Meeting points with Dr. Jarek: 08/10/ 2014 at 08:20am 09:12am.

Important points:
- Collect work on:
Characteristics of Adult learners
ESP learners.
Native vs. non-native contexts
Motivation of adult learners
-

Dr Robert Debski (Read his work)

Dr hab Robert Debski work to read..
Learn his work about minority language
Social networking
See how it can be transferred to ESP context
Then we will see how can it be transferred to polish students studying
in Poland and non-native in Australia
And how the emotional side and facilitate the language acquisition
stuff.
University of Melbourne, Australia.
http://www.hlc.unimelb.edu.au/staff/robert.html

EBSCO search engine:

Can only access from Jareks laptop. Link is saved on the desktop
(biblotek document).

Research collection and reference management tool: www.citavi.com

First year: Collect huge number of work: collect articles, when you
have a body of that work, then you start reading
After reading, there is a procedure to record your reflection on the
research articles.
Free software: CITAVI to record my reflections on the articles.
Free download:
Its important to read, decide whats important to read and what you
think about what you have already read
Next meeting, you can download this CITAVI.com
First stage: Collection
Second stage: Reading and reflecting
For the moment, look at the tutorial and resources on the website.
This CITAVI is for the next stage.

Next meeting : 22/10/2014

One more lady Iza in the next meeting.

We will talk in the next meeting about what have you found, data
resources and what have I already read.

Comparing similar group of people. Polish people attempting to learn

ESP in Poland and Scotland. Think about trying to find some
contexts

MY Notes:

Non-native students of EAP/ ESP and how their process of

acquisitions of ESP proceed in two different environments.

How natives students acquire ESP?

Acquisitions of ESP in foreign language like in Poland and in the

native context and motivational side of thing.

When youre Poland, as Poles whats your motivation and when you
are living in a non-native country like in Australia then how your
motivation is?

Date gathering:

If we decide to conduct survey, we can contact through social media.

ESP instructors: Teaching ESP at native English speaking country,

Adult learners, and emotional side/motivational side / ESP context.
What are the possible tensions and problems appearing when you
study ESP in home country and the foreign country?

We cant write PhD on ESP. Our problem could be effect/ comparison

of studying ESP in mother country and host country. In research
chapter, we can choose two universities, one from Polish and other
one from Scotland or Australia.

Questions arises from the scope: UMCS might not be only university
from non-native side we can look at different institution and Dr. Jarek
has contacts with other.

Effect of social networking on Polish ESP learners and non-native

learners at an Australian or Scottish university.

The issues, needs and requirements of the tourism learners at Polish universities in
general and the UMCS in specific in order to provide the basis for an appropriate ESP
course to improve the ESP teaching and learning process.

Title
The main aim of my proposal is to investigate the issues, needs and requirements of
tourism learners at Polish universities in general and the UMCS in specific in order to
provide the the basis for an appropriate ESP course to improve the ESP teaching and
learning process.
Polish Tourism
My research takes the inspiration from the Polish tourism sector which has
experienced exponential growth over the last decades.
In 2012, 13.3 million foreigners visited the country.
Spent $10.7 billion dollars.
Polish tourism worth almost 5% of the Polands gross domestic product.
It has almost 5% share in the countrys total employment (750,000 people
employed).
Three main reasons for this boom:
Stable economy.
Hosting of several high level international events such as Euro-2012
Various promotional campaigns
Since Polish tourism is directly related to the burgeoning importance of English
language, it is extremely important for the Polish learners at the Polish universities to
have an ESP course included in their undergraduate and postgraduate curriculum
that can prepare them well for widening their chances for future employability as well
as function as an astute and well informed professional in the relevant industry hence
this research takes this crucial step to discusses the importance of knowing learners
needs and matches their needs with curriculum, material, teachers training and align
it with the industry requirements.
The main objective of the research is to consider the lacks, wants and necessities of
tourism students in order to design an appropriate ESP course to improve the ESP
teaching and learning process.
Literature review:
Hutchinson and Waters (1987) indicated that ESP is an approach to language teaching
in which all decision as to (the) content and method are based on the learners reason
for learning (p. 19). Strevens (1988) described ESP as English language teaching that is
designed to meet the specified needs of a learner. Lorenzo (2005) stated that ESP
students are usually adults who already have some acquaintance with English and are
learning the language in order to communicate a set of professional skills and to perform
particular job-related functions (para. 1). Brindley (1989) suggests that if needs are
delivered by outsiders from the facts, from what is known can be verified then they are
objective and perceived work. For instance, if students learn English to fulfil their
requirements for graduation, then their needs to study English are be objective and
perceived. On the other hand, if the needs are derived by insiders and correspond to
cognitive and affective factors, such as to become confident or to help oneself more
capable in ones school or workplace then the needs are subjective or felt needs.
Product-oriented needs are compatible with target situation. In other words, product
oriented needs derive from the goal or target situation while process-oriented needs

derive from the learning situation. The hierarchy of types of Special English presupposes the existence of language variations. Regionally or socially determined
language variations are referred to as dialects. Degrees of formality account for stylistic
differences. The combination of real-life situations where a language is used is
characterized by a special set of vocabulary (technical terminology) associated with a
profession or occupation or other defined social group Spolsky (1988) which constitutes
a specific jargon. This combination of situations, also termed domain, depends on social
factors, namely the place where the interaction takes place, the topic, and the roles
assumed by the interactants [ibid.]. Hutchinson and Waters (1987) provided three
reasons for the emergence of ESP: demand in the new world, revolution in linguistics,
and new focus on learners. Dudley-Evans (1998) defined three characteristics of ESP (p.
4): (a) ESP meets the specific needs of learners; (b) ESP uses the underlying
methodology and activities of the discipline it serves; and (c) ESP focuses on the
appropriate language for these activities for grammar, lexis, register, study skills,
discourse, and genre. Carter (1983) classified ESP into three types: English as a
restricted language, English for Academic and Occupational Purposes (EAOP), and
English with specific topics. Moreover, three features are common to ESP: (a) authentic
materials; (b) purpose-related orientation; and (c) self-direction (Dudley-Evans, 1998).
Sysoyev (2000) introduced a framework for the development of the ESP course,
including student analysis, goals, objectives, teaching materials, content design, course
planning, and evaluation. Furthermore, there are five additional components:
authenticity, research-base, language/text, needs, and learning/methodology that
originates from the real world and ESP pedagogy (Swale, 1990). Browne (2011)
indicated that junior and senior undergraduate International Journal of Education and
Research Vol. 1 No. 8 August 2013.
Research question : What are the benefits and with what impact on the learners of the
tourism course, the needs and target analyses can suggest for the tailor made ESP
tourism course at the university level can bring?
Research Objectives
To describe and provide evidence of work by the other researchers on the target
topic.
To select one case study UMCS tourism learners for further investigation.
To interrogate the relevant sub-literatures for considerations of why this work is
now taking place.
To understand how the impact of this work and how it has been assessed to-date
by:
The case study
Universities
Industry beneficiaries
Scholarly opinion
Programme/project beneficiaries
Methods
This will be a study with a focus on one case study organisation. Understandings as
to what benefits this research can bring to the case study organisation in this case,
identifying the lacks, needs and requirements of UMCS tourism English learners to
propose the bases for the ESP tourism course to meet the requirements of the
learners and the target industry and to what effect, will be generated by the
following sources.

Interviews

Observations

Visits

Questionnaires

Use of scholarly literature.

Books and Internet

Indicative content
Introduction - This will provide definitions of the key terms, a life history of the central
research question and an outline of the content of each chapter.
Chapter 1: Methodology The logic of the research method sets out here, defining
the theory questions. Issues of data validity are discussed, including sampling and
case study strategy, data collection techniques and coding. Challenges, risks and
assumptions faced by the research are discussed in detail, including issues of
access to data, data collection and limitations to data availability.
Chapter 2: Background This chapter reviews the relevant literatures and scholarly
debates, with particular reference to ESP need and target analyses.
Chapter 3: Case Study This chapter includes the case study of UMCS tourism
course learners and revolves around the following areas:
Identification of lacks of tourism learners
Analysis of Learning Needs
Target Needs
Results
Chapter 4: Course design --Based on the findings from the chapters above, the
research suggests the foundations for the formation of syllabus and design course
which is aligned with the industry requirements.
Conclusion This will summarise the conclusions of the research, define where and
how it has moved forward debates and set out new research agendas which have
merged as a result.
Timeline
This research is expected to take up to 40 months and cover the following areas as
follows:

Survey of literature & interpretive models

Data collection
Collate and code data.
Develop & present preliminary findings and analysis
First draft
Final write up.

REFERNECES:
Browne (2011)
Browne (2011) indicated that junior and senior undergraduate International Journal of
Education and Research Vol. 1 No. 8 August 2013.

Brindley (1989).
Suggests that if needs are delivered by outsiders from the facts, from what is known
can be verified then they are objective and perceived work. For instance, if students
learn English to fulfil their requirements for graduation, then their needs to study
English are be objective and perceived. On the other hand, if the needs are derived
by insiders and correspond to cognitive and affective factors, such as to become
confident or to help oneself more capable in ones school or workplace then the
needs are subjective or felt needs. Product-oriented needs are compatible with target
situation. In other words, product oriented needs derive from the goal or target
situation while process-oriented needs derive from the learning situation
Carter (1983)
Classified ESP into three types: English as a restricted language, English for
Academic and Occupational Purposes (EAOP), and English with specific topics.
Moreover, three features are common to ESP: (a) authentic materials; (b) purposerelated orientation; and (c) self-direction
Chang (2009) and TSAO (2011)
ESP has been implemented since the early 1960s. ESP courses are offered to
students for meeting their specific needs, responding to the significant demand for
English in academic and vocational contexts.
Chang & Hsu, 2010; Chen, Chiu, & Lin, 2011.
Because of this exponential growth in the tourism industry, English proficiency has
become essential and a benchmark in the globalization era to tourism professionals
Dudely Evans (1998)
Defined three characteristics of ESP (p. 4): (a) ESP meets the specific needs of
learners; (b) ESP uses the underlying methodology and activities of the discipline it
serves; and (c) ESP focuses on the appropriate language for these activities for
grammar, lexis, register, study skills, discourse, and genre.
Hutchinsons and waters (1987): ESP is an approach to language teaching in which all
decision as to (the) content and method are based on the learners reason for learning.
Hutchinsons and Water (1987): Hutchinson and Waters (1987) provided three reasons for
the emergence of ESP: demand in the new world, revolution in linguistics, and new focus on
learners.
Lorenzo (2005): ESP students are usually adults who already have some acquaintance with
English and are learning the language in order to communicate a set of professional skills
and to perform particular job-related functions (para. 1).
Sysoyev (2000): Sysoyev (2000) introduced a framework for the development of the ESP
course, including student analysis, goals, objectives, teaching materials, content design,
course planning, and evaluation. Furthermore, there are five additional components:
authenticity, research-base, language/text, needs, and learning/methodology that originates
from the real world and ESP pedagogy (Swale, 1990).
Spolsky (1988):The combination of real-life situations where a language is used is
characterized by a special set of vocabulary (technical terminology) associated with a
profession or occupation or other defined social group Spolsky (1988) which constitutes a
specific jargon. This combination of situations, also termed domain, depends on social
factors, namely the place where the interaction takes place, the topic, and the roles assumed
by the interactants [ibid.].
Stevens (1988): He described ESP as English language teaching that is designed to meet
the specified needs of a learner.

Tarone and Yule (1989): Some authors (Tarone and Yule, 1989) suggest that needs
analysis be conducted on the part of the teacher so that the learners purposes in learning
the second language are identified. If this can be done, teachers will know in what situations
the learners will need the language as well as what kind of language-related activities are
typical of these situations.
Tsao (2008) and Xu (2008): The demand for English for specific purposes (ESP) is rapidly
growing to fulfil people with an instrumental purpose.
Widdowson (1973): The concept of situation, however, is not easily definable, as
(Widdowson, 1973) points out.