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The Present Status of English of Tourism in Algeria A DEMOCRATIC AND POPULAR REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH UNIVERSITY OF ABDLHAMID IBN BADIS MOSTAGANEM FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF ENGLISH LANGUAGE MASTER Didactics and foreign languages THE PRESENT STATUS OF ENGLISH OF TOURISM IN ALGERIA A NEED ANALYSIS STUDY The Case of First Year Superior Technician’s Certificate in Travel Agency in the Chamber of Economics and Industry of Oran Presented by: AOUN NAWEL Board of Examiners Chair: Ms. ADNANI Rajaa UNIVERSITY OF MOSTAGANEM Supervisor: Ms. BENAOUDA Sihem UNIVERSITY OF MOSTAGANEM Examiner: Ms. BELLAL Hanan UNIVERSITY OF MOSTAGANEM Academic Year: 2018-2019 Dedication I dedicate this work: To my parents To my sisters To all the members of my family. І Acknowledgment I would like to acknowledge our creator “ALLAHˮ who made this research possible. I would like also to thank my supervisor “Miss BENAOUDAˮ for her supports My special appreciation goes to every member in the Chamber of Economic and Commerce of Oran I would like to express my appreciation to my family members for their love and support. П Abstract The current study aims at investigating the needs of the learners in tourism sector (case of travel agency). The main problematic of this work is how English language is considered in the private schools especially in tourism institutions. It implies that there are many causes behind this problematic. For example, the lack of ESP teachers at these institutions (the Chamber of Economic and Commerce of Oran). This research requires gathering data from specific documents in order to arrive with complete analyses of the importance of English for tourism. The required data was gathered by the classroom observation, teacher’ questionnaire and students’ questionnaire which are administrated to the first year superior technician’s certificate in travel agency learners at the chamber of economic and commerce in Oran during the academic year 2018-2019. There were sufficient findings about the neglect of the needs in teaching English module. The hypothesis adopted in this research confirms that teacher in this institution consider a general English language teacher without any training in the field of ESP. The focus of this work is to demonstrate that both of the institution and teacher ignore the needs of their learners, which is the major element in ESP teaching. As a suggestion, Students’ needs should be fully analysed before starting the teaching process. Keywords: English for Specific Purposes; English for Tourism; Tourism in Algeria; Need Analysis Ш List of Abbreviations ESP: English for Specific Purposes ELT: English Language Teaching EST: English for Sciences and Technologies EBE: English for Business and Economics ESS: English for Social Studies EFL: English as Foreign Language ESL: English as Second Language GE: General English EBP: English for Business Purposes ET: English for Tourism NA: Need Analysis IV List of Figures Figure 01 Common Reasons of the Emergence of ESP P06 Figure 02 Branches of ESP P08 Figure 03 Learners’ Age P29 Figure 04 Learners’ Years of Studying English Language P30 Figure 05 Problems Facing When Using English Language P31 Figure 06 Skills Needed P32 Figure 07 Sub-Skills Activities in Listening P32 Figure 08 Sub-Skills Activities in Speaking P33 Figure 09 Sub-Skills Activities in Reading P33 Figure 10 Sub-Skills Activities in Writing P34 Figure 11 Techniques of Interaction P34 Figure 12 Use of Materials P35 V List of Tables Table 01 Students’ Motivation in the Class P23 Table 02 Students’ Interaction in the Class P24 Table 03Collaboration in the Class P24 Table 04 Learning Methods in the Class P24 Table 05 Teacher Uses of Materials P25 Table 06 Students’ Requirement in the Class P25 Table 07 English Importance P30 Table 08 Help of English Courses in Future Work P31 Table 09 Meeting of the Teacher P36 Table 10 Taking of Pre-Study Tests P37 Table 11 Asking About the Needs P37 VI Table of Contents Dedication…..............................................................................................................................І Acknowledgment………………………………………………………………………….....П Abstract…………………………………………………………………………………….. Ш List of Abbreviations………………………………………………………………………. IV List of Figures……………………………………………………………………………….. V List of Tables……………………………………………………………………………….. VI Table of Contents…………………………………………………………………………. VII General Introduction……………………………………………………………..…………. 1 Chapter One: English for Tourism Introduction……………………………………………………….………………………….4 1.1. Definition of English for Specific Purposes………………………………………………4 1.2.The Emergence of English for specific purposes………………….………………………6 1.2.1. The Demand of the Brave New World…………………….…………………..….7 1.2.2. Revolution in Linguistics……………………………………….………………....7 1.2.3. Focus on the Learners………………………………………………….………….7 1.3.The Types of English for Specific Purposes…………………………………….…………8 1.4. English for Business Purposes…………………………………………………….………9 1.5. The Definition of Tourism……………………………………………………………….10 1.6. The Importance of English for Tourism………………………………………………....11 1.7. The Importance of English for Tourism in Algeria……………………………...............12 1.8. Teaching English for Tourism……………………………………………………...........12 Conclusion…………………………………………………………………………………………………………………………………..13 Chapter Two: Methodology and Data Collection Introduction …………………………………………………………………………………15 2.1. Research Methodology…………………………………………………………………..15 2.2. Data Collection ………………………...………………………………………………..15 2.3. Setting ……………………………………………………………………………….…..15 2.4. Participants’ Profile (Population)………….…………………………………………….16 2.4.1. Teacher Profile…………………………………………………………………...16 2.4.1. Student Profile………………………………………………………………..…..16 2.5. Data Instruments…………………….…………………………………………………...16 2.5.1. Observation………………………………………………………………………....16 2.5.1.1. The Aim of the Observation…….……….…………………………………17 2.5.1.2. The Description of the Observation ………………………………….....…17 2.5.2. Teacher’ Questionnaire……………...…………………………………………...…18 2.5.2.1. The Aim of the Teacher Questionnaire….……………………..…………...18 2.5.2.2. The Description of the Teacher Questionnaire……….……….....................18 2.5.2.3. Administration of the Teacher Questionnaire……………..………………..19 2.5.3. Students’ Questionnaire……………………………………………………………..19 2.5.3.1. The Aim of the Students’ Questionnaire..………………………………….19 2.5.3.2. The Description of the Students’ Questionnaire…………………………....19 2.5.3.3. Administration of the Students’ Questionnaire……………………………..21 Conclusion …………………………………………………………………………………………………………………………………..21 Chapter Three: The Analysis of the Findings and Recommendations Introduction …………………………………………………………………………………23 3.1. The Analysis of the Observation ………………………………………………………...23 VII 3.2. Discussion of the Results ………………………………………………………………..25 3.3. The Analysis of the Teacher’ Questionnaire…………………………………………….26 3.4. Discussion of the Results……………………………………………………………...…28 3.5. The Analysis of the Students’ Questionnaire………………………………………….....29 3.6. Discussion of the Results……………………………………………………………..….36 3.7. Suggestions and Recommendations…………………………………………..…...……..37 Conclusion ………………………………………………………………………….………..38 General Conclusion …………………………………………………………………………39 References……………..……………………………………………………..………………40 Appendices…………………………………………………………………………………...42 VIII General Introduction English language is regarded as the language of the world, thanks to many worldwide phenomena such as the world wars first and second, the linguistic revolution and others. It became the official language in the most of the countries around the world. Language has great importance in all most all the fields, especially in the field of tourism. Tourism is one of the enormous fields and most important in each country, it is the major force in any economy in the world; tourism is one of the sectors of the economy that has a global importance, in spite of that tourism is not a recent phenomenon. Since tourism is concerned with the movement of the people all around the world then it is so important to find a common language to facilitate the negotiation between those people, English as an international language and the official language in large number of countries makes this negotiation accessible. Personally, I have chosen to deal with ESP for tourism industry because I always been influenced by working in the field of tourism but I never had a chance to do it, since now I am specializing in English language and as already know that English language is important in the field of tourism then why not dealing with it. I have found that there are few studies are conducted on this issue in Algeria, based on this my research is started. The aim of this research, then, is to make an analysis of the present status of English language in the field of tourism in Algeria, also to know if the English taught in tourism field is considered specific or general. Another issue on which my research is raised is to investigate if the teachers (specialists) in the field of tourism take the first absolute characteristics (need analysis) of English for specific purposes into account. Accordingly, the main issues of the present study revolve around the following research questions. - Which approach is followed in teaching English to Algerian students at tourism institutes and does the choice of techniques help those students to meet their future workplaces needs? - Does teachers asks for the needs of their learners before starting courses? This research leads to put the following hypothesises: -1-
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