEIREDO, Débora. (Org.). Genre in a changing world. 10. ed. Santa Barbara: The WAC Clearinghouse and Parlor Press, 2009. p. 465-482.
CHOSTELIDOU, Dora. A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students’ needs. Procedia: Social and Behavioral Sciences, Victoria, v. 2, n. 2, p. 4507-4512, 2010.
COBB, Tom; HORST, Marlise. Reading academic english: carrying learners across the lexical threshold. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001. p. 315-329.
DEHNAD, Afsaneh et al. Syllabus revision: a needs analysis study. Procedia: Social and Behavioral Sciences, Victoria, v. 9, p. 1307-1312, 2010.
DUDLEY-EVANS, Tony. The teaching of the academic essay: is a genre approach possible? In: JOHNS, Ann M. Genre in the classroom. Mahwah: Lawrence Erlbaum Associates, 2001. p. 225-235.
DUSZAK, Anna. Academic discourse and intellectual styles. Journal of Pragmatics, v. 21, n. 3, p. 291-313, 1995.
FLOWERDEW, John; PEACOCK, Matthew. Issues in EAP: a preliminary perspective. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001a. p. 8-24.
FLOWERDEW, John; PEACOCK, Matthew.The EAP curriculum: issues, methods, and challenges. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001b. p. 177- 194.
GOMES, Luiz Fernando. Uso da língua inglesa nos hotéis de Sorocaba e região: um estudo das necessidades na situação-alvo. The ESPecialist, São Paulo, v. 24, p. 17-34, 2003.
GRAVES, Kathleen. A framework of course development process. In: GRAVES, Kathleen. Teachers as course developers. Cambridge: Cambridge University Press, 1996. p. 12-38.
HYLAND, Ken. Genre and second language writing. Ann Arbor: The University of Michigan Press, 2004.
HUTCHINSON, Tom; WATERS, Alan. English for specific purposes: a learningcentred approach. Cambridge: Cambridge University Press, 1987.
JORDAN, R. R. English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press, 1997.
KENNEDY, Chris. Language use, language planning and EAP. In: FLOWERDEW, John; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001. p. 25-41.
MASTER, Peter. Research in english for specific purposes. In: HINKEL, Eli (Org.). Handbook of research in second language teaching and learning. Mahway: Lawrence Erlbaum Associates, 2005. p. 99-114.
MOTTA-ROTH, Desirée. A importância do conceito de gêneros discursivos no ensino da redação acadêmica. Intercâmbio, São Paulo, v. 8, p. 119-128, 1999.
NIDA, Eugine Albert. Sociolinguistic implications of academic writing. Language in Society, Cambridge, v. 21, p. 477-485, 1992.
NUNAN, David. Task based language teaching. Cambridge: Cambridge University Press, 2004.
PRIMO, Alex. Fases do desenvolvimento tecnológico e suas implicações nas formas de ser, conhecer, comunicar e produzir em sociedade. In: PRETTO, Nelson de Luca; SILVEIRA, Sérgio Amadeu (Org.). Além das redes de colaboração: internete, diversidade cultural e tecnologias do poder. Salvador: EDUFBA, 2008. p. 51-68.
PEACOCK, Matthew. Language Learning strategies and EAP proficiency: teacher view, student views, and test results. In: FLOWERDEW, John.; PEACOCK, Matthew. Research perspectives on english for academic purposes. Cambridge: Cambridge University Press, 2001. p. 268-285.
RAMOS, Rosinda de Castro Guerra. Gêneros textuais: uma proposta de aplicação em cursos de inglês para fins específicos. The ESPecialist, São Paulo, v. 25, n. 2, p. 107-129, 2004.
RAMOS, Rosinda de Castro Guerra; LIMA-LOPES, Rodrigo E.; GAZOTTI-VALLIM, Maria Aparecida. Análise de necessidades: identificando gêneros acadêmicos em um curso de leitura instrumental. The ESPecialist, São Paulo, v. 25, n. 1, p. 1-29, 2004.
SILVA, Maria Angela. Inglês para a área de turismo: análise de necessidades do mercado e de aprendizagem. Rio de Janeiro: Pontifícia Universidade do Rio de Janeiro, 2007. p. 14-22.
SONGHORI, Mehdi Haseli. Introduction to needs analysis. English for Specific Purposes World, [S. l.], v. 7, n. 4, 2008.
SWALES, John Malcolm. Genre analysis: english in academic and research settings. Cambridge: Cambridge University Press, 1990. p. 1-92.
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Published
2015-08-31
How to Cite
VIEIRA, Bruna Gabriela Augusto Marçal; ARANHA, Solange. The first step in the path of developing an EAP course for Computer Science graduate students: needs analysis. Entretextos, Londrina, v. 15, n. 2, p. 139–171, 2015. DOI: 10.5433/1519-5392.2015v15n2p139. Disponível em: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/16010. Acesso em: 16 feb. 2025.
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