ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ
ΜΕΤΑΠΤΥΧΙΑΚΗ ΕΙΔΙΚΕΥΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ
Designing an ESP Textbook for the Hotel Management and Catering Course in Public and Private Vocational Institutes in the Region of Epirus
Author: Ioanna Zarvala
Supervisor: Evangelia Karagianni
Patras, Greece, July 2018
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Designing an ESP Textbook for the Hotel Management and Catering Course in Public and Private Vocational Institutes in the Region of Epirus
Author: Ioanna Zarvala
Supervising Committee Supervisor: Co-Supervisor: Dr. Evangelia Karagianni Dr. Vasileios Zormpas
Patras, Greece, July 2018
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Acknowledgements
I would like to thank all my tutors at the Hellenic Open University for their inspiring teaching and especially my dissertation supervisor, Dr. Evangelia Karagianni for her valuable assistance and support, as well as Dr. Vasileios Zormpas for his useful feedback. Furthermore, I owe many thanks to the students and colleagues at the public and private IEK in the region of Epirus, who helped me during my research. In particular, I would like to express my gratitude to my colleagues, Mrs. Georgia Gravani, Mrs. Efterpi Karageorgou and Mr. Konstantinos Solakis for their willingness to participate in the interviews and contribute, through their experience in the course, to the development of an English textbook on Hotel Management and Catering course. I would also wish to thank my parents and my husband for their support and encouragement during my years of studying. This dissertation is dedicated to them and especially to my son Konstantinos. I thank him for being in my life and I apologize for the time he was deprived of me.
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Abstract The present dissertation aims at describing the design of an English for Specific Purposes (ESP) textbook suitable for the course of Hotel Management and Catering in the Greek public and private post- secondary education Vocational Training Institutes (IEKs) in the region of Epirus. The underlying purpose is to examine the parameters which an ESP adult instructor has to take into consideration in designing an ESP course for adult learners. Thus, the dissertation not only focuses on ESP course design, but it also emphasizes the distinctive characteristics of adult learners and their specific needs regarding their future professional environment.
To that end, an overview of the relevant literature with regard to both ESP and adult learners is provided. The process of course design is presented in accordance to ESP, emphasizing on the importance of Needs Analysis and the use of communicative syllabus and authentic materials and relevant activities. Then, the context of ESP in Greece in relation to Adult Education and especially the Hotel Management and Catering course in Vocational Training Institutes (IEKs) is also presented.
In order to search the topic in more depth, a Needs Analysis questionnaire distributed to ESP learners is used. Moreover, interviews with instructors in the field of tourism are used to supplement the findings of the questionnaires. The findings are then presented and analyzed and a number of conclusions are drawn.
Finally, taking into consideration the bibliographic review and the data collected through research, the contents, as well as a sample unit, of the proposed ESP textbook, are originally drafted and presented.
The dissertation concludes with some limitations and proposals for further research on the ESP textbook for the Hotel Management and Catering course.
Keywords
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ESP, EFL, Course design, textbook design, needs analysis, adult learning, Vocational Training Institutes, Hotel Management and Catering
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Περίληψη Η διατριβή αυτή στοχεύει στην περιγραφή του σχεδιασμού ενός αγγλικού βιβλίου για ειδικούς σκοπούς, κατάλληλου για την ειδικότητα «Τεχνικός Τουριστικών Μονάδων και Επιχειρήσεων Φιλοξενίας» στα ελληνικά, δημόσια και ιδιωτικά Ινστιτούτα Επαγγελματικής Κατάρτισης στην Περιφέρεια της Ηπείρου. Ο βασικός στόχος είναι να εξεταστούν οι παράμετροι τις οποίες ένας εκπαιδευτής ενηλίκων πρέπει να λάβει υπόψη του στο σχεδιασμό ενός αγγλικού προγράμματος για ειδικούς σκοπούς. Έτσι, η διατριβή στοχεύει όχι μόνο στη δημιουργία ενός αγγλικού προγράμματος για ειδικούς σκοπούς, αλλά και στα ιδιαίτερα χαρακτηριστικά των ενήλικων εκαπιδευόμενων και τις ειδικές ανάγκες τους σχετικά με το μελλοντικό επαγγελματικό περιβάλλον τους.
Για το σκοπό αυτό, παρουσιάζεται η βιβλιογραφία σχετική με τα Αγγλικά για ειδικούς σκοπούς και τους ενήλικες εκπαιδευόμενους. Περιγράφεται η διαδικασία σχεδιασμού προγράμματος για ειδικούς σκοπούς, δίνοντας έμφαση στην ανάλυση αναγκών και στη χρήση επικοινωνιακού προγράμματος σπουδών και αυθεντικού διδακτικού υλικού με τις αντίστοιχες ασκήσεις- δραστηριότητες. Στη συνέχεια, παρουσιάζεται το πλαίσιο των Αγγλικών για ειδικούς σκοπούς στην Ελλάδα σε συνάρτηση με την Εκπαίδευση Ενηλίκων και κυρίως την ειδικότητα του Τεχνικού Τουριστικών Μονάδων και Επιχειρήσεων Φιλοξενίας στα Ινστιτούτα Επαγγελματικής Κατάρτισης.
Προκειμένου να διερευνηθεί το θέμα σε μεγαλύτερο βαθμό, ένα ερωτηματολόγιο διερεύνησης αναγκών μοιράστηκε στους εκπαιδευόμενους. Επιπλέον, συμπληρωματικά των ευρημάτων των ερωτηματολογίων, χρησιμοποιήθηκαν συνεντεύξεις από εκπαιδευτές στον τομέα του τουρισμού. Στη συνέχεια, παρουσιάζονται και αναλύονται τα ευρήματα και εξάγονται συμπεράσματα.
Τέλος, λαμβάνοντας υπόψη τη βιβλιογραφική ανασκόπηση και τα δεδομένα ττα οποία συγκεντρώθηκαν μέσα από την έρευνα, παρουσιάζονται τα περιεχόμενα και μία ενδεικτική ενότητα του προτεινόμενου βιβλίου Αγγλικής γλώσσας για ειδικούς σκοπούς.
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Η διατριβή ολοκληρώνεται με την παρουσίαση περιορισμών και προτάσεων για περαιτέρω έρευνα σχετικά με το Αγγλικό βιβλίο για ειδικούς σκοπούς για την ειδικότητα του Τεχνικού Τουριστικών Μονάδων και Επιχειρήσεων Φιλοξενίας.
Λέξεις- κλειδιά Αγγλικά για ειδικούς σκοπούς, Αγγλικά ως Ξένη γλώσσα, Σχεδιασμός μαθήματος, Σχεδιασμός βιβλίου, Ανάλυση αναγκών, Εκπαίδευση Ενηλίκων, Ινστιτούτο Επαγγελματικής Κατάρτησης, Τεχνικός Τουριστικών Μονάδων και Επιχειρήσεων Φιλοξενίας
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Table of Contents
Abstract v Περίληψη vi Table of Contents vii List of Figures ix List of Tables x List of Abbreviations & Acronyms xi Introduction 1 Chapter 1: Literature review 3 1.1 Introduction 3 1.2 Theory on ESP 3 1.2.1. The definition of ESP 3 1.2.2 Types of ESP 5 1.2.3 Characteristics of ESP courses 6 1.3 Course Design in ESP 7 1.3.1 Steps in ESP Course Design 8 1.3.1.1 Needs Analysis (NA) 8 1.3.1.2 Approaches to Needs Analysis 9 1.3.2 Determination of Goals and Objectives of the Course 10 1.3.3 Conceptualisation of Content 11 1.3.3.1 Types of Syllabi 12 1.3.3.2 Communicative Language Teaching (CLT) 14 1.3.4 Selection and Development of Material and Activities 15 1.3.5 Evaluation 16 1.4 Conclusion 17 Chapter 2: Adult Education and ESP in Greece 18 2.1 Introduction 18 2.2. Adult Education (AE) 18 2.2.1 Adult Learners and their Learning Characteristics 19 2.3 Types of ESP Courses in Greece 21 Dissertation ix
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
2.4 The Vocational Training Institute (IEK) 22 2.5 General Description of the Hotel Management and Catering Course 23 2.5.1 The English Curriculum for Hotel Management and Catering Course 24 2.5.2. Overview of the Course Material Available for the Field of Tourism 25 2.6 Conclusion 27 Chapter 3 Research Methodology 28 3.1 Introduction 28 3.2 The Purpose of the Research 28 3.3 Research Questions 29 3.4 Description of the Participants 30 3.4.1 ESP Learners 30 3.4.2 Instructors Specialised in the Tourism Sector 31 3.5 Methods of Conducting the Needs Analysis 31 3.5.1 Description and Rationale of the Questionnaire 32 3.5.2 Description and Rationale of Personal Interviews 34 3.6 Methods of Data Analysis 35 3.7 Conclusion 36 Chapter 4: Presentation & Discussion of Research Findings 37 4.1 Introduction 37 4.2 Presentation of Needs Analysis Questionnaire Results 37 4.2.1 Learners’Profile 37 4.2.2 Learners’ Attitudes, Needs and Motivation towards English Language Teaching and Learning 38 4.2.3 Learners’ Preferences on Learning Style 39 4.2.4 Learning Strategies 41 4.2.5 Skills and Competences 42 4.3 Presentation of Personal Interview Results 44 4.4 Discussion of the results 46 4.5 Designing a Textbook Based on the Findings 50 4.5.1 Answers to Research Questions 50 4.5.2. About the Textbook 51 4.5.3. The Contents Page of the Textbook 53 Dissertation x
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
4.5.4. The Presentation and Analysis of a Sample Unit 54 4.5.5 Overall Comment 56 4.6 Conclusion 56 Chapter 5: Conclusion 58 5.1 Limitations of the Study 58 5.2 Suggestions for Further Research 59 References 60 Electronic References 68 Appendix I: Study Guide 70 Appendix II: Questionnaire 80 Appendix III: Personal Interviews 94 Appendix IV: Statistics 103 Appendix V: Contents Page 123 Appendix VI: A Sample Unit 127
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List of Figures
Figure 1 - ESP Classification by Dudley Evans and St. John Figure 2 - Age Distribution with regard to gender Figure 3 - Learners’ preferences on practicing productive and receptive skills Figure 4 – Learners’ preferences on aspects of communicative learning style Figure 5 – Learners’ preference on ways of working/ studying in the classroom
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List of Tables
Table 1 - The English Curriculum for Hotel Management and Catering course. Table 2 – The Rank of Topics trainees are interested in.
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List of Abbreviations & Acronyms
AE Adult Education CEDEFOP European Centre for the Development of Vocational Training CLT Communicative Language Teaching EAP English for Academic Purposes EGP English for General Purposes ELT English Language Teaching EOP English for Occupation Purposes EOPPEP National Organization for the Certification of Qualifications and Career EPAL Vocational Upper Secondary Education ESP English for Specific Purposes EU European Union F&B Food and Beverage GE General English IEK Vocational Training Institutes GCE General Certificate of Education GCSE General Certificate of Secondary Education LLL Lifelong Learning LSA Learning Situation Analysis MA Means Analysis NA Needs Analysis PSA Present Situation Analysis SEK Vocational Training School TSA Target Situation Analysis VET Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural Organization
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Introduction English has always been considered as the “lingua franca” between speakers of different first languages. However, “the increasingly globalized role of the English language throughout the world” (Sifakis, 2003) and the growth of Tourism in Greece have led to a shift from General English (GE) to the teaching of English for Specific Purposes (ESP). In fact, ESP refers to teaching or studying English for a particular career or for business in general (International Teacher Training Organization, 2005).
In the tourism sector, English has become a core subject, while adult training programs on hospitality help the future employees achieve English proficiency to fulfill their job responsibilities (Chen, Chiu, & Lin, 2011). In fact, learning English for tourism purposes in Greece is crucial for those who work in the guest-host relation field, such as hotels and restaurants. ESP courses on tourism involve the acquisition of specialized vocabulary, with teaching methodology focusing on the development and usage of specific vocabulary items. Moreover, it requires a focus on a range of specific language skills, mostly strong communication skills in varied language situations and contexts.
However, research has shown that the available ESP textbook for Tourism and Hospitality are not always adequate to cater for the learners’ needs and the purposes of every teaching/learning context in every country (Bouzidi, 2009; Pranckevičiūtė & Zajankauskaitė, 2012). Therefore, it is the ESP instructor’s responsibility to choose the best teaching methodology, design the appropriate syllabus and use authentic material with a focus on strong communication skills. This way, learners would be provided with the necessary knowledge, so as to be able to fulfill their future professional responsibilities and duties.
Thus, the purpose of my research is to design an ESP textbook for adult learners who attend the Hotel Management and Catering course in Vocational Training Institutes (IEKs) in the region of Epirus, following the appropriate framework for teaching English for Specific Purposes and the official curriculum provided by the Ministry of Education.
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Chapter 1 intends to build a connection between relevant topics on ESP and the ESP course design. Emphasis is given mainly on the steps in ESP course design, including Needs Analysis (NA), determination of teaching goals and learning outcomes, different types of syllabi and selection of appropriate material and tasks. Concepts of Adult Education (AE), as well as Adult learning theories and characteristics are presented. Chapter 2 focuses on ESP courses in Greece, mainly in Adult Education, and especially in connection to Greek Vocational Institutes. The English Curriculum of Vocational Institutes for the Hotel Management and Catering course is also presented. Chapter 3 refers to the research methodology. In this chapter, the purpose of the research, as well as a description of the research participants’ profile are provided. Besides, the rationale behind the use of both quantitative and qualitative research tools (i.e. questionnaires for adult participants and personal interviews with tourism adult instructors) is described. Chapter 4 is devoted to presenting, analysing and discussing the findings of the needs analysis research tools, whereas the combination of the results leads to the design and presentation of a proposed ESP textbook, mainly its contents and one of its sample units. Finally, Chapter 5 contains the conclusion of the dissertation, contemplating the limitations of the study and proposing areas for further investigation.
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Chapter 1: Literature review
1.1 Introduction Τhis chapter deals with the definition and the various types of ESP. Emphasis is also given on the description of ESP courses, mainly focusing on the analysis of the steps of ESP course design. All these features will be carefully considered for the purpose of my research, i.e. my attempt to design an ESP course for the Hotel Management and Catering course in the Vocational Training Institutes in Epirus, Greece.
1.2 Theory on ESP 1.2.1. The definition of ESP English for Specific Purposes (ESP) first appeared after World War II and became more relevant in the 1960’s. In general, ESP focuses on specific topics and skills English language learners need in a particular subject area compared to General English (GE), which normally addresses more general topics. As Robinson (1991) puts it, what distinguishes ESP from GE is the existence of a “purpose” for learning the language, or the direction towards a goal, along with the regard for the “satisfaction” of the learners’ specific needs.
However, the development of the global economy created a general need for ESP across the world. The English language soon became the international language for subjects such as science, technology, and business and students from all over the world were seeking opportunities to study or work in English speaking countries (Hutchinson & Waters, 1987). These factors influenced the need of developing ESP functional-notional and task- based syllabi and curricula in order to cater for their need to effectively communicate for the sake of employment (Dudley-Evans & St. John, 1998).
Defining ESP was a matter of great difficulty for researchers, as they could not produce a simple and straightforward definition of ESP (Strevens, 1980). Johnson and Johnson (1988, p.105) describe the term ESP as “language programmes designed for groups or individuals who are learning with an identifiable purpose and clearly specifiable needs”. As Sifakis
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(2008) points out, the ESP acronym used to stand for English for Special Purposes during the 1970’s, but it later took the form of English for Specific Purposes. More specifically, ESP suggests a focus on the linguistic aspects of language (English), the specificity of the aspects of communication (Specific), the learner’s needs, wants, lacks (Purposes) and constraints of an ESP situation (ibid, 2008).
Moreover, Strevens (1988) illustrated ESP in terms of four absolute and two variable characteristics. According to him, the four absolute characteristics are the following: ● ESP is intended to meet the learners' specific needs ● ESP is related in its themes and topics to particular disciplines ● ESP is centered on appropriate discourse analysis ● ESP is considered in contrast with General English On the other hand, the variable characteristics are the following: ● ESP may be limited as to the skills to be acquired ● ESP may not be taught in terms of a predetermined methodology Dudley-Evans and St John (1998), later, added more variable characteristics, such as: ● ESP may be related to or designed for specific disciplines ● ESP may use, in specific teaching situations, a different methodology from that of General English ● ESP is likely to be designed for adult learners, either at a tertiary level institution or in professional work situations. It could also be used for learners at secondary school level ● ESP is generally designed for intermediate or advanced students. ESP involves the teaching of language features typical to a particular professional context which the learner will most probably encounter in the target situation (Hutchinson & Waters, 1987). Moreover, the major concern of ESP is to turn language learners into real life language users who can function appropriately and be independent of the need to seek assistance from the teacher authority (Carver, 1983).
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1.2.2 Types of ESP As far as the types of ESP are concerned, they can be categorized into two groups: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) (Hutchinson & Waters, 1987; Robinson, 1991) as shown in figure 1 (p.5).
EAP courses aim to help the students in an educational institution specialise in a particular field of study for Scientific, Medical, Legal and Financial-Managerial purposes. “EAP is taught generally within educational institutions to students needing English in their studies.” (Kennedy & Bolitho, 1984, p.4). In other words, learners are given the opportunity to use the English language in order to read in the specialized field, listen to lectures, make oral presentations, write reports, and keep in touch with the latest developments of their specialities.
On the other hand, in EOP courses, the teaching of English meets the needs of the learner in order to practise his/her job, as explained by Kennedy and Bolitho (ibid). According to them, “EOP is taught in a situation in which learners need to use English as part of their work or profession.” In this case, the learners are employees who need English to perform their everyday professional duties. This type of courses is more useful for learners who work in the field of Tourism, such as hotel employees and waiters.
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
English for
(Academic)
Science and Technology
English for
(Academic) English for Medical Purposes Academic English for Purposes (Academic)
Legal Purposes
English for
Management, Finance English for and Economics Specific English for Purposes Medical Purposes English for
Professional Purposes English for
Business Purposes English for
Occupational
Purposes Pre- Vocational English English for
Vocational Purposes
Vocational English
Figure 1 - ESP Classification by Dudley Evans and St. John (1998, p.6)
1.2.3 Characteristics of ESP courses The characteristics of ESP courses were firstly identified by Carver (1983). As he suggests, there are mainly three features common to ESP courses: ● authentic material, modified by teachers or unmodified ● purpose-related orientation, referring to the simulation of communicative tasks required by the target situation, and ● self-direction, as ESP concentrates on turning learners into users
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
According to Hutchinson & Waters (1983), ESP course design is a ‘process’ which focuses on theoretical and empirical information so as to: ● produce a syllabus ● choose, modify or produce material which comply with the syllabus ● develop an appropriate methodology for the specific material, and ● set up evaluation procedures in order to measure the learner’s progress towards the specified purposes The application of methodology is also a significant issue in ESP. According to Dudley- Evans and St John (1998, pp.4-5), “ESP teaching has its own methodology” which is different from the methodology employed in English for General Purpose (EGP) as it depicts the “methodology of the disciplines and professions [ESP] serves”. However, their opinion comes in contrast with Strevens (1988), who argues that there is not a predetermined methodology, so any kind of methodology can be implemented by the ESP instructor. Therefore, the ESP teacher needs to bear in mind the principles of effective and efficient learning while designing an ESP course and use the appropriate teaching methods and strategies as in any other form of teaching/learning process. In addition, Hutchinson and Waters (1987) view ESP as an approach to foreign language education and not as a product, so they argue that any kind of methodology is just as likely to be applied in an ESP course as in any other ELT course.
1.3 Course Design in ESP After presenting ESP and the characteristics of ESP courses, it is appropriate for the purpose of this research to present the steps which should be followed for ESP course design. In general, designing an ESP course is a challenging task, as it concerns adult learners who wish to use English as a non- native language for their personal and or professional purposes. ESP course design is a process of collecting data to prepare effective tasks, activities and to create the most appropriate context for ESP learners to achieve their goals. It is a negotiating process in which learners play an essential role (Umera-Okeke, 2005). It is a cyclical process which aims at providing learners with needed knowledge to use language in their future
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career. However, identifying learners’ needs and expectations may not be easy, so it is difficult for ESP developers to carry out this learner-centered process (Haddam, 2015).
1.3.1 Steps in ESP Course Design According to Xenodohidis (2006), a systematic ESP course design should be based on the following stages: conducting needs analysis determining the goals and objectives of the course conceptualizing the content selecting and developing material and activities organizing the content and activities evaluating These steps will be thoroughly described and analysed in the following sub-units.
1.3.1.1. Needs Analysis (NA) The first step in designing an ESP course is conducting Needs Analysis (NA). Needs Analysis was first introduced in the field of Applied Linguistics in the 1960s and it was mainly linked to English for Specific Purposes (ESP). According to Richards (2001, p.51), needs analysis is the “procedures used to collect information about learners’ needs”. It is a means of determining not only the purposes for which learners want to acquire a language and the kind of the language they will need to use (Ellis, 1984), but also all the parameters of a course of study. It is an important means of carrying out research prior to designing and evaluating lessons/material/syllabi.
As Brindley (1989) suggests, it is essential that all learning programs should be responsive to learners’ needs in a learner- centered language learning system. However, the term ‘needs’ is a very broad one and researchers have given a variety of interpretations.
One of the most general definitions of needs is given by Berwick (1989, p.52), who claims that ‘need’ is expressed “as a gap or measurable discrepancy between a current state of affairs
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and a desired future state”. An even more simple definition is given by Brindley (1989, p.65), according to which needs analysis shows “the gap between what is and what should be”.
Moreover, needs are divided into ‘target needs, which are “what the learners need to do in the target situation” and ‘learning needs’, which are “what the learners need to do in order to learn” (Hutchinson & Waters, 1987, p.66). They further divide ‘target needs’ into necessities, lacks and wants. Necessities refer to knowledge of learners in order to function effectively in the target situation, lacks are related to the gap between the existing proficiency and the target proficiency of learners, whereas wants are connected to the learners’ subjective opinion on their own lacks and necessities. These ‘target needs’ should be the starting point in the process of a syllabus design.
Finally, Widdowson (1983) explains that there are two ways of interpreting the meaning of ‘needs’. The first one is a goal-oriented definition, as it refers to “what the learner needs to do with the language, once he has learnt it” (ibid, p.74). On the other hand, ‘needs’ can refer to what the learner needs to do in order to actually acquire the language. This is a process- oriented definition of needs, relating them to the means and strategies the learner should use to achieve his/her learning goal.
1.3.1.2 Approaches to Needs Analysis The use of NA in foreign language curriculum is constantly increasing, especially in the case of ESP programs. According to West (1994), the types of NA are the following: ● target situation analysis, which focuses on the language needed in particular situations ● deficiency analysis, which is concentrated on the gaps in the learners’ knowledge ● strategy analysis, which focuses on strategies the learners use ● means analysis, which is the study of the context of where the language is to be learned, and ● language audits, in which the language itself is a focus of analysis. Moreover, according to Dudley-Evans & St John (1998, p.23), three other types of needs analysis are: ● the Target Situation Analysis (TSA), which focuses on objective, perceived and product-oriented needs Dissertation 9
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
● the Learning Situation Analysis (LSA), which includes subjective, felt and process- oriented needs, and ● the Present Situation Analysis (PSA), which emphasizes strengths and weaknesses in language, skills and learning experiences. Target Situation Analysis investigates the occupational tasks and communicative experiences learners will be engaged into as prospective employees. Learning Situation Analysis focuses on questions about the learners’ personality, motivation, learning styles and strategies, attitudes towards language learning, etc. Finally, Present Situation Analysis ascertains learners’ language proficiency at the beginning of the course giving emphasis on their strengths and weaknesses (Robinson, 1991).
Finally, another type of NA worth mentioning is Means Analysis (MA). It can be considered as an addition to NA, because it provides information on the environment in which the course takes place (Holliday & Cooke, 1982). In other words, Means Analysis gathers information on the local situation, for example teachers, teaching methods, management, student’s facilities, etc. to see how a language course may be implemented.
For the purpose of the present research, a combination of types of NA will be employed. Emphasis will be put on both objective and subjective learners’ needs. Specifically, through Target Situation Analysis (TSA) and Learning Situation Analysis (LSA), the researcher will attempt to gather information on the learners’ personal and professional profile. I will try to investigate the communicative situations learners will be engaged in their future working environment and the learners’ language learning needs from the specific ESP course. In general, I will try to gather all the necessary information which would affect the development of the course and the syllabus, the methodology and the training program.
1.3.2 Determination of Goals and Objectives of the Course After conducting Needs Analysis, it is also essential to decide why a course is being taught and what learners need to get from it. In other words, the course designer has to determine the aims and objectives of the course, terms which are sometimes used interchangeably, creating thus confusion.
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According to Kennedy et al. (2006, p.5), a learning aim is what the teacher intends to incorporate in a learning course and it is usually stated from the teacher’s point of view to indicate the general content and direction of the course. On the other hand, a learning objective is a more specific statement of the teaching intention, which specifies the specific areas which should be covered in the course. Thus, both learning aims and objectives should be clear and adequate for the purpose of the course (Haddam, 2015).
Defining learning aims and objectives raises the issue of ‘learning outcomes’, a term which is currently embedded in any educational and training policy (Prøitz, 2014). According to Cedefop (2017; 2012), learning outcomes are defined as “sets of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non- formal or informal” (ibid, 2017, p.73). Thus, learning outcomes play an important role in course design, as they guide both learners and teachers in the learning/teaching process. They are not outcomes of learning, but desired targets of the course. They are commonly used to describe programs and courses and orient curricula. Through them, teachers are given the necessary support in the choice of methods they should use, while learners are informed about what they are expected to know/do and understand after a given learning activity. As learning outcomes are also used in applying qualification frameworks and standards, more emphasis should be put on the achieved learning outcomes than on intended ones. Actually, achieved learning outcomes are closely related to the development of competence, that is the ability of the learner to apply knowledge and skills in practice, either in society or at work environment (Cedefop, 2012).
In the specific ESP course developed for the purposes of this study, learning outcomes need to be directed towards developing the learners’ communicative competence relevant for their future professional environment. They should be realistic, so as to keep learners motivated and active in the learning process (Xenodohidis, 2006). Thus, communicative goals are of primary importance because ESP learners use English in real situations that resemble those of their future profession (Chenyiic, 2010)
1.3.3 Conceptualisation of Content
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The third step in the ESP course design is to decide on the content of the course. The course may include one topic/theme or more, so their integration and order of application should also be considered. This integration can be achieved with the correct choice of the appropriate syllabus.
A syllabus is to be seen as “the content or subject matter of an individual subject” (White, 1988, p.4). According to Johnson (1989, p.4), a syllabus is the process “by which policy and the means by which is to be implemented are operationally defined”. As Rodgers (1989) states, a syllabus presents the content which should be given by a specific course and it comprises only a small part of the whole educational program. Moreover, McKay (1978, p.11) suggests that it “provides a focus for what should be studied, along with a rationale for how the content should be selected and ordered”. In general, a syllabus is basically a “plan of work” (Robinson, 1991, p.34). It should be considered as a guide to what is to be covered and in what order by the teacher, as well as a comprehensive goal of what to be learned by the learner.
1.3.3.1 Types of Syllabi Regarding the syllabus types, there is a variety of different syllabi according to the way they regard theories of language, language learning and language teaching. As Ur (1996) argues, syllabi should consist of both ‘content’ and ‘process’ items, such as words, structures, topics, tasks and methods. Moreover, syllabi can be considered either as ‘teacher- centered’ or ‘learner- centered’ (Spinthourakis, 2004). However, all types of syllabi attempt to give a variety of answers to what a learner of a new language needs to know and be able to do with the gained knowledge (Breen, 1987).
There are four major trends in syllabus types. Syllabi can be categorized as ‘structural- grammatical’, ‘semantic-notional’, ‘functional’ and ‘situational’ (Dubin & Olhstain, 1986). These types are accompanied by more ‘communicative’ syllabi. Moreover, all types of syllabi are under the broader umbrella of Type A and Type B syllabi, as divided by White (1988) in reference to their ideology, purpose and methods of language teaching.
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To begin with, as Widdowson (1983, p.71) points out, ‘the structural-grammatical’ syllabus gives emphasis on activities which are used to “internalize the formal properties of language”. However, it may be considered inappropriate for the purpose of this research, as learners may not be able to use the knowledge gained for real communication purposes. On the contrary, the ‘functional-notional’ syllabus focuses on catering for the real communicative needs of the learners, as it consists of activities which replicate real life communication patterns. However, learners can still have problems transferring this “dress rehearsal” into real life (ibid). Furthermore, these types of syllabus are product- based, making them unsuitable for satisfying the target needs of learners, as in the current research situation. This is because in these syllabi, the objectives and the content of ‘what’ is to be learned are preselected without taking the specific learners’ profile and needs into consideration.
The inadequacy of both ‘structural’ and ‘functional’ syllabi led to the development of the ‘communicative’ syllabus (Munby, 1978). In this type, learning to communicate and meaning are of great importance. Learners are given the opportunity to interact with each other, errors are not penalized, and the teacher’s role is to “help learners in any way that motivates them to work with the language” (Finnocchiaro & Brumfit, 1983). Thus, this type of syllabi may possibly cater for the needs of this research, as communication is the most significant feature of the specific ESP course.
In contrast to the ‘product-based’ syllabus, the ‘process or task-based’ syllabus is also an alternative for the specific ESP context, as the main focus is on ‘how’ and not on ‘what’ is to be learned (White, 1988). It is more flexible, it promotes learner-autonomy and offers the learners a chance in the decision-making process. In particular, “the content is negotiated with the adult learners at the beginning of the course” (Ur, 1996).
Two other types of syllabi of equal applicability in an ESP course are ‘topic- based’ and ‘skills- based’ syllabi. In a ‘topic- based’ syllabus, the focus is placed on topics or situations the learners have to deal with (Hutchinson & Waters, 1987). It is an approach which begins with the subject matter and then incorporates language material, such as terminology. Furthermore, in a ‘skills-based’ syllabus, emphasis is given on one or more of the four skills, Dissertation 13
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that is reading, writing, listening and speaking (McDonough, 1984). This type of syllabus can also be implemented in an adult course design, through which the instructor has the opportunity to identify which performance skill the learners need to acquire.
Therefore, the type of syllabus regarded as appropriate for the specific ESP context should comply with the aims and the objectives of the course, the target situation and mainly the learners’ needs and preferences. It should stimulate the learners’ knowledge and purpose of learning English for their future workplace. Moreover, the activities and tasks should encourage learners to fully use the language in situations which resemble those in their future workplace. All these features are summarized in the Communicative Language Teaching (CLT) approach in the next section.
1.3.3.2 Communicative Language Teaching (CLT) The Communicative Language Teaching (CLT), as defined by Richards (2006), is a broader approach to teaching in any ESP context in which communication is the major organizing principle for teaching/learning. Among the principles which govern this approach are: the goals of language teaching, the distinctive characteristics of (adult) learners in their attempt to acquire a language, the kinds of classroom activities which best facilitate learning, and the role of teachers and especially learners in the classroom. Regarding the course methodology, CLT focuses on real communication as the driving force of language learning. It is a learner-centered approach with a more interactive teaching style, which enhances the active participation of the learner. It provides opportunities for learners to experiment and actively practice what they experience. The teacher is no longer the knowledge provider, but a facilitator of the learning process. Thus, errors are not penalized, as they indicate that the learners are building up their communicative competence. Moreover, learners are given the opportunity to develop both accuracy and fluency, while linking together all skills (reading, listening, speaking and writing), since they usually occur together in the real world.
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Therefore, CLT could be applied in the present situation of syllabus design, as learners are expected to be equipped with the necessary communicative skills for their particular future professional role.
1.3.4 Selection and Development of Material and Activities The fourth step in the ESP course design is the selection and development of appropriate material and relevant activities, so that the course is presented effectively. In other words, teachers are asked indirectly to decide whether they will use already existing ESP textbooks, or they will produce their own material.
At first, regarding the existing ESP textbooks, there are many opposing opinions. For instance, many researchers, such as Grant (1987) and Ellis & Johnson (1994), point out that ESP textbooks facilitate the teacher’s job and decrease the learners’ anxiety. They are ready- made material, functioning as a useful tool for the teacher, as they contain communicative tasks and activities. Thus, ESP instructors can teach the lesson in a motivating and stimulating way, covering the adult learners’ needs and following the guidelines of the official curriculum (O’ Sullivan, 1988).
However, even though there is a variety of ESP textbooks for most of fields of studies and specialties, recent research has shown that these ESP textbooks are not always appropriate for each and every ESP learning situation (Rahimy, 2008; Amirian & Tavakoli, 2009; Baleghzadeh & Rahimi, 2011). As Hutchinson & Waters (1987) states, it is rather impossible to come across an ESP textbook tailored to the needs of a specific group of learners. This can be seen as reasonable, because every group of learners is different, and the target group interested in this kind of textbooks may present different learning characteristics and focus on different learning outcomes. Thus, instructors should first evaluate the existing textbooks and/or adapt them so that they could fit in the particular teaching/learning situation (Swales, 1980a), in case these textbooks found on the market are not adequate. Besides, teachers may select and develop new material, totally focused on the specific needs of the learners he/she is about to teach.
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Regarding the importance of developing material, according to Allwright (1990), material should be the resource for ideas and activities so as to help teachers and learners in the teaching/learning process. Therefore, teachers have to evaluate the material before using it. In fact, teachers may adapt, supplement and elaborate on material. Material can vary from newspapers, magazines, brochures to TV/Radio programs or even videos taken from the Internet (Gardner & Miller, 1999). However, choosing the appropriate material to suit the learners’ needs and interest may be difficult, as many parameters need to be considered. For instance, material should contain texts and contexts from the learners’ subject area. They should be authentic, resembling the topics learners would come across in their specialty or vocation. Moreover, they should be effective in achieving the course purposes and they should be in accordance to the learners’ interests and capabilities (Harding, 2007; Xenodohidis, 2006).
Deciding on the appropriate activities is also very crucial in the ESP course design, as it is relevant to what the learners do in the lesson. The choice of an activity depends on various factors. For instance, the classroom arrangement, learners’ willingness to participate in group/pair work, the degree of difficulty and the learners’ ability to successfully fulfill different tasks are some of the factors, teachers should bear in mind while selecting or developing activities. Finally, teachers need to sequence the activities in the correct order, from simple activities to more complex ones (Xenodohidis, 2006).
1.3.5 Evaluation The final step in the ESP course design is evaluation. As most ESP courses are not free of charge and learners’ attendance is mainly obligatory, evaluation is of great importance so as to measure the effectiveness of these courses. In order to measure whether the ESP course managed to accomplish its objectives, assessment of both the learners’ performance and the course itself should be applied.
In particular, regarding the learner assessment, ESP courses are built on the learners’ performance. Learners are usually assessed before and after the end of the course to see whether they achieved to perform particular functions with the language. This way, teachers
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will get the chance to decide on whether to make any adjustments or modifications in the language content and the methodology used (Hutchinson & Waters, 1987).
Course assessment, on the other hand, is related to the effectiveness of the ESP course itself. In other words, it examines firstly whether the course objectives comply with the learners’ needs and secondly, whether the objectives have been explicitly achieved (Douglas, 2013). Thus, evaluation is done to emphasize whether the course mission was finally accomplished.
1.4 Conclusion
To sum up, this chapter has mainly focused on the steps which should be followed in the design of an ESP course. In the following chapter, a more in-depth description of the situation under investigation will be given.
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Chapter 2: Adult Education and ESP in Greece
2.1 Introduction The aim of this chapter is to try to create a connection between Adult Education and Adult learners’ characteristics and their implications on the ESP learning process. The researcher will also describe the Vocational Training Institutes and especially the field of Hotel Management and Catering, which is mainly attended by adult learners. Moreover, emphasis will be given on the ESP course, which is the subject under investigation in my research.
2.2 Adult Education (AE) In the last decades, a remarkable increase in demand for Adult Education and training has been noticed worldwide. Due to the economic and technological revolution that occurred globally, new career opportunities have been given, thus the demand in work specialisation has increased. For that reason, the employees had to update their knowledge in their field of work, so as to improve their competitiveness and boost the service provided. Thus, the demand for Lifelong Learning (LLL) at all levels and professional training is of major importance, as it was highlighted by the Council of the European Union (Official Journal of the European Union, 2009).
Adult Education (AE), as described in Rogers (2002), is any type of educational experience for people who are considered to be adults in the society they live and they have completed the initial education which started in childhood. Adult Education is designed in order to fulfill the needs and interests of a person who is no longer in the field of compulsory education.
The most widely used definition of Adult Education is given by UNESCO (2009). Adult Education refers to any learning program which helps adult learners develop their abilities, enrich their knowledge, improve their professional qualifications and generally bring about changes in their attitudes and behavior.
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The concept of Adult Education is compatible with Lifelong Learning, which is a policy priority and an essential component of the overarching Growth Strategy for the EU-in the Lisbon Strategy (2000-2010) and more importantly in the Europe 2020 Strategy (2010-2020) (A Memorandum on LLL, 2000). According to the Greek General Secretariat for Lifelong Learning (2013), Adult Education refers to the learning activities which take place over the lifespan and aims at the acquisition or the development of a person’s, namely an adult’s knowledge, skills and abilities for personal, social, cultural and occupational reasons. It is, thus, linked to a person’s employment, prosperity and full participation in society.
2.2.1 Adult Learners and their Learning Characteristics. For many years, the term ‘adult’ has been considered an ambiguous one. According to Rogers (1999), many people think of adults in terms of the chronological age of the individual, thus providing a very limited scope, since the age criterion varies from society to society and can change over time.
Another interpretation of the term ‘adult’ was provided by Knowles (1998). As he points out, an individual becomes an adult when he/she begins to adopt adult roles such as working full- time, being a spouse and a parent, a voting citizen. Moreover, the sense of responsibility for our own lives and self-determination are also characteristics of an adult (Malikiosi – Loizou, 1998).
Moreover, Rogers and Horrocks (2010) distinguish three clusters of ideas within adulthood: the sense of perspective, the full development and maturity, and the idea of autonomy. These elements, combined with self-determination, are the ones which identify an individual in a state of adulthood (Kokkos, 2005).
Another important issue which should be discussed for the purpose of the research is the process of Adult learning. Adult learning can be described as a relatively permanent change in behavior based on an individual’s interactional experience with their environment. Thus, learning occurs when the individual manages to adapt to the external environment (Bandura, 1999).
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The most predominant Adult learning theory is the model of ‘Andragogy’. It means ‘man- leading’ in comparison to ‘Pedagogy’ which focuses on child education (Kearsley, 2010). This model of learning should be used by adult instructors, taking into consideration the following principles: ● Adults need to know the reason why they need to learn something ● Adults need to learn experientially ● Adults approach learning as a problem-solving procedure ● Adults learn best when the topic is of immediate value
The principles of this learning theory comply with the learning characteristics of adult learners. According to Kokkos (2005, p.86-93), adult learners: ● have established clear goals prior to their entry in the educational process ● have life experiences ● have developed their own preferred learning style ● have a tendency for active participation and expect to be actively involved in the learning process ● develop defence and withdrawal mechanisms
In other words, adult learners decide voluntarily to enter in an educational program for specific reasons. These reasons are connected to their personal life or their profession. Adults decide to get educated either because they need to acquire the necessary skills for the professional development or because they want to fulfill their social roles and gain social status. They have also settled on the learning styles that suit them the most, which may differ among them (Rogers & Horrocks, 2010). They have established their preference on the way of learning according to their personality, abilities and experiences.
All the above aspects should be taken into consideration by the ESP instructor in his/her attempt to organize the appropriate teaching/learning context of an ESP course. Because of the fact that the learners are adults and they have already established their opinion on their preferred way of learning, Needs Analysis is of major importance for the purpose of this research.
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2.3. Types of ESP Courses in Greece In an attempt to present the development of ESP courses in Greece, it is advisable to mention that the first typically ESP-oriented course appeared at the beginning of the 19th century. More specifically, in 1900, the School of Trade and Commerce (“Petroutsios”) in Liksouri, Kefalonia began its operation, where the teaching of English was compulsory and focused on grammar, syntax and orthography through the use of specialised commercial material in the field of trade. However, in 1992, the Greek Ministry of National Economy published the first curriculum concerning the teaching of the English language in the Schools of Trade and Commerce. According to it, equal emphasis was given to both General English and special terminology through free discussion on general and specific-purpose topics for the needs of commerce and trade.
More than 60 years later, the ESP teaching was further endorsed, especially for the students who followed the 5th route (“desmi”)-for those students who wanted to graduate from Secondary Education and search for a job, without moving on to Tertiary Education. In particular, students acquired special English technical and professional knowledge in terms of commerce, tourism and technology.
In the present ESP situation in Greece, ESP courses are commonly found in technical secondary and trade schools, such as the public or private Vocational Training Institutes (IEKs), and in tertiary education. In the case of IEKs, the English language courses focus mainly on acquiring the appropriate language skills necessary for their future career. However, there is also a need of teaching/learning General English as many trainees in IEKs have a lower intermediate level in English (Sifakis, 2005).
In terms of Tertiary Education, ESP courses have put emphasis on two aspects. Firstly, they focus on common-core skills, such as note-taking during lectures and writing of academic assignments, and secondly on subject-specific skills, such as the specific terminology of each field of study.
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Finally, ESP courses in Greece are the IB, GCE/GCSE and Foundation courses, which are offered mainly by the private sector and provide post-secondary and pre-tertiary education to students who are willing to study abroad.
2.4 The Vocational Training Institute (IEK) The Vocational Training Institutes (IEKs) are public or private post-secondary institutions established in 1992 by Law 2009/92 (Government Gazette 14/A/14-02-1992). They provide vocational training to graduates of General Upper Secondary schools and to those who have completed a Vocational Training school (SEK) programme. Vocational Upper Secondary Education (EPAL) graduates, graduates of Lower Secondary school and foreign nationals may also attend IEK courses.
In general, the main objective of the courses in IEKs is to provide both initial and advanced vocational training. The trainees obtain the necessary qualifications by gaining scientific, technical, vocational and practical knowledge and by cultivating their skills. Thus, their occupational integration and their adaptation to the changing needs of the production process are better achieved.
The training programs last five semesters, the duration of each is 15 training weeks and attendance is obligatory for all subjects. The curriculum contains theoretical, practical/laboratory and mixed-courses. Lessons take place in the evening and each teaching hour lasts 45 minutes. During the fifth semester, practical training is conducted. Each IEK offers training in several sectors, such as tourism/transportation, food/beverage, informatics/telecommunications/networks, each one of which is further divided in a variety of specialties.
Trainees are assessed every semester with a midterm exam and a final exam. After the successful completion of all the prescribed semesters, the trainees are awarded an attestation of vocational training. This attestation gives them the opportunity to participate in the (practical and theoretical) vocational training certification examinations, which are conducted
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under the jurisdiction of National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP). Then anyone who succeeds in the exams acquires an upper secondary Vocational Education and Training (VET) certificate. Finally, IEK graduates are awarded occupational specialization diplomas at EQF level 5 (Cedefop, 2014).
In general, IEKs provide Vocational Education and Training, as they link their courses with labour market needs, upgrade people’s occupational qualifications, reinforce their employment perspectives and strengthen social cohesion. They respond to the needs of the citizens, which is a central issue in the EU policy (see http://www.eoppep.gr/).
2.5 General Description of the Hotel Management and Catering Course The course under investigation for the purpose of my research is the ESP course in the field of Hotel Management and Catering in the Vocational Training Institutes in the region of Epirus. Thus, a brief description of the particular course program should be provided.
The course on Hotel Management and Catering is under the broader group of Tourist and Hospitality Business in the structure of the Vocational Training Institutes. According to the study guide (Appendix I, pp.70-79) in the specialty of Hotel Management and Catering, graduates are skilled employees who can be employed in a wide range of hospitality and catering businesses, including hotels, holiday resorts, restaurants, bars and catering businesses. In this working environment, graduates are able to handle many different duties responsibly and independently. For instance, they are responsible for customer reception services at the hotel and for serving the hotel guests effectively. They are also in charge of supplying and managing the stock of raw material and equipment and planning personnel activities. Thus, they are always alert in handling and solving any problems which may arise, such as customer complaints. Furthermore, one of the most important learning outcomes of the course is to gain the necessary professional qualifications, such as the use of human relation strategies and the willingness to promote the tourist product. Moreover, a tourist and hospitality technician will gain knowledge on general tourist aspects, such as techniques concerning the organization of the hospitality and catering businesses. Compilation of a
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restaurant menu, foreign languages, (especially English and German) and management of the bar are also subject matters relevant to their future career.
Besides the typical qualifications, a certified tourist and hospitality technician will develop certain skills and personal qualities, such as creativity, adaptability and quick response to unexpected situations, patience and politeness.
2.5.1 The English Curriculum for Hotel Management and Catering course One of the subjects taught in the Hotel Management and Catering course in the Vocational Training Institutes in the region of Epirus is the English language. According to the study guide, the curriculum for the teaching of the English language is very general, as shown in the following table.
COURSE: English language
TEACHING HOURS: 30 per semester, 2 per week
TYPE OF COURSE: Theoretical
OBJECTIVE: Learning English as a basic language of international trade and tourism and its use in the working field
AIMS: The trainees should be able to: · understand the English language and the English tourist and travel terminology, in writing and orally. · communicate in writing and orally in English · read and understand tourist and travel documents · conduct tourist business communications in English
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CONTENT OF THE ENGLISH COURSE DURING THE SEMESTERS:
a. content in the 1st semester: · Grammar and composition of phrases · Development of writing and reading skills · Conversation principles · Communication and public speaking
b. content in the 2nd semester: · Tourist Dialogues · Reading and writing of tourist and hotel documents
c. content in the 3rd and 4th semester: · Travel, Hotel and Tourist correspondence · Commercial correspondence · Composition of letters
Table 1: The English Curriculum for Hotel Management and Catering Course (study guide, 2017)
It is therefore obvious that the instructor has the opportunity to act as a designer of the course following the general guidelines. However, it should be mentioned that instructors are selected just a week before the beginning of the semester and they are informed on the courses they are in charge only two days before the first day of lessons, so they are unaware of the actual needs of the learners or their language level and expectations. In addition, the lack of a relevant English book and sometimes their inexperience in the specific course make their job even harder, so they feel stressed and unprepared.
2.5.2. Overview of the ESP Course Material Available for the Field of Tourism and Hospitality. As mentioned in Chapter 1, research has shown that the available ESP textbooks are not always adequate to cater for the learners’ needs in all fields of studies and all kinds of specialties. In the case of English for Tourism and Hospitality, many textbooks have been
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published and can be found in the book market. For instance, Tourism1 and Hotels and Catering2 by Express Publishing, High Season3 and Highly Recommended4 by Oxford University Press are available. They mainly focus on dealing with different aspects of the tourism industry in general. They constitute a readymade source of material and activities, which usually include appropriate and useful topics for discussion and relevant vocabulary from the content area of study.
These textbooks include activities and various interesting texts, focusing on practising both receptive and productive skills. They mainly consist of material aiming at teaching the English language system, e.g. grammar. They may also include reading texts which are often authentic, as they are extracted from original and real sources, such as brochures, but this not always the case. Moreover, listening texts are non-authentic, as they do not present characteristics of spontaneous language and they lack genuineness. As far as writing and speaking are concerned, they are practised in a structured way, leaving no space for improvisation and free interactivity among the learners and the ESP instructor. Moreover, many textbooks do not have a consistent methodology and seem that they do not comply with the ESP language learning theories (Bouzidi, 2009; Thomson, 2011; Tsou, 2009).
Moreover, most of these textbooks may not be used in the specific ESP course. This is due to the fact that learners who use these textbooks need to have an excellent command of General English. In particular, these textbooks require pre-existing knowledge of the English language, making it difficult to be selected as there is heterogeneity among the learners’ skills and competences in English. Moreover, they cover many teaching hours, meaning that all relevant topics may not be successfully covered within the semesters. They are not granted
1 Evans. V, Dooley. J, Garza. V. (2011). Career Paths English: Tourism. United Kingdom: Express Publishing, at https://www.careerpaths-esp.com/tourism.
2 Evans. V, Dooley. J, Garza. V. (2014).Career Paths English: Hotels and Catering. United Kingdom: Express Publishing, at https://www.careerpaths-esp.com/hotels&catering
3 Harding. K.,& Henderson. P. (1994). High Season: English for the Hotel and Tourist Industry. Oxford: Oxford University Press.
4 Stott. T. & Pohl. A. (2000). Highly Recommended: English for the hotel and catering industry. Oxford: Oxford University Press.
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for free by the Greek Ministry of Education and they are rather expensive to be purchased by learners.
In general, these textbooks may not be fully adequate, as they would not satisfy the learners’ needs and the purposes of this particular context (Al-Khatib, 2005; Pranckevičiūtė & Zajankauskaitė, 2012). For that reason, ESP textbooks could be used as a source of reference by instructors, a means of getting support and guidance in order to select the most suitable ESP material so as to meet the learners’ expectations and needs. As suggested by Jordan (1997), ESP material should have a detailed goal and clear directions and the selected activities should be meaningful and mutually dependent in order to accomplish the desired objectives and goals set by the learner.
2.6 Conclusion To sum up, this chapter has dealt with the ESP course in the field of Hotel Management and Catering in the Vocational Training Institutes. The following chapter focuses on the research methodology applied for the purpose of this study.
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Chapter 3 Research Methodology
3.1 Introduction The purpose of this chapter is to describe the rationale in the design of my research. Firstly, I will describe the aim and the research questions of the study and then a description of the participants in this research will be provided. Finally, concerning the research methodology, I will present the procedure followed and the tools/instruments employed for the purposes of the research.
3.2 The Purpose of the Research The purpose of my research is to design an ESP textbook, for adult learners who attend the Hotel Management and Catering course in the Vocational Training Institutes (IEKs) in the region of Epirus. In other words, my intention is to design a textbook and, through its contents page, to propose appropriate teaching material. A sample unit of the ESP textbook will be presented, in order to reveal how adult learners’ needs and characteristics are applied in the chosen teaching material, making it a motivational and stimulating teaching/learning tool.
Since my first in-service teaching year in a public Vocational Training Institute in Ioannina, I have to admit that guidance has been limited, either from the study guide of the course or by other colleagues who had taught the same subject the previous years. Moreover, since the beginning of the course, I had to overcome the absence of a relevant ESP textbook, which contains the teaching material, the practical tools and resources or even the embodiment of the aims of the syllabus, according to O’ Brien’ opinion (1999). Thus, the lack of an appropriate ESP textbook which caters for the adult learners’ needs was the stimulus for this research.
In order to succeed in my purpose, different types of Needs Analysis (NA) procedures, both quantitative and qualitative, were used, in my attempt to gather information on learners’ needs (Hutchinson & Waters, 1987). Firstly, a Needs Analysis questionnaire was distributed to adult trainees, so as to gather information on the learners’ characteristics and expectations
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from the ESP course. Then, personal interviews with instructors in the Hotel Management and Catering course were conducted, in my effort to supplement the findings of the questionnaire. The instructors were asked to describe the tasks and duties of the specific profession, as well as the typical competences the future employees should acquire and possess. Thus, they provided a better insight in the “Occupational standards” (Cedefop, 2017), which govern the particular field of Tourism.
While a single method approach can lead to inaccurate, misleading and/or limited data, a cross-checking approach will be applied, as it is considered to be a very effective way of gathering valid findings. Utilizing both learners’ questionnaires and instructors’ interviews could lead to a deeper understanding of the complexity of my research. Furthermore, triangulation of the collected data and combination of findings will be used for gaining a deeper understanding of research findings and for clarifying “disparate results by placing them in dialogue with one another” (Merterns & Hesse-Biber, 2012). Through triangulation, the researcher’s subjectivity on the research will be minimized, so as not to affect the results of the study (Glesne, 2010).
Finally, all the data collected from both procedures will be presented and analyzed appropriately in order to determine the objectives and the content of the ESP textbook, so as to fulfill the learners’ needs and preferences and the requirements of their future career. Choosing the suitable type of teaching material, grammar and vocabulary activities and authentic communicative tasks and deciding on the appropriate teaching approach for the adult learners of this course are the tools for the final outcome, the design of the ESP textbook.
3.3 Research Questions In order for the present research to be properly organized and developed, specific research questions have been deployed and answered. My purpose was to shed light on the learners’ different needs, wants and preferences and to elicit information on the language skills and
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learning/teaching material which are more necessary and suitable for the adult learners in the Vocational Training Institutes in Epirus. Thus, the major research questions are: 1. Which are the adult learners’ needs, wants and preferences regarding the ESP course in the Hotel Management and Catering field in Epirus? 2. Which skills should be more emphasized for the improvement of the specific learners’ future work efficiency? 3. What type of learning/teaching material is more suitable in order to help adult learners gain the necessary communicative competence for their future occupation?
3.4 Description of Participants
3.4.1. ESP Learners The ESP learners in this particular learning context were fifty-four (54) trainees in the Hotel Management and Catering course in public and private IEKs in the region of Epirus; nineteen (19) male and thirty-five (35) female, ranging from eighteen (18) to sixty-five (65) years old. They were selected both randomly (simple random sampling strategy) and through my professional acquaintances (convenience sampling strategy) following the categorization of sampling strategies suggested by Cohen and Manion (1990). All ESP learners were distributed the questionnaire in person in the three different Vocational Training Institutes in the region of Epirus; a public one located in the city of Igoumenitsa and two private ones situated in the city of Ioannina. I personally visited each Vocational Training Institute, so as to ensure that a sufficient number of questionnaires would be answered and collected effectively.
In addition, all ESP learners shared some common features. For instance, they were Greek, monolingual adult trainees. They all attended the second (spring) semester of the 1st year of the training course. In fact, they attended an “extensive” course (Dudley-Evans & St John, 1998, p.140), which is designed to last for two years. They were obliged to attend lessons five days per week, before they obtain their vocational diploma. In Kachru’s circle (1985), the profile of the ESP learners matches the ‘periphery’, as they were situated on the ‘expanding Dissertation 30
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circle’ where the English language was taught as a foreign language by a non-native English teacher.
Regarding the target language of the sample, it could be identified as Intermediate English B1 ‘Threshold’, according to the Common European Framework of Reference (Council of Europe, 2001), due to the variety in the language level. The fact that there were learners with different competencies, from beginner to fluent users, rendered the particular sample a mixed-ability one.
3.4.2 Instructors Specialized in the Tourism Sector The interviewees who participated in the research were adult instructors specialized in the field of Tourism in the region of Epirus. In particular, the interviewees were three, one male and two female, two of whom were my personal acquaintances, whereas the third one was suggested by the principle of the IEK in Igoumenitsa as the most suitable for the purpose of my research. The instructors had been working as hourly-paid teachers with trainees of the tourism module for several semesters teaching various subjects. Meanwhile, two instructors shared a common characteristic, that of their professional experience as employees in the tourism sector throughout the last decade. Thus, their selection might be described as purposeful and relevant to the particular research, in my attempt to gather as much information as possible for my better understanding of the particular subject. All arrangements were firstly made via phone, so as to set the details of the interview (mainly purpose and venue of the interview), before the actual interview took place.
3.5 Methods of Conducting the Needs Analysis A combination of both qualitative and quantitative research strategies was implemented for the purpose of this research. For this particular study, the most reliable and valid tool was the questionnaire addressed to adult learners. It is a quantitative research describing “phenomena by collecting numerical data that are analyzed using mathematically based methods” (Muijs, 2004, p.1). Moreover, another supplementary technique was chosen, that of a semi-structure
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interview, so as to provide additional information to enrich the data collection with input that cannot be depicted through the use of questionnaires (Glesne, 2010).
3.5.1 Description and Rationale of the Questionnaire For the purposes of this research study, a Needs Analysis questionnaire was the main tool of data collection, as it is considered the most practical way of conducting a research (Ellis, 1997). It is, also, simple and data can be easily collected and analyzed through it (Davies, 2006).
The questionnaire (Appendix II, pp.80-93) was administered to the trainees of public and private Vocational Training Institutes on Hotel Management and Catering in Epirus. By its design, it was meant to be straightforward, including clear instructions, while questions posed were appropriate to the learners’ age, English language background and attitude towards the ESP course. My general attempt was to keep the questionnaire neat, containing questions grouped into different parts/categories with the use of headings.
Regarding the content of the questions, the questionnaire aimed at investigating all aspects of the ESP course, with respect to the learners’ objective and subjective needs. Therefore, the questionnaire was divided into five distinctive sections, containing sets of questions. Specifically, part A referred to some personal background information so as to establish the learners’ profile. part B focused on the learners’ attitudes towards English language teaching and learning. It also examined their needs, motivation and reasons for learning the language. part C consisted of questions related to their learning preferences and styles, as learners were asked about their preferred ways of learning. part D dealt with the learning strategies, as learners were asked to indicate the way they acquire knowledge better part E was devoted to the teaching topics of the ESP course, while their skills and competences were also detected.
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The questionnaire contained both close-ended and open-ended questions, as a method to obtain the participants’ personal opinions and values. In fact, questions were in multiple- choice format, self-rating and mainly close-ended. They followed the model of five-point Likert-scale response with a rating scale from 5 to 1 (totally agree to totally disagree) to choose from. However, learners were given the choice of only two options (interested or not interested) in the questions in the last part following the concept of binary questions. The preference of mainly close-ended questions is obvious, as this kind of questions can be answered quickly and processed and analyzed easier. Coding and tabulation are straightforward, leaving no room for subjectivity by the respondents (Richards, 2001). However, the disadvantage of this type is that respondents may rush through the questions, taking not enough time to think about their answers. Moreover, there was an open-ended question (Appendix II, Question E17), encouraging free thinking and suggestions for further development of the course.
To sum up, my attempt was to design a questionnaire which would satisfy the criteria of practicality, reliability and validity to a great extent. Therefore, the present questionnaire included all the characteristics of a neat, attractive and well-presented one (Field, 2003). Besides the title which identified the main domain of the research, it was accompanied by a cover letter, presenting the research and the purpose of the questions asked. Respondents were fully ensured that their anonymity would be kept throughout the completion of the questionnaire and their answers would be confidential. It was also emphasized that there were no right or wrong answers. Instructions on its completion were also included.
Moreover, it was simple, straight-forward and well-targeted in the objectives of the teacher who designed it. The question type was appropriate, as the respondents were free to express their level of agreement or disagreement on the posed statements (Allen & Seaman, 2007). It did not contain any double-barreled, ambiguous and leading questions and the wording was clear (Taylor-Powell, 1998), so as not to frustrate or threaten the learners. Moreover, it was written in both Greek and English, but it was distributed in the Greek version only, as it could be understood and completed by the ESP learners more easily. Finally, the questionnaire was pilot-tested on a group of learners, before being handed out in the class, so that I could make the necessary changes in order to avoid ambiguities and misconceptions. Dissertation 33
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3.5.2 Description and Rationale of Personal Interviews Personal interviews (Appendix III, p.94-102) are considered to play an important role in gathering reliable information, as they are a useful research tool for obtaining detailed information (Chen & Hinton, 1999). Thus, instructors in the field of tourism were interviewed in order to share their personal opinion on the skills and knowledge trainees should acquire during their studies in the IEK.
As mentioned above, three subject specialists (adult instructors in IEKs) were requested to share their valuable experience in the tourism field, in my attempt to verify the learners’ needs in the target context. The interviews were carried out in various places ranging from an IEK’s classroom to an interviewees’ house. They were also carried out in Greek, as it was requested by the interviewees. Before the actual interview, I informed the participants on the purpose of the study and I reassured them that data would be kept confidential, protecting, thus, their rights and privacy (Berg, 2001). During the interviews, my intention was to create a friendly and non-threatening atmosphere between the interviewees and myself, so as to gain their trust and build a good rapport. Thus, I was given the opportunity to observe the respondents’ reactions during the whole procedure, while listening to their responses and note-taking (ERIC/AE Staff, 1997).
In terms of format, the interviews were designed as semi-structured, because, even if I used a set of the pre-established questions, other questions were developed on-the-spot, through my dialogue with the interviewees. Close attention was paid on the wording of the questions in order to avoid any leading questions. In particular, the interview questions were twelve, organized in four parts: introductory questions, transitional questions, main questions and closing questions. During the first part, the introductory questions aimed at drawing their professional profile and teaching experience in the particular course and the nature of the subject(s) they teach.
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Through the transitional questions, the qualifications required for getting employed, the positions which IEK graduates may hold in the hotel industry and their duties as members of the hotel staff were examined. Moreover, the main questions shed light on the importance of the acquisition of the English language, the required level of competence in English, the necessary language skills and the frequency of dealing with specific English terminology. The last part of the interview consisted of two closing questions aiming at investigating the instructors’ opinion regarding the English course at IEKs. The instructors’ suggestions on the content of the English course and the language skills graduates should acquire in order to be employed in the hotel industry were finally elicited.
Finally, it should be mentioned that all interviews were recorded, after having the full permission and consent of the interviewees. They, then, were transcribed and the key points of each were appended for the purposes of this research.
3.6 Methods of Data Analysis As soon as the questionnaires were filled in by the ESP learners, I carefully processed their data. The collected data were analyzed and evaluated with the use of the triangulation approach. This approach is appropriate when the researcher aims at combining data collected via various tools and techniques. Firstly, I organized the data into research areas and themes, as thematic analysis is the appropriate method for identifying, processing and reporting patterns within data (Braun & Clarke, 2006).
Regarding the learners’ questionnaire, all data were catalogued on Microsoft Office Excel sheets. The Excel program was used to calculate the descriptive indices in order to tabulate the data and to convert the numerical values into percentile ones (% percentages). In fact, each questionnaire was given a unique identification code. The same coding system was also applied to each question. For example, in the 5-point Likert scale questions, where the participants were asked to choose among specific descriptive answers, the coefficients 1,2,3,4 and 5 were related to each descriptive answer. Then, the data were presented, through the use of reader-friendly presentation methods, e.g. pie-charts.
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As far as the open-ended question of the learners’ questionnaire and the responses of the interviews are concerned, I interpreted and summarized the data while keeping my objectivity.
3.7 Conclusion Summing up, this chapter has presented the purpose of the research, the research questions, the selection of the participants and the research techniques. In the following chapter, the analysis of the findings of my research will be provided.
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Chapter 4: Presentation & Discussion of Research Findings
4.1 Introduction
The aim of this chapter is to present and analyze the collected data of the research. Then I will draw conclusions on the learners’ different needs, wants and preferences and elicit information on the language skills and learning/teaching material which are more suitable for the adult learners in the Vocational Training Institutes in Epirus. Finally, the procedure followed for the design of the ESP textbook will be presented, as well as the content page and a sample unit of the textbook.
4.2 Presentation of Needs Analysis Questionnaire results The findings of the research (Appendix IV, pp.103-122) were based on the answers given to the questionnaire by fifty-four trainees in their first year of studies at the beginning of the spring semester, 2018, in the public and private Vocational Training Institutes in the region of Epirus. Through the distributed questionnaire, adult learners were requested to express their personal assumptions on the significance of English learning, the material content of the course and its implementation on their future job.
4.2.1 Learners’ profile. In part A of the questionnaire (Appendix IV, graphs A1-A5, pp.103-104), the participants firstly stated their personal information (age, level of studies, and level of L2). As it is shown in graph A1 (Appendix IV), the total number of the participants was 54; 35 females and 19 males. The majority of both female and male learners was 18 to 25 years old, while a significant number of females (11/35) was 26 to 35 years old, as it is shown in the figure below.
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All men and women had received their High school diploma and 20.37% of them hold a degree of tertiary education. However, a very small percentage (3.7%) of the participants even held a post-graduate degree (Appendix IV, graph A3). In terms of their level in English language acquisition, the majority (20/54) held a B2 Certificate in English and had a very good command of the language. 24,07% had an advanced and excellent knowledge of the language, while a significant 24,07% had a minimum knowledge of English (Appendix IV, graph A4). Therefore, there was diversity both in education and knowledge of the English language among the trainees. This is indicative of the heterogeneous level and the language gap the teacher could encounter in the class. Finally, the majority of learners (32/54) stated that they have already had professional experience on the field of their studies (Appendix IV, graph A5).
4.2.2 Learners’ Attitudes, Needs and Motivation towards English Language Teaching and Learning In part B of the questionnaire (Appendix IV, graph B1-B12, pp.105-108), the participants’ attitudes, motivation and needs towards English language teaching and learning were presented. A big majority of the learners (87%) expressed a positive attitude towards foreign
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language learning in general), while 81% was positive towards English language learning for their future career (Appendix IV, graphs B1, B3). Moreover, the necessity to communicate fluently and their desire to understand English speaking people when talking were the most popular motivations for learning English (Appendix IV, graphs B4, B5).
The above figure illustrates the learners’ opinion for further practice of language learning skills. Regarding their needs on productive and receptive skills, learners expressed a higher preference in reading and speaking activities. Listening activities were in the third place of their preference while writing was fourth.
Finally, a strong need for special vocabulary and terminology related to their future profession was expressed. Learners were aware that they should be able to communicate fluently in English with foreign visitors and express themselves with politeness and clarity. Finally, they also expressed the desire to learn the correct pronunciation of the English words, so as to be able to use them properly (Appendix IV, graphs B11, B12, B7).
4.2.3 Learners’ Preferences on Learning Style
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In part C of the questionnaire (Appendix IV, graph C1-C14, pp.109-114), the learning style preferences of the participants were revealed. The overview of the answers showed that the learners - as they were adults - felt comfortable enough with the traditional style of learning. More than half of the learners preferred learning through reading English texts and completing exercises via filling in gaps (Appendix IV, graphs C2, C9). The majority trusted the instructor’s authority and they preferred correcting their mistakes with the help of their instructor (Appendix IV, graphs C11, C12).
On the other hand, regarding more communicative ways of learning, the results were quite ambiguous, as shown in the following figure.
Even though learners liked the idea of participating in discussions, they were quite reluctant to role playing, either through actively participating in it or just watching their co-trainees act in a role-play (Appendix IV, graphs C5, C6, C7). They believed that working within a group would be preferable in order to correct exercises or each other’s mistakes (Appendix IV,
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graph C14) However, they were hesitant to switching papers with their partners (Appendix IV, graph C13).
Finally, learners also liked watching videos or searching for information (Appendix IV, graphs C4, C10). However, they were indecisive on whether they preferred watching presentations, being engaged in writing or learning through memorization of rules (Appendix IV, graphs C3, C1, C8)
4.2.4 Learning Strategies
In part D of the questionnaire (Appendix IV, graph D1-D13, pp.115-119), the learners’ strategies in learning were considered.
According to Figure 5, the research results show that learners preferred studying alone to working in pairs or small groups, which are more communicative ways of learning (Appendix IV, graphs D1, D3, D4).
Regarding the acquisition of new vocabulary, the learners again chose the traditional way. The majority acquired the new vocabulary in context and then practiced it or learned it by heart (Appendix IV, graphs D6, D7). However, 62% learned new vocabulary by listening and
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practicing it with fellow trainees, being engaged in more communicative tasks (Appendix IV, graph D8).
On the other hand, they learned the grammatical phenomena better when they used them in order to express themselves in writing and speaking compared to learning the grammar through listening to their fellow trainees making use of it (Appendix IV, graphs D10, D11). However, 59% of the participants were still traditional learners of the grammatical structures through memorization of rules (Appendix IV, graph D9).
Finally, 84% stated that written tests at the end of each unit and listening to the instructor are acceptable ways of learning (Appendix IV, graph D5, D13). However, they again showed their hesitation to role playing when only 38% found it an appropriate way of learning (Appendix IV, graph D12).
4.2.5 Skills and Competences Part E of the questionnaire explored the learners’ skills and competences related to their future profession, through the choice of relevant topics (Appendix IV, graphs E1-E16, pp.120-122). These topics are the most commonly found in the field of Hotel Management and Catering according to the study guide.
Percentage (%) of Rank Topics relevant to Hotel Management and Catering participants course interested in the topics 1 Greeting foreign guests and explaining the procedure of 100% check in/out 2 Understanding English speaking people more easily and 98% quickly 3 Entering reservations and handling cancellations in English 96% 4 Providing the guests with information on entertainment 94%
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events, means of transport, local markets etc. in English 5 Giving directions and guiding foreign guests in the hotel 93% premises 6 Greeting foreign customers, guiding them to their dining table 93% and advising them on the menu 7 Knowing how to react in case of an emergency (earthquake, 93% fire, etc.) in English 8 Taking the customer’s order in English 89% 9 Dealing with complaints by the foreign guests 89% 10 Handling call center operation services 87% 11 Conversing with tourist agencies in English 87% 12 Searching for information on the Internet 86% 13 Catering for currency exchange, cheques and credit cards 83% transactions etc. in English 14 Taking payments and operating accounts in foreign currency, 83% cheques and credit cards 15 Delivering mails and messages to foreign guests 80% 16 Writing a note or a simple text to my colleague in English 78% Table 2: The Rank of Topics trainees are interested in.
According to the table above, the majority of the participants felt the need of being able to fulfill their primary duties as receptionists or members of the wait staff. They all were interested in knowing how to greet foreign guests and explained the procedure of check in/out. They showed their desire to understand English speaking people more easily and quickly and they believed that entering reservations and handling cancellations are of equal importance. Giving directions concerning the hotel premises and providing information on entertainment events and means of transport were also of their primary interest. They were also interested in security rules in case of an emergency.
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Regarding the duties of the wait staff, greeting the customers, giving advice on the menu, taking orders and being able to handle payments in foreign currency were the skills which are more important.
Finally, they were also interested in different tasks which they may come across while working in a hotel or a restaurant. For instance, call handling, different types of payment transactions and complaint handling. Last but not least, they were interested in knowing how to write a short message to their colleague in English and they expressed the desire of knowing how to gather information through the Internet.
According to the answers given to the open-ended question of this part, the learners believed that hotel receptionists and wait staff should be polite and nice to guests and colleagues. They should be punctual, well-dressed (preferably wearing a uniform) and alert when on duty. Finally, they should be IT literate, as a lot of their work is computerized, and be able to multitask in order to accomplish their duties more effectively.
4.3 Presentation of Personal Interview Results According to the answers given (Appendix III, pp.94-102), the interviewees mentioned that the future employees in the Hotel Industry should have basic qualifications, such as a relevant certificate in the Tourism sector and professional experience. As far as the positions the trainees may cover during their internship, they explained that trainees mostly cover low responsibility posts, such as waiters in the hotel restaurant/bar or as members of the kitchen and housekeeping staff. It is very rare that they are positioned in the hotel reception, as it is very demanding, and trainees lack the relevant experience. However, after finishing their studies and their internship, graduates have the appropriate qualifications, knowledge and experience for getting employed in all sectors of a hotel unit. They are able to handle the main duties in customer service in front desk or as wait staff.
Interviewees also shared the same opinion regarding the level of proficiency of the English language. They pointed out that trainees are required to have a very good command of many
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foreign languages, especially English and French, as these are the predominant languages in the hotel industry. They added that the actual use of English and the ability to communicate with foreign tourists is of major importance, while the acquisition of a certificate may not be a prerequisite. However, a B2 level certificate of competence in English may be what employers ask for in classified descriptions of job vacancies and interviews with potential employees. They stressed the fact that hotel staff comes in everyday contact with foreign customers, so excellent communication skills in English are always examined during interviews. In fact, future hotel staff is asked to demonstrate their ability to communicate in English as a way to prove their competence and knowledge of the special terminology before getting employed.
The interviewees explained that English is the trainees’ everyday tool for their communication and accomplishment of their duties. They stressed that the hotel systems operate in English, so trainees should be familiar with the English hotel terminology. As they mentioned, trainees are responsible for recognizing the various types of hotel contracts, so as to be able to “translate” them into the correct service provided to the customer. This ability will help them in terms of their relationship not only with the customers, but also with their colleagues, who may come from different countries, like in the case of foreign tour operators who work in Greece.
They advised that communicating in English is the key to the trainees’ success. They agreed on putting emphasis not only on speaking, but also on writing. In particular, regarding speaking, trainees should be able to use English in a direct and understandable way. Greeting and approaching customers in a formal and polite way is of major importance. Handling any customers’ misunderstandings or complaints need to be practiced. As one of the interviewees stated, trainees should know when to use the formal “apologize” instead of “I’m sorry”. They should be able to use English in all circumstances, even when a customer asks for clarification on the ingredients of a dish on the restaurant’s menu or makes a reservation or books a room through the call centre. There should be a direct link between the English language taught and its use in the professional environment. It could be beneficial to incorporate relevant phrases in the form of role-playing in order to use vocabulary and expressions that would be used in every hotel position. Moreover, as interviewees believed, Dissertation 45
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emphasis should also be put on writing. Knowing the correct format of formal letters or emails in case of confirming a booking is also very significant. Trainees will be asked to send confirmatory letters to potential customers, so they need to practice their writing skills as well. They will be also asked to fill in information on the customer’s registration card upon his/her arrival, so note-taking techniques need practice.
The interviewees stressed the fact that trainees should also be familiar with terminology and know the various types of hotel contracts in order to provide the relevant service to the customer. For instance, types of rooms and booking contracts are aspects which will be used on an everyday basis. Trainees should distinguish the different types of F&B, ingredients, tableware utensils and housekeeping material, so as to respond directly to any customer’s need and demand.
Last but not least, all interviewees emphasized the need for training in case of an emergency. Hotel staff is expected to know how to respond in an emergency, such as fires, earthquakes, terrorism attacks, floods. They should be aware of the emergency exits and direct the customers in case of an evacuation of the building. Moreover, they should know how to respond in case of a medical emergency, through training on giving first aid.
4.4 Discussion of the Results As far as the interpretation of the results is concerned, several points should be considered before the design of the ESP course for the Hotel Management and Catering course in the Vocational Training institutes in the region of Epirus.
The first issue which should be discussed is the learners’ attitude towards English language learning. Based on the learners’ response, the general aim of the ESP course should be to provide them with the necessary competence for their future vocation. Learning English should be one of the prerequisites for “gaining access to technical, educational or professional opportunities” (Canagarajah, 2002).
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Another emerging issue is the content of the English course. According to the questionnaire results, trainees wished to practice all four skills, even though they believed that writing is the least important for their future career. Moreover, the adult instructors also stressed the major need for communication practice, as it is one of the most necessary skills a professional should have. Thus, the ESP course should equally emphasize on practicing all language skills, focusing mainly on mastering certain communicative tasks for gaining the necessary communicative competence (Spector-Cohen et. al, 2001). Communicative competence, oral and/or written, needs to be enhanced during the ESP course, as it is the most important learning outcome of the ESP course. The ESP teacher should be responsible for presenting language learning as realistically as possible, exploring a range of L2 skills simultaneously, in order to achieve meaningful communication among the learners.
For the design of the ESP course, it is also necessary to consider the learners’ desire to communicate fluently, using appropriate words, polite manner and coherent speech. This was also stressed by tourism instructors. Therefore, in terms of speaking, the ESP course should help learners improve in spoken, grammatical and lexical level. Focus should also be given on articulation and accuracy of words. Learners should be taught the appropriate language uses, since, as members of the hotel staff, they would be the ones who come in daily and direct contact with the customers. The main goal in speaking activities should be to promote intelligible utterances which foreign customers can understand. Thus, the course should incorporate activities which will promote conversational routines (for instance, small talks between a hotel receptionist and a customer) and speech acts such as requests, refusals, compliments, and clarification of questions (McKay, 2002). This way, learners would familiarize themselves with situations which need to be handled in a polite, friendly, sociable and helpful manner towards the customers.
Concerning reading skills, they should be practiced, so that learners would be able to interpret and evaluate the written language texts with understanding as stated in Lisboa (2004). Extensive reading texts should be substituted by small tourist articles or paragraphs and brochures of hotels and their services. Adult learners should be given the opportunity to read small texts and dialogues in class, using efficient reading strategies, such as skimming and scanning (Harmer, 2005). These texts should also contain controlled vocabulary used in the Dissertation 47
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tourism industry, thus promoting retention and acquisition of the special vocabulary and terminology necessary for the particular business environment.
On the other hand, writing should also be practiced, as adult instructors suggested. In fact, learners need to be given practice to write error-free sentences, using the correct spelling, punctuation, cohesion and coherence (Al Muzzamil Fareen, 2010). Writing activities should contain examples of note taking and filling important information regarding the customers’ personal details on registration/reservation cards. Moreover, as it was stated, learners need to be able to structure a well-written email message, making use of correct grammar, syntax and vocabulary.
Learners’ listening skills also need improvement. Even though both adult learners and tourism instructors did not stress their significance, practicing of the listening skills should be incorporated into the curriculum. Regardless the lack of the necessary equipment at IEKs, audio-visual aids should be used continuously during the ESP course so that learners would get familiar with a variety of functions, such as accents and pronunciation of words. Thus, learners would become active listeners and enhance their listening comprehension.
In terms of vocabulary selection, it can be said that basic vocabulary concerning the hotel premises and buildings, the facilities, polite requests and warnings in cases of emergency should be included (Blue & Harun, 2003). Special terminology on room types and status, types of hotel contracts and on the food service department need to be incorporated in the syllabus. Lexis should be taught in a context which will help learners better understand the meaning of the words and be able to use them effectively. The selection of words taught should be based on the “highest frequency” approach (Richards, 2001, p.6), meaning that words which are more frequently used in real life situations should be taught in the first lessons.
Regarding grammar, it should be pointed that teachers should not spend too much time on presenting and explaining grammar structures, as ESP learners may not need to learn grammar systematically. On the contrary, grammar should be taught in such a way, so that learners would combine grammatical forms and lexical meanings and be better understood Dissertation 48
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and achieve comprehensibility (Batstone, 1994). Grammatical forms and structures should be presented according to how important they are for improving the learners’ communicative competence (Richards, 2001). Learners should gradually build knowledge on grammatical structures and the words used in the grammatical exercises could be relevant to those taught or used in previous activities.
In general, the use of the Communicative Language Teaching approach could be regarded as the most suitable framework for the ESP course in the Hotel Management and Catering course. Emphasis should be given in the improvement of the learners’ communicative competence. The learners’ communicative competence should be developed through “integrated and dynamic multiskill” instruction (Hinkel, 2006, p.113). Pragmatic objectives of language learning should be achieved, via learners’ engagement in meaningful and interesting communication tasks (Richards, and Rogers, 2001). The activities should have a specific purpose stated clearly within the instructions. Moreover, as Littlewood (1981, p.6-7) states, the use of authentic texts, activities such as role plays, techniques which make learners “skilled at understanding and expressing social meaning”, and “material and structures that will promote the grammatical competence” are some of the ways that could lead to communicative competence. Therefore, learners should be given the opportunity to perform tasks in English which will bear some resemblance to real-life language use, as Skehan (1996) suggests. The real-world tasks should be designed in such a way so that learners would practise those activities found in their professional environment.
Besides communicative competence, another aspect of consideration is the learners’ distinctive characteristics in their attempt to acquire the ESP knowledge. Learners’ needs, preferences and strategies should be born in mind in the design of the ESP textbook. For instance, some learners would follow under the category of “analytical learners” (Richards, 2001, p.224). However, there would also be some “authority-oriented learners” who want the teacher to correct them and explain queries. Moreover, some learners could be described as “communicative learners”, who prefer learning by watching videos in English or listening to classmates participating in a role play (ibid).
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4.5 Designing a Textbook Based on the Findings The aim of the sub-unit is to present the procedure followed for the textbook design. For that reason, I believe it is crucial to provide the answers to my research questions, so that I can support the choices I made during the ESP course design, which should follow the principles of the Communicative approach, in correspondence to the results of the Needs Analysis.
4.5.1 Answers to Research Questions. To begin with, through the Needs Analysis questionnaire, the first research question “Which are the adult learners’ needs, wants and preferences regarding the ESP course in the Hotel Management and Catering field in Epirus?” is answered by the learners themselves. The adult learners express their opinion on their specific needs, wants and desires for the English course. As expected, they point out the importance of special vocabulary/terminology and topics which should be covered in the ESP course. Moreover, in terms of learning strategies and preferred learning style, they express a preference on both traditional (e.g. fill-in exercises, memorization of grammar rules) and more communicative ways of learning (e.g. role-playing activities, pair and/or group work).
The second question “Which skills should be more emphasized for the improvement of the specific learners’ future work efficiency?” is answered both by the learners and the tourism instructors. As discussed earlier, learners put emphasis on all skills, both receptive and productive, but they mainly focus on speaking and reading. However, tourism instructors suggest that the focus should mainly be on speaking and writing. Thus, it is suggested that all skills need to be practiced in the ESP course, so that learners could be prepared to communicate effectively and fluently in their future professional environment.
The answer to the third question “What type of learning/teaching material is more suitable in order to help adult learners gain the necessary communicative competence for their future occupation?” is also provided. In fact, the use of authentic material relevant to the learners’ future professional context is stressed. There is a great variety of authentic material, such as tourism magazines and brochures, audiovisual material etc, to choose from. Therefore, teachers have the opportunity to select and/or create their own teaching material which will
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be more appropriate for the ESP learners. Thus, the selection of the material for the sample unit should be as accurate as possible, especially in terms of the reading texts. Listening tasks, speaking and writing activities need to be designed appropriately, so as to strengthen the learners’ language skills promoting the use of conversational English for professional reasons.
4.5.2. About the Textbook To start with, the title of the textbook is “Communication matters-English for the Hotel Industry” and it has been developed to correspond to adult learners of the Hotel Management and Catering course in public and private Vocational Institutes in the region of Epirus.
The general aim of the textbook is to prepare ESP learners for using English in their future profession. More specific, the textbook also aims at improving the learners’ communication competence in English, in order to enrich their professional skills and widen their employment prospects. It tries to provide the necessary guidance to ESP learners so that they would become effective and confident users of the English language and, thus, efficient in their professional context.
More specifically, in terms of learning outcomes, the textbook will help the adult learners, by the end of the course: develop their productive and receptive skills in contexts relevant to the tourism industry, internalize and produce vocabulary and expressions with the appropriate level of politeness perform spontaneous face-to-face interaction similar to their future professional environment get familiar with a wide variety of tourism contexts, such as dealing with guests’ requests and complaints
The textbook is developed at Intermediate level, because of the class heterogeneity. According to the official curriculum presented, the ‘entry level’ (Richards, 2001, p.145) of
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the textbook falls under ‘Independent User, B1 Threshold’ (Council of Europe, 2001). At this level, learners are able to understand main points on familiar matters and can produce simple connected text on areas of personal interest, describe experiences and events as well as give reasons and explanations (CEFR, 2001, p.24). On the other hand, the expected ‘exit level’ (Richards, 2001, p.145) falls under ‘Independent User, B2 Vantage’ (Council of Europe, 2001). Accordingly, learners should be able to understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization (CEFR, 2001, p.24) and interact fluently and spontaneously with native speakers.
The textbook is a specially-designed handbook, which is mainly based on a syllabus following the Communicative Language Teaching approach towards English language learning. It, however, contains aspects of a more traditional syllabus to correspond to the learners’ learning preferences, as they are adult learners and they have already established their opinion on the learning process. Its design is learner-centered, with a more communicative and interactive style, focusing on the learners’ objective and subjective needs and the suggestions given by the tourism instructors interviewed. It also tries to promote the learners’ active participation in the learning process.
In terms of organization, the textbook consists of eight units. These units should be covered within 28 teaching weeks (2 hours per week) out of 30 teaching weeks of the English course divided equally in the first and second semester. It is, therefore, appropriate for the first year of the trainees’ studies, as trainees should get a general idea of the basic language concepts before starting their internship. The remaining four hours are devoted to revision and self- assessment procedures for the mid-term and final exams respectively.
A wide range of topics regarding the hotel industry and its terminology is covered in the textbook. In fact, I decided to focus mainly on the most popular topics according to the learners’ responses in the questionnaire. According to Richards (2001, p.149), the “breadth and depth of coverage of items” should range within the pages of the units. For that reason, the items provided are short but essential, covering a wide variety of subjects. Meaningful activities and achievable tasks are used to cover aspects on grammar, vocabulary and Dissertation 52
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pronunciation. “Sequencing” (ibid) is also emphasized, as the units contain more demanding exercises, following the pattern of ‘simple to complex’ (Posner & Rudnitsky, 1994) not only on grammatical structures, but also on language patterns useful for communication. However, the units can be used independently. Through the content page (Appendix V, pp. 123-126), teachers and learners can “select topics in a random order” (Dubin & Olshtain, 1986, p.51), according to the learners’ special needs. Each unit follows the same pattern, covering both productive and receptive skills, using a variety of different tasks, promoting learning through interactional and real-life communication tasks.
The material used is authentic. In fact, the text in the reading part is taken from Booking.com. This choice is reasonable, as research has shown the significance of online booking tools in the learning process for the specific ESP course (Shanshan, Lawb, & Buhalisc, 2013). Learners can come across a variety of content expressions and words which can be useful in acquiring the correct vocabulary and terminology for their future career. Moreover, as Gilmore (2007) states, authentic material, especially audiovisual ones (i.e. YouTube videos), is a rich source of input for ESP learners, assisting in the development of the learners’ communicative competence, creating a more motivating and interesting atmosphere in the learning process.
Moreover, the textbook provides the appropriate content for those who wish to work as members of a hotel staff, who need English to communicate successfully with customers, colleagues and tourists in Greece and abroad. It could also be regarded as appropriate for those who have already been employed by a hotel business and want to have an “organized” book of reference.
4.5.3. The Contents Page of the Textbook The contents page (Appendix V, pp.123-126) provides a clear picture of the structure of the textbook units. The textbook focuses mainly on the two most common positions that trainees cover, that of the receptionist and member of the wait staff. In fact, Units 1-3 refer to the front desk position, whereas Units 4-6 refer to the restaurant and bar. The last two units, Units 7- 8, are devoted to more general aspects that concern both hotel positions.
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More specifically, Unit 1 deals with a variety of hotel issues (rooms, amenities, contracts), whereas Unit 2 focuses on the hotel personnel and their duties or skills. In Unit 3, reservations and check-in procedures are examined. In Units 4 and 5, the topics mainly concern the actual events taking place in a restaurant/bar, whereas Unit 6 deals with the actions before the customers’ departure from the hotel/restaurant/bar. Finally, Unit 7 presents situations of polite/impolite attitudes, whereas the last unit, Unit 8, is devoted to safety in cases of emergency. The progress of the trainees is measured by four self-evaluation tests which are based on what has been taught in the previous units.
The textbook is organized in such a learner-friendly format which is repetitive in every unit. Each unit contains a reading section, followed by the vocabulary and the grammar sections. Listening, speaking and writing are also practiced in each unit. Through this repetitive pattern, learners can be familiarized with the format of the textbook and become more motivated, leaving their stress and hesitation behind, as they will know in advance what to anticipate for (e.g. a favorite activity, a fun-provoking one or even a less preferable one).
The units are also structured according to levels of difficulty, starting from easier and ending to more demanding and challenging. Topics and tasks also follow the same pattern in terms of difficulty. There is contextualization of knowledge, moving from general to more specific, so as new information and special terminology could be absorbed easier.
4.5.4. The Presentation and Analysis of a Sample Unit The unit selected to be presented and analyzed is Unit 1: Hotels everywhere!!! Which is the best? (Appendix VI, pp.127-141). This unit, as all units of the textbook, consists of 4 lessons which last approximately 7-8 teaching hours. From the cover page, learners get the main theme of the unit and its language objectives, so as to be better prepared for its content.
To start with, the first lesson initiates learners into the general topic of the unit. There are warming-up questions which lead to the topic, so as to draw the learners’ attention to the learning process. These questions are accompanied by a printed word chart, as a tool for better brainstorming and elaboration on the questions. The warming-up activities act as the preparing step before the actual reading of the text which follows (Wallace, 1992). A short Dissertation 54
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reading text on a 5-star hotel follows, allowing learners to develop their reading skills. Through the reading comprehension activities, learners not only search the text for specific information and gist, but they also understand meaning from context for their vocabulary development. Further vocabulary practice follows the reading section. In fact, through gap- filling and matching exercises, the vocabulary introduced in the reading text is expanded and mastering of relevant terminology is achieved.
In the second lesson, basic grammatical structures are presented and practiced so as to strengthen the learners’ confidence and skills in language production. Present Simple and Present Continuous are presented in terms of format, structure and usage. Following, instead of a typical fill-in grammar exercise, grammar practice is done through the use of a game. In fact, games are communicative activities which can replace more structural grammar exercises (Wu, 1998). This activity focuses both on meaning and form, while the learners practice grammar unconsciously by way of communication and enjoy the activity at the same time.
The third and fourth lessons are devoted to listening, speaking and writing. The listening and speaking sections focus on communication in real life personal and professional situations. Receptive and productive skills are improved while listening to hotel guests talking about amenities. Being engaged in a role-playing activity, acting out different roles (hotel owner vs. guest) and using various speaking models and speech parts and phrases help learners implement “the authenticity of purpose” as well as of task (Rost, 2002, p.125 ). Moreover, the writing section comes last in the unit’s organization as an opportunity for students to use all the knowledge gained from previous sections. Learners practise writing skills through designing a hotel brochure, paying attention to the writing process and the final product. Thus, they practice a skill which they are hesitant to, as they do not realize its importance in the overall acquisition of the English knowledge. Finally, a YouTube video at the end of the lesson is used as a way to create a more relaxing atmosphere, free of anxiety and fatigue among learners. It is also an effective way for the ESP instructor to introduce the general theme of the following unit.
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The sample unit is designed to follow “the pre-, while-, post- sequence” (Sifakis, 2005, p.64). This format would facilitate learning, by boosting learners’ self-confidence, and would relate and integrate all four skills in the unit. The tasks it involves would lead to successful completion and understanding by the learners. This should be accomplished either by ‘instructional support’, such as pictures or model sentences for assisting less competent students, or by ‘balancing challenging and easy tasks’ according to the trainees’ level of knowledge (Manolopoulou- Sergi, 2004, p.122). However, piloting the material would shed light on whether the textbook manages to accomplish the learning objectives of the ESP course.
4.5.5 Overall Comment Overall, the proposed textbook is expected to follow a more learner-centered approach, regardless of the heterogeneity of the class, in my attempt to motivate the learners who attend the course. The straight-forward layout, the themes and topics it deals with, in connection to the pictures it contains, could make it even more appealing. Different kinds of activities and tasks are included. Writing projects and role-playing activities would make learners get more engaged in the learning process. Videos taken from YouTube are also used in my attempt to make the learning experience easier and relaxing, without the learners’ hesitation and fear.
It could be said that the proposed textbook “Communication matters- English for the Hotel Industry” is a decent attempt to address adult learners who attend the Hotel Management and Catering course in Epirus. It could be also used by ESP teachers as a source of reference for designing the syllabus for their own lessons. It is up to them whether they will merely adopt the presented syllabus and become “servants” of the book or they will feel free to make the necessary adjustments according to their learners’ profile and needs (Esteban, 2002).
4.6 Conclusion
In this chapter, the collected data of the research were presented and analyzed and conclusions on the learners’ different needs, wants and preferences were drawn. Moreover, the procedure followed for the design of the ESP textbook was presented, as well as the
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content page and a sample unit of the proposed ESP textbook. The interpretations and the implications of the findings regarding the specific ESP context will be discussed in the final chapter, whereas some suggestions for further investigation will also be presented.
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Chapter 5: Conclusion The purpose of this research was to describe the design of an ESP textbook for the Hotel Management and Catering course, attended by adult learners at public and private Vocational Training Institutes (IEKs) in the region of Epirus.
Since the beginning of my research, I have realized that the results of Needs Analysis are the most important factor I should take into consideration in order to achieve my final goal. In fact, Needs Analysis can provide a better insight on the specific needs learners have in any ESP course. In particular, it helps any teacher understand the distinctive characteristics adult learners have in terms of learning style and learning strategies, as well as their specific needs which should be fulfilled by the course. Moreover, it can provide valuable information on the context of the course, revealing its objective and learning outcomes. It can also be used as a tool for examining what material and activities are more appropriate for the development of the learners’ competence in all skills during the learning process. Thus, Needs Analysis should precede the design of any course syllabus, so that the learning process is successful.
5.1 Limitations of the Study A common limitation in research projects like the present one is the restricted number of the participants. The public and private Vocational Training Institutes in the region of Epirus which run the Hotel Management and Catering course are limited. Thus, the researcher cannot have access to a high number of learners, so that the results of the research would be statistically strengthened. Moreover, it is not easy to persuade a big number of fellow adult instructors to participate in such a research. In particular, it was really difficult to find volunteers for the interviews, especially ESP adult instructors. In addition, the time available for conducting such a research is limited.
Another limitation of the research is the fact that the proposed sample unit, and the textbook as a whole, should have been piloted in a class of adult learners. This way, the researcher would get feedback on whether both the sample unit and the textbook comply with the learners’ needs regarding their future profession. Then, the textbook could be evaluated and even revised so as to better meet the four basic criteria an ESP textbook has to comply with,
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according to Cunningworth (1995). In other words, the textbook should be assessed on whether it meets the learners’ needs, promotes learning and supports the learning process.
5.2 Suggestions for Further Research. To begin with, piloting the entire textbook would be an important area for further investigation. With the use of appropriate methods, such as an interview with an ESP teacher or a questionnaire distributed to learners in other places in Greece, the strengths and weaknesses of the book will be further explored. This would be an effective way so as to make improvements on the content, the material and the general structure and format of the textbook.
Another area of investigation would be the design of a textbook which will be addressed to the 2nd year of studies and will consist of the relevant themes according to the study guide by the Greek Ministry of Education. Moreover, both textbooks should be accompanied by a teachers’ book, which will contain not only the answer key to the textbook activities, but also a guidance to the ESP teacher, so as to dedicate his/her available time in the actual teaching process.
Finally, it is important to mention that equivalent research should be conducted for the design of ESP textbooks in every specialty in the Vocational Training Institutes. Moreover, each adult ESP instructor should dedicate time in identifying his/her learners’ needs and expectations from the course, so that he/she could make the right decisions in the course design.
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Appendix I: Study Guide
Ειδικότητα : Τεχνικός
Τουριστικών Μονάδων & Επιχειρήσεων Φιλοξενίας Οδηγός (Υπηρεσία υποδοχής - Σπουδών Υπηρεσία ορόφων - Εμπορευματογνωσία)
Κωδικός: 26-00-01-1
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2. Σύντομη Περιγραφή Επαγγελματικών Δραστηριοτήτων (Προφίλ Επαγγέλματος)
Επαγγελματικό περίγραμμα ειδικότητας Η ειδικότητα αποσκοπεί στη δημιουργία άριστα καταρτισμένων στελεχών που θα δραστηριοποιηθούν στο τομέα των επιχειρήσεων φιλοξενίας και εστίασης. Ο τεχνικός τουριστικών μονάδων και επιχειρήσεων φιλοξενίας είναι ένας ειδικευμένος εργαζόμενος, ικανός να χειρίζεται υπεύθυνα και αυτόνομα τα ακόλουθα θέματα: - Υποδοχή των πελατών στο Ξενοδοχείο και εκτέλεση των σχετικών εργασιών στην Υποδοχή. - Εργασίες στους ορόφους και τα δωμάτια του Ξενοδοχείου. - Προμήθεια και διαχείριση του αποθέματος εμπορευμάτων και του υλικού. - Πώληση και σερβίρισμα φαγητών και κρασιών στο Εστιατόριο. - Παρασκευή και σερβίρισμα κοκτέιλ και αλκοολούχων ή μη ποτών στο Μπαρ. Τομείς απασχόλησης Οι απόφοιτοι της ειδικότητας καλύπτουν θέσεις εργασίας σε όλο το φάσμα των επιχειρήσεων φιλοξενίας και εστίασης. Συμπεριλαμβανομένων ξενοδοχείων, κέντρων διακοπών, εστιατορίων, BAR και επιχειρήσεις catering.
Επαγγελματικά προσόντα Τα ειδικά επαγγελματικά προσόντα του αποφοίτου της ειδικότητας συνίστανται στα ακόλουθα: - σχεδιάζει και καθοδηγεί δραστηριότητες προσωπικού - διενεργεί απογραφή αποθήκης –πρώτων υλών - χρησιμοποιεί τις ανθρώπινες σχέσεις και την επικοινωνία - δέχεται και συνδιαλέγεται για λογαριασμό της επιχείρησης με προμηθευτές - επιλύει προβλήματα πελατών - προωθεί το τουριστικό προϊόν
Επαγγελματικά καθήκοντα Ο τεχνικός τουριστικών μονάδων και επιχειρήσεων φιλοξενίας βασιζόμενος σε εντολές εργασίας και λαμβάνοντας υπόψη τους ισχύοντες κανόνες, ιδιαίτερα της φιλοξενίας, της Dissertation 71
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αποδοτικότητας, της υγιεινής και της πρόληψης ατυχημάτων, εκτελεί μόνος του ή και σε συνεργασία με άλλον τις ακόλουθες εργασίες:
1. Στο τμήμα υποδοχής: 1. Υποδέχεται, συμβουλεύει τους πελάτες και φροντίζει για τις διατυπώσεις της αναχώρησής τους. 2. Πραγματοποιεί τις κρατήσεις και τις ακυρώσεις και προγραμματίζει τις κρατήσεις των δωματίων. 3. Οργανώνει τη μεταφορά των αποσκευών των πελατών. 4. Κρατάει τα κλειδιά. 5. Εκτελεί υπηρεσίες σχετικές με το τηλεφωνικό κέντρο και διαβιβάζει στους πελάτες την αλληλογραφία ή τα μηνύματα. 6. Καταγράφει τις παραγγελίες για ξύπνημα καθώς και τα αντικείμενα που έχουν ξεχάσει οι πελάτες. 7. Φροντίζει για τη φύλαξη τιμαλφών και χρημάτων πελατών. 8. Συμπληρώνει και ελέγχει τα απαιτούμενα έντυπα του ξενοδοχείου. 9. Καταρτίζει τους λογαριασμούς των πελατών 10. Δέχεται και αντιμετωπίζει τα παράπονα των πελατών ή τα διαβιβάζει στις αρμόδιες υπηρεσίες. 11. Συνδιαλέγεται με τους εκπροσώπους των ταξιδιωτικών γραφείων και εξυπηρετεί τους πελάτες στην εξαργύρωση συναλλάγματος, επιταγών, πιστωτικών καρτών κλπ. 12. Προετοιμάζει και διεκπεραιώνει την αλληλογραφία του τμήματος υποδοχής. 13. Συντάσσει στατιστικές και εκθέσεις – αναφορές. 14. Συνεργάζεται στη διαχείριση του ταμείου του ξενοδοχείου. 15. Συνεργάζεται στον υπολογισμό των τιμών δωματίων. 16. Συνεργάζεται στις διαφημιστικές δραστηριότητες. 17. Παρέχει πληροφορίες στους πελάτες για θεάματα, μεταφορικά μέσα, αγορές, τουρισμό, κλπ.
2. Στους ορόφους και τα δωμάτια: 1. Συνεργάζεται στην αγορά και επιλογή λινών, ειδών καθαρισμού και περιποίησης. Dissertation 72
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2. Συνεργάζεται στον έλεγχο των λινών. 3. Προετοιμάζει την εκτέλεση των εργασιών. 4. Επιβλέπει τον καθαρισμό των δωματίων και συμμετέχει σ’ αυτόν κατά περίπτωση. 5. Επιβλέπει την προετοιμασία των δωματίων και των κοινόχρηστων χώρων του ξενοδοχείου. 6. Ελέγχει τα δωμάτια, την κατάληψή τους και τους κοινόχρηστους χώρους και αίθουσες. 7. Συντάσσει στατιστικές και εκθέσεις – αναφορές για το τμήμα. 8. Συμμετέχει στην επιλογή των συνεργατών του.
3. Στην αποθήκη υλικού: 1. Συνεργάζεται στον προσδιορισμό των αναγκών σε προμήθειες σύμφωνα με τα αιτήματα των διαφόρων τμημάτων της επιχείρησης. 2. Συνεργάζεται στην επιλογή των διαφόρων προμηθευτών. 3. Συνεργάζεται στην ενημέρωση καταλόγου προμηθευτών και αποθέματος. 4. Συνεργάζεται στην αξιολόγηση των προσφορών στις παραγγελίες και ελέγχει τις ημερομηνίες παραλαβής. 5. Περιλαμβάνει τις προμήθειες που παρήγγειλε και ελέγχει τις ημερομηνίες λήξης, τις ποσότητες, την ποιότητα και τους λογαριασμούς. 6. Εναποθηκεύει και διανέμει τις προμήθειες. 7. Επιβλέπει και ελέγχει τα αποθέματα εμπορευμάτων και υλικού.
4. Στην αίθουσα εστιατορίου: 1. Προετοιμάζει και διακοσμεί τις αίθουσες εστιατορίου και τα τραπέζια. 2. Υποδέχεται και αποχαιρετά τους πελάτες, τους οδηγεί στη θέση τους και τους συμβουλεύει σχετικά με τα γεύματα και τα ποτά. 3. Σερβίρει τα γεύματα και τα ποτά και καθαρίζει τα τραπέζια. 4. Παρέχει συμβουλές στους πελάτες σχετικά με την επιλογή των ποτών, ανάλογα με το γεύμα. 5. Εκτελεί ορισμένες εργασίες στο τραπέζι των πελατών (φλαμπέ, τεμαχισμός κλπ). 6. Συμμετέχει στην κατάρτιση του καταλόγου φαγητών και ποτών. 7. Χειρίζεται και σερβίρει ποτά. Dissertation 73
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8. Συνεργάζεται στην προπαρασκευή και διεξαγωγή εορταστικών εκδηλώσεων, δεξιώσεων, γευμάτων κλπ. 9. Δέχεται παραγγελίες. 10. Συμμετέχει στις εργασίες της κάβας: παραλαβή, έλεγχος των προμηθειών, έλεγχος της εμφιάλωσης, της επιπωμάτωσης, επικόλλησης των ετικετών των κρασιών, τακτοποίηση και ταξινόμηση των φιαλών, επίβλεψη των κρασιών. 11. Προετοιμάζει την κάβα της ημέρας. 12. Φροντίζει για την καλή κατάσταση των σκευών (ποτήρια, πιατικά, μαχαιροπίρουνα κλπ). 13. Εναποθηκεύει και ελέγχει τα προϊόντα και τα υλικά που χρησιμοποιούνται για την εξυπηρέτηση των πελατών στην αίθουσα του εστιατορίου. 14. Δέχεται και αντιμετωπίζει τις διαμαρτυρίες των πελατών ή τις διαβιβάζει στις αρμόδιες υπηρεσίες.
5. Στο χώρο του Μπαρ: 1. Συνεργάζεται στην τακτοποίηση του μπαρ και φροντίζει για τη συντήρησή του. 2. Χρησιμοποιεί με τον ενδεδειγμένο τρόπο τις συσκευές του μπαρ. 3. Παρασκευάζει ζεστά και κρύα ποτά, αλκοολούχα και μη. 4. Υποδέχεται και αποχαιρετά τους πελάτες, τους οδηγεί στη θέση τους και τους συμβουλεύει. 5. Παρασκευάζει διάφορους τύπους κοκτέιλ και αναμειγνύει διάφορα ποτά. 6. Δέχεται παραγγελίες για ποτά, τα διανέμει και τα σερβίρει με τον ενδεδειγμένο τρόπο. 7. Προετοιμάζει και σερβίρει μια σειρά από ελαφριά εδέσματα. 8. Κάνει εισπράξεις, εκτελεί λογαριασμούς σε ξένο νόμισμα, επιταγές, πιστωτικές κάρτες και συνεργάζεται στη διαχείριση του ταμείου. 9. Συνεργάζεται στην αγορά, παραλαβή και εναποθήκευση των προμηθειών. 10. Επιβλέπει και ελέγχει τα αποθέματα. 11. Συνεργάζεται στην κατάρτιση του καταλόγου ποτών. 12. Δέχεται και αντιμετωπίζει τις διαμαρτυρίες των πελατών ή τις διαβιβάζει στις αρμόδιες υπηρεσίες.
3. Αναλυτική Περιγραφή των Μαθησιακών Αποτελεσμάτων (Απαραίτητες Γνώσεις, Δεξιότητες και Ικανότητες για τη συγκεκριμένη ειδικότητα) Dissertation 74
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3.1. Γενικές Γνώσεις, Δεξιότητες και Ικανότητες Οι γενικές γνώσεις συνίστανται στις ακόλουθες: - Εξοικείωση και ανάλυση τουριστικού φαινόμενου - Απόκτηση τουριστικών και γεωγραφικών γνώσεων των πέντε ηπείρων - Εκμάθηση τεχνικών σε θέματα οργάνωσης των ξενοδοχειακών επιχειρήσεων και των λειτουργιών των σημαντικότερων τμημάτων τους - Γνώση Σύνθεσης εδεσματολογίου - Καλή γνώση ξένων γλωσσών και ιδιαίτερα της Αγγλικής και της Γερμανικής - Στοιχεία υγιεινής και ασφάλειας στους χώρους εργασίας - Οργάνωση και λειτουργία του μπαρ - Βασικά στοιχεία τροφογνωσίας Οι γενικές δεξιότητες και ικανότητες του αποφοίτου της εν λόγω ειδικότητας είναι οι κάτωθι:
ΔΕΞΙΟΤΗΤΕΣ ● Οργάνωση και εκτέλεση όλων των τμημάτων μιας σύγχρονης ξενοδοχειακής επιχείρησης ● Πωλήσεις των υπνοδωματίων και των λοιπών υπηρεσιών του ξενοδοχείου ● Πραγματοποίηση έρευνας αγοράς, προώθηση του τουριστικού προϊόντος ● Βελτίωση της παροχής των τουριστικών υπηρεσιών και οργάνωση διαφήμισης τουριστικού προϊόντος ● Ενέργειες της υποδοχής κατά την άφιξη και την αναχώρηση των πελατών Στοιχεία διοίκησης προσωπικού (διαδικασίες της στελέχωσης πριν και μετά την πρόσληψη προσωπικού) ● Δυνατότητες παραγωγήςσυνεδριακού προϊόντος ● Εστιατορική τέχνη ● Τεχνική παρουσίασης τουκρασιού ΙΚΑΝΟΤΗΤΕΣ ● Δημιουργικότητα ● Καλήμνήμη ● Προσαρμοστικότητα ● Τακτοποίηση και κατηγοριοποίηση πληροφοριών Dissertation 75
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3.2. Επαγγελματικές Γνώσεις, Δεξιότητες και Ικανότητες Οι βασικές και ειδικές επαγγελματικές γνώσεις, δεξιότητες και ικανότητες του αποφοίτου της ειδικότητας συνίστανται στις ακόλουθες: - μελετά τις ανάγκες του τουριστικού κλάδου - ελέγχει την ποιότητα των πρώτων υλών - διεκπεραιώνει και επιλύει προβλήματα - εξυπηρετεί αποτελεσματικά και υπεύθυνα τους πελάτες - αξιοποιεί τις γνώσεις του σε συνάρτηση με την ποιότητα και το οικονομικό πλαίσιο
6. Πρόγραμμα Κατάρτισης 6.1. ΩρολόγιοΠρόγραμμα
ΕΞΑΜΗΝΟ Α Β Γ Δ Α/ Ε Ε Ε Θ Α ΜΑΘΗΜΑΤΑ Θ Σ Θ Σ Θ Σ Ε Σ 1 ΑΡΧΕΣ ΟΙΚΟΝΟΜΙΚΗ 2 2 2 ΤΟΥΡΙΣΜΟΣ 3 3 3 3 ΟΡΓΑΝΩΣΗ, ΛΕΙΤΟΥΡΓΙΑ 3 ΞΕΝΟΔΟΧΕΙΩΝ 3 3 2 2 ΟΡΓΑΝΩΣΗ - ΛΕΙΤΟΥΡΓΙΑ 4 ΜΑΓΕΙΡΙΟΥ 3 3 5 ΔΙΟΙΚΗΣΗ ΕΠΙΧΕΙΡΗΣΕΩΝ I, II 2 2 2 2 6 ΑΓΓΛΙΚΑ 2 2 2 2 2 2 2 2 7 ΓΕΡΜΑΝΙΚΑ 2 2 2 2 2 2 2 2 8 MARKETING 3 3 ΠΡΑΚΤΙΚΗ ΕΦΑΡΜΟΓΗ ΣΤΗΝ 9 ΕΙΔΙΚΟΤΗΤΑ 3 3 3 3 3 3 ΟΡΓΑΝΩΣΗ - ΛΕΙΤΟΥΡΓΙΑ 10 ΕΣΤΙΑΤΟΡΙΟΥ 1 1 2 11 ΥΓΙΕΙΝΗ ΚΑΙ ΑΣΦΑΛΕΙΑ 1 1 12 BAR 1 3 4
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13 ΟΙΝΟΛΟΓΙΑ 2 2 ΤΡΟΦΟΓΝΩΣΙΑ - 14 ΕΔΕΣΜΑΤΟΛΟΓΙΟ 2 2 ΞΕΝΟΔΟΧΕΙΑΚΕΣ 15 ΕΦΑΡΜΟΓΕΣ ΜΕ ΧΡΗΣΗ Η/Υ 2 2 ΛΟΓΙΣΤΙΚΗ ΞΕΝΟΔΟΧΕΙΑΚΩΝ 16 ΕΠΙΧΕΙΡΗΣΕΩΝ 3 3 1 1 17 ΠΡΑΚΤΙΚΗ ΑΣΚΗΣΗ 6 6 1 2 1 2 1 2 1 2 ΣΥΝΟΛΟ 7 3 0 3 7 0 5 5 0 4 6 0
6.2. Αναλυτικό Πρόγραμμα
Μαθήματα
Α΄ Εξάμηνο – Ώρες-Μαθησιακά Αποτελέσματα – Περιεχόμενο Μάθημα: Αγγλικά ( A΄ εξ.) Ώρες μαθήματος/εβδομάδα (Θ, Ε, Σ): 2,0,2 Σκοπός - Μαθησιακά Αποτελέσματα Η εκμάθηση των αγγλικών ως βασικής γλώσσας του διεθνούς εμπορίου και του τουρισμού και η χρήση της στο πεδίο εργασίας. Στο τέλος των μαθημάτων οι καταρτιζόμενοι πρέπει να είναι ικανοί να: ● Κατανοούν την αγγλική γλώσσα και την αγγλική τουριστική και ταξιδιωτική ορολογία, γραπτώς και προφορικώς. ● Επικοινωνούν γραπτώς και προφορικώς στα αγγλικά ● Διαβάζουν και κατανοούν τουριστικά και ταξιδιωτικά έγγραφα ● Διεκπεραιώνουν τουριστικές επιχειρησιακές επικοινωνίες στα αγγλικά Περιεχόμενο του μαθήματος - Γραμματική και σύνθεση φράσεων. - Ανάπτυξη ικανότητας γραφής και ανάγνωσης. Dissertation 77
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- Αρχές συνομιλίας. - Επικοινωνία και δημόσια ομιλία.
Β΄ Εξάμηνο – Ώρες-Μαθησιακά Αποτελέσματα – Περιεχόμενο Μάθημα: Αγγλικά ( Β΄ εξ.) Ώρες μαθήματος/εβδομάδα (Θ, Ε, Σ): 2,0,2 Σκοπός - Μαθησιακά Αποτελέσματα Η εκμάθηση των αγγλικών ως βασικής γλώσσας του διεθνούς εμπορίου και του τουρισμού και η χρήση της στο πεδίο εργασίας. Στο τέλος των μαθημάτων οι καταρτιζόμενοι πρέπει να είναι ικανοί να: ● Κατανοούν την αγγλική γλώσσα και την αγγλική τουριστική και ταξιδιωτική ορολογία, γραπτώς και προφορικώς. ● Επικοινωνούν γραπτώς και προφορικώς στα αγγλικά ● Διαβάζουν και κατανοούν τουριστικά και ταξιδιωτικά έγγραφα ● Διεκπεραιώνουν τουριστικές επιχειρησιακές επικοινωνίες στα αγγλικά Περιεχόμενο του μαθήματος Εκμάθηση της γλώσσας με έμφαση στις τουριστικές επιχειρήσεις. - Τουριστικοί Διάλογοι. - Ανάγνωση και σύνταξη τουριστικών & ξενοδοχειακών εντύπων.
Γ΄ Εξάμηνο – Ώρες-Μαθησιακά Αποτελέσματα – Περιεχόμενο Μάθημα: Αγγλικά ( Γ΄ εξ.) Ώρες μαθήματος/εβδομάδα (Θ, Ε, Σ):2,0,2 Σκοπός - Μαθησιακά Αποτελέσματα Η εκμάθηση των αγγλικών ως βασικής γλώσσας του διεθνούς εμπορίου και του τουρισμού και η χρήση της στο πεδίο εργασίας. Στο τέλος των μαθημάτων οι καταρτιζόμενοι πρέπει να είναι ικανοί να: ● Κατανοούν την αγγλική γλώσσα και την αγγλική τουριστική και ταξιδιωτική ορολογία, γραπτώς και προφορικώς. ● Επικοινωνούν γραπτώς και προφορικώς στα αγγλικά. ● Διαβάζουν και κατανοούν τουριστικά και ταξιδιωτικά έγγραφα. ● Διεκπεραιώνουν τουριστικές επιχειρησιακές επικοινωνίες στα αγγλικά. Dissertation 78
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Περιεχόμενο του μαθήματος Εκμάθηση της γλώσσας με έμφαση στις τουριστικές & ξενοδοχειακές επιχειρήσεις. - Ταξιδιωτική, Ξενοδοχειακή και Τουριστική αλληλογραφία. - Εμπορική αλληλογραφία. - Σύνθεση επιστολών και αναφορών.
Δ΄ Εξάμηνο – Ώρες-Μαθησιακά Αποτελέσματα – Περιεχόμενο Μάθημα: Αγγλικά ( Δ΄ εξ.) Ώρες μαθήματος/εβδομάδα (Θ, Ε, Σ): 2,0,2 Σκοπός - Μαθησιακά Αποτελέσματα Η εκμάθηση των αγγλικών ως βασικής γλώσσας του διεθνούς εμπορίου και του τουρισμού και η χρήση της το πεδίο εργασίας Στο τέλος των μαθημάτων οι καταρτιζόμενοι πρέπει να είναι ικανοί να: ● Κατανοούν την αγγλική γλώσσα και την αγγλική τουριστική και ταξιδιωτική ορολογία, γραπτώς και προφορικώς. ● Επικοινωνούν γραπτώς και προφορικώς στα αγγλικά ● Διαβάζουν και κατανοούν τουριστικά και ταξιδιωτικά έγγραφα ● Διεκπεραιώνουν τουριστικές επιχειρησιακές επικοινωνίες στα αγγλικά Περιεχόμενο του μαθήματος - Εκμάθηση της γλώσσας με έμφαση στις τουριστικές & ξενοδοχειακές επιχειρήσεις. - Ταξιδιωτική, Ξενοδοχειακή και Τουριστική αλληλογραφία. - Εμπορική αλληλογραφία. - Σύνθεση επιστολών και αναφορών.
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Appendix II: Questionnaire
♦ Ερωτηματολόγιο για το Μάθημα των Αγγλικών στην ειδικότητα «ΤΕΧΝΙΚΟΣ ΤΟΥΡΙΣΤΙΚΩΝ ΜΟΝΑΔΩΝ ΚΑΙ ΕΠΙΧΕΙΡΗΣΕΩΝ ΦΙΛΟΞΕΝΙΑΣ»
♦ A Needs Analysis Questionnaire for the English language taught at the “HOTEL MANEGEMENT AND CATERING COURSE”
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Ερωτηματολόγιο για το Μάθημα των Αγγλικών στην ειδικότητα «ΤΕΧΝΙΚΟΣ ΤΟΥΡΙΣΤΙΚΩΝ ΜΟΝΑΔΩΝ ΚΑΙ ΕΠΙΧΕΙΡΗΣΕΩΝ ΦΙΛΟΞΕΝΙΑΣ»
Αγαπητοί σπουδαστές/ Αγαπητές σπουδάστριες, Ονομάζομαι Ιωάννα Ζαρβαλά και εργάζομαι ως καθηγήτρια Αγγλικών σε δημόσια και ιδιωτικά ΙΕΚ της Περιφέρειας Ηπείρου. Στα πλαίσια του μεταπτυχιακού προγράμματος "Μεταπτυχιακή Ειδίκευση Καθηγητών Αγγλικής Γλώσσας" στο Ελληνικό Ανοιχτό Πανεπιστήμιο, εκπονώ διπλωματική εργασία, η οποία έχει στόχο τη διερεύνηση των μαθησιακών αναγκών των σπουδαστών της Αγγλικής γλώσσας και τον σχεδιασμό υλικού για την ειδικότητα "Τεχνικός Τουριστικών Μονάδων και Επιχειρήσεων Φιλοξενίας". Μέσω του ερωτηματολογίου που σας δόθηκε, θα συμβάλλετε σημαντικά στο ερευνητικό κομμάτι της εργασίας. Πιο συγκεκριμένα, το ερωτηματολόγιο που ακολουθεί έχει ως στόχο να ερευνήσει τις ανάγκες σας σχετικά με το μάθημα των Αγγλικών και να αποκαλύψει τον τρόπο που προτιμάτε να μαθαίνετε. Έτσι, με τη βοήθειά σας, θα καθοριστούν και θα επαναπροσδιοριστούν οι στόχοι του μαθήματος ώστε το υλικό που θα δημιουργηθεί να είναι λειτουργικό, αποδοτικό και, όσο το δυνατό, πιο ωφέλιμο για εσάς. Να θυμάστε ότι το ερωτηματολόγιο είναι ανώνυμο, δεν υπάρχουν σωστές ή λάθος απαντήσεις και η συμπλήρωσή του θα σας πάρει 5-10 λεπτά. Σας ευχαριστώ εκ των προτέρων για το χρόνο και τη συνεργασία σας.
ΜΕΡΟΣ Α. ΠΡΟΣΩΠΙΚΑ ΣΤΟΙΧΕΙΑ Επιλέξτε την απάντηση που σας αφορά: 1. Φύλο: Άντρας□Γυναίκα□ 2. Ηλικία: 18-25□ 26-35□ 36-45□ 46-55□ 56-65□ 3. Επίπεδο Σπουδών: Πτυχίο Πανεπιστημίου□Πτυχίο ΤΕΙ □Δίπλωμα ΙΕΚ□ Απολυτήριο ΕΠΑΛ□ Απολυτήριο ΛΥΚΕΙΟΥ□ Άλλο ______4.Πιστοποιημένο Επίπεδο Γνώσης Αγγλικής Γλώσσας: A1□ A2□ Β1□ Β2□ C1□ C2□ 5. Εργασιακή Εμπειρία στον Τομέα Δραστηριοτήτων των σπουδών σας: Ναι□‘Όχι□
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ΜΕΡΟΣ B. ΠΡΟΣΩΠΙΚΕΣ ΣΤΑΣΕΙΣ, ΑΝΑΓΚΕΣ ΚΑΙ ΚΙΝΗΤΡΑ ΓΙΑ ΤΗΝ ΕΚΜΑΘΗΣΗ ΤΩΝ ΑΓΓΛΙΚΩΝ
ούτε
απόλυτα
συμφωνώ
Παρακαλώ να κυκλώσετε τον κατάλληλο αριθμό
Συμφωνώ απόλυτα Συμφωνώ Συμφωνώ Ούτε διαφωνώ Διαφωνώ Διαφωνώ 1. Η εκμάθηση ξένων γλωσσών είναι σημαντική για την 5 4 3 2 1 προσωπική, κοινωνική και επαγγελματική μου ζωή 2. Η εκμάθηση των Αγγλικών είναι σημαντική για την 5 4 3 2 1 προσωπική και κοινωνική μου ζωή 3. Η εκμάθηση των Αγγλικών είναι σημαντική για τη μελλοντική 5 4 3 2 1 επαγγελματική μου ζωή 4. Θέλω να επικοινωνώ με ευχέρεια στον Αγγλικό γραπτό και 5 4 3 2 1 προφορικό λόγο 5. Θέλω να καταλαβαίνω τους ανθρώπους που μιλούν Αγγλικά 5 4 3 2 1 6. Θέλω να διαβάζω με ευκολία και να κατανοώ κείμενα στα 5 4 3 2 1 Αγγλικά 7. Θέλω να χρησιμοποιώ τη σωστή προφορά των Αγγλικών 5 4 3 2 1 λέξεων 8. Θέλω περισσότερη εξάσκηση στον Αγγλικό προφορικό 5 4 3 2 καθημερινό λόγο 9. Θέλω περισσότερη εξάσκηση σε ακουστικές δεξιότητες 5 4 3 2 1 10. Θέλω περισσότερη εξάσκηση στην κατανόηση γραπτού 5 4 3 2 1 λόγου (άρθρα, διαφημιστικά φυλλάδια και εγχειρίδια με οδηγίες) 11. Θέλω να μάθω την απαραίτητη Αγγλική ορολογία της 5 4 3 2 1 ειδικότητάς μου 12. Θέλω να επικοινωνώ με σαφήνεια και ευγένεια με τους 5 4 3 2 1 μελλοντικούς πελάτες μου
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ΜΕΡΟΣ Γ. ΠΡΟΤΙΜΗΣΕΙΣ ΣΤΟΝ ΤΡΟΠΟ ΜΑΘΗΣΗΣ
ούτε ώ ώ
Παρακαλώ να κυκλώσετε τον κατάλληλο αριθμό συμφων
Συμφωνώ απόλυτα Συμφωνώ Ούτε διαφωνώ Διαφωνώ Διαφωνώ απόλυτα 1. Προτιμώ να γράφω σύντομες παραγράφους, γράμματα, 5 4 3 2 1 σημειώματα, περιλήψεις στα Αγγλικά 2. Προτιμώ να μαθαίνω Αγγλικά διαβάζοντας Αγγλικά 5 4 3 2 1 κείμενα 3. Προτιμώ να παρακολουθώ παρουσιάσεις 5 4 3 2 1 4. Προτιμώ να βλέπω βίντεο στα Αγγλικά 5 4 3 2 1 5. Προτιμώ να συμμετέχω σε συζητήσεις στα Αγγλικά 5 4 3 2 1 6. Προτιμώ να μαθαίνω Αγγλικά παίζοντας παιχνίδια ρόλων 5 4 3 2 1 7. Προτιμώ να ακούω τους συνεκπαιδευμένους μου να 5 4 3 2 1 παίζουν ένα παιχνίδι ρόλων 8.Προτιμώ να μαθαίνω Αγγλικά αποστηθίζοντας κανόνες 5 4 3 2 1 9. Προτιμώ να κάνω ασκήσεις συμπληρώνοντας κενά 5 4 3 2 1 10. Προτιμώ να μαθαίνω ψάχνοντας πληροφορίες 5 4 3 2 1 11. Προτιμώ ο εκπαιδευτής να διορθώνει τα λάθη μου 5 4 3 2 1 12. Προτιμώ να διορθώνω τα λάθη μου ο/η ίδιος/α με τη 5 4 3 2 1 βοήθεια του εκπαιδευτή 13. Προτιμώ να ανταλλάσσω φυλλάδια με το διπλανό μου 5 4 3 2 1 και να διορθώνει ο ένας τα λάθη του άλλου 14. Προτιμώ κάθε ομάδα εργασίας να διορθώνει τα δικά της 5 4 3 2 1 λάθη πριν παραδώσει τα φυλλάδια της στον εκπαιδευτή
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ΜΕΡΟΣ Δ. ΣΤΡΑΤΗΓΙΚΕΣ ΜΑΘΗΣΗΣ
ούτε
Παρακαλώ να κυκλώσετε τον κατάλληλο συμφωνώ
αριθμό
Συμφωνώ απόλυτα Συμφωνώ Ούτε διαφωνώ Διαφωνώ Διαφωνώ απόλυτα 1. Μαθαίνω καλύτερα όταν μελετάω μόνος/μόνη. 5 4 3 2 1 2. Μαθαίνω καλύτερα όταν συνεργάζομαι με τον/την 5 4 3 2 1 διπλανό/ή μου. 3. Μαθαίνω καλύτερα όταν συμμετέχω σε δυάδες. 5 4 3 2 1 4.Μαθαίνω καλύτερα όταν συμμετέχω σε ομάδες εργασίας. 5. Προτιμώ να μαθαίνω ακούγοντας τον εκπαιδευτή μου. 5 4 3 2 1 6. Μαθαίνω το νέο λεξιλόγιο εύκολα όταν το συναντώ μέσα 5 4 3 2 1 σε κείμενο 7. Μαθαίνω το καινούργιο λεξιλόγιο και την ορολογία 5 4 3 2 1 αποστηθίζοντάς τα 8. Μαθαίνω το νέο λεξιλόγιο μέσα από εξάσκηση με τους 5 4 3 2 συνεκπαιδευμένους μου 9.Μαθαίνω τη γραμματική καλύτερα όταν απομνημονεύω 5 4 3 2 1 τους κανόνες. 10. Μαθαίνω τα γραμματικά φαινόμενα καλύτερα όταν τα 5 4 3 2 1 χρησιμοποιώ για να εκφραστώ στον γραπτό και προφορικό μου λόγο 11. Μαθαίνω τα γραμματικά φαινόμενα καλύτερα όταν 5 4 3 2 1 ακούω τους άλλους να τα χρησιμοποιούν 12. Μαθαίνω καλύτερα όταν παρακολουθώ τους 5 4 3 2 1 συνεκπαιδευμένους μου να εξασκούνται σε ένα παιχνίδι ρόλων στην τάξη 13. Μαθαίνω καλύτερα όταν υπάρχουν επαναληπτικές 5 4 3 2 1 δοκιμασίες στο τέλος κάθε ενότητας του βιβλίου μου Dissertation 84
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ΜΕΡΟΣ Ε. ΙΚΑΝΟΤΗΤΕΣ ΚΑΙ ΔΕΞΙΟΤΗΤΕΣ
Παρακαλώ να δηλώσετε τη θεματολογία που σας ενδιαφέρει
ενδιαφέρει
με
ενδιαφέρει
Με Δεν 1. Να καταλαβαίνω πιο εύκολα και γρήγορα τι μου λένε όταν μου μιλούν οι ξένοι στα Αγγλικά. 2. Να μπορώ να υποδέχομαι τους ξένους πελάτες και να εξηγώ στα Αγγλικά τις διατυπώσεις της διαμονής και της αναχώρησής τους. 3. Να μπορώ να πραγματοποιώ κρατήσεις και ακυρώσεις στα Αγγλικά. 4. Να μπορώ να εκτελώ υπηρεσίες σχετικές με το τηλεφωνικό κέντρο στα Αγγλικά 5. Να διαβιβάζω στους ξένους πελάτες την αλληλογραφία ή τα μηνύματα τους. 6. Να μπορώ να παρέχω πληροφορίες στους ξένους πελάτες για θεάματα, μεταφορικά μέσα, αγορές, τουρισμό, κλπ. στα Αγγλικά. 7. Να μπορώ να εξυπηρετώ τους πελάτες στην εξαργύρωση συναλλάγματος, επιταγών, πιστωτικών καρτών κλπ στα Αγγλικά. 8. Να μπορώ να δίνω οδηγίες στα Αγγλικά και να καθοδηγώ τους ξένους πελάτες στους ξενοδοχειακούς χώρους 9. Να μπορώ να υποδέχομαι και να αποχαιρετώ τους ξένους πελάτες, να τους οδηγώ στη θέση τους και τους συμβουλεύω
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σχετικά με τα γεύματα και τα ποτά. 10. Να μπορώ να δέχομαι παραγγελίες στα Αγγλικά. 11. Να μπορώ να κάνω εισπράξεις και να εκτελώ λογαριασμούς σε ξένο νόμισμα, επιταγές, πιστωτικές κάρτες . 12. Να μπορώ να αντιμετωπίζω τις διαμαρτυρίες των ξένων πελατών. 13. Να μπορώ να συνδιαλέγομαι με τους εκπροσώπους των ταξιδιωτικών γραφείων στα Αγγλικά. 14. Να μπορώ να γράψω ένα σημείωμα ή ένα απλό κείμενο στο συνάδελφό μου στα Αγγλικά 15. Να μπορώ να ψάχνω στο Διαδίκτυο για πληροφορίες. 16. Να γνωρίζω πώς να αντιδράσω σε περιπτώσεις έκτακτης ανάγκης (σεισμός, πυρκαγιά κτλ) στα Αγγλικά.
17. Ποιες ικανότητες και προσόντα θεωρείτε ότι πρέπει να διαθέτει ένας τεχνικός τουριστικών μονάδων και επιχειρήσεων φιλοξενίας; (Παρακαλώ να αναφέρετε κάποια χαρακτηριστικά) ______
Σας ευχαριστώ!!!
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A Needs Analysis Questionnaire for the English language taught at the “HOTEL MANEGEMENT AND CATERING COURSE”
Dear trainees, My name is IoannaZarvala and I am an English teacher in public and private Vocational Institutes in the region of Epirus. The following questionnaire is part of my dissertation for the Master’s degree at the Hellenic Open University and it is addressed to the trainees of the Hotel Management and Catering course. More specifically, the aim of this questionnaire is to explore the needs and preferences of the trainees regarding the English lesson, so that a new and more effective textbook could be designed to help them acquire knowledge, skills and competences and all the necessary requirements for their future job. Please remember that the questionnaire is anonymous and all answers will remain confidential. There is no right or wrong answers and it will take you only 5 to 10 minutes to complete it. I would appreciate it if you devoted some of your time for its completion. Thank you in advance for your time and cooperation.
Part A. Personal Information Please answer the following questions through choosing the appropriate box.
1. Gender: Male □ Female □
2. Age: 18-25 □ 26-35 □ 36-45 □ 46-55 □ 56-65 □
3. Academic Qualifications: University degree □ Technological Educational Institute
(T.E.I.) degree □ Vocational Institute diploma □
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Training School Certificate □ Senior High School Certificate
□ Other: ______
4. Level of English: A1 □ A2 □ Β1□ Β2□ C1 □ C2 □
5. Working experience in the field of your current studies: Yes □ No□
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Part Β. Personal Attitudes, Needs and Motivation towards
English Language Teaching and Learning
Please circle the appropriate number
Totally agree Agree Neither agree disagree Disagree nor Totally disagree 1. Learning foreign languages is important for your 5 4 3 2 1 personal, social and professional life. 2. Learning English is important for your personal and 5 4 3 2 1 social life. 3. Learning English is important for your future career. 5 4 3 2 1 4. I want to communicate fluently in English. 5 4 3 2 1 5. I want to understand English speaking people when 5 4 3 2 1 talking 6. I want to be able to read and understand English texts 5 4 3 2 1 with ease 7. I want to use the correct pronunciation of English words. 5 4 3 2 1 8. I want further practice in speaking skills. 9. I want further practice in listening skills. 5 4 3 2 1 10. I want further practice in reading skills (articles, 5 4 3 2 1 brochures and manuals) 11. I want to learn the necessary English terminology of my 5 4 3 2 1 course of studies. 12. I want to communicate with my future customers with 5 4 3 2 1 clarity and politeness
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Part C. Learning Style Preferences
Please circle the appropriate number
Totally agree Agree Neither agree disagree nor Disagree Totally disagree 1. I prefer writing short paragraphs, letters, notes, 5 4 3 2 1 summaries 2. I prefer learning English through reading English texts 5 4 3 2 1 3. I prefer watching presentations 5 4 3 2 1 4. I prefer watching videos for practicing English 5 4 3 2 1 5. I prefer participating in discussions 5 4 3 2 1 6. I prefer learning English while role-playing 5 4 3 2 1 7. I prefer listening to my classmates performing a role-play 5 4 3 2 1 8.I prefer learning through memorization of rules 5 4 3 2 1 9. I prefer completing exercises through filling the gaps. 5 4 3 2 1 10. I prefer learning through searching for information 5 4 3 2 1 11. I prefer the instructor to correct my mistakes 5 4 3 2 1 12. I prefer correcting my mistakes by myself with the help 5 4 3 2 1 of the instructor 13. I prefer switching papers with my partner and correcting 5 4 3 2 1 each other’s mistakes 14. I prefer each group to correct their own mistakes before 5 4 3 2 1 handing in the exercises to the instructor
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Part D. Learning Strategies
Please circle the appropriate number
Totally agree Agree Neither agree disagree nor Disagree Totally disagree 1. I learn English better when I study alone. 5 4 3 2 1 2. I learn better when working with the person next to me. 5 4 3 2 1 3. I learn better when working in pairs 5 4 3 2 1 4. I learn better when working in groups. 5. I prefer learning by listening to my instructor 5 4 3 2 1 6. I learn new vocabulary easily when I read the new words 5 4 3 2 1 in a context 7. I prefer learning new words by heart 5 4 3 2 1 8. I learn new vocabulary by listening to it and practicing it with my fellow trainees 9. I learn grammar better when I memorize rules. 5 4 3 2 1 10. I learn grammatical structures easier when I use them to 5 4 3 2 1 express myself. 11. I learn grammatical phenomena easier when I listen to 5 4 3 2 1 others using them 12. I learn better by listening to my classmates performing a 5 4 3 2 1 role-play 13. I learn better when there is a written test at the end of 5 4 3 2 1 each module
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Part E. Skills and Competences
Please choose the topics you are interested in
Interested Not interested 1. Understanding English speaking people more easily and quickly. 2. Greeting foreign guests and explaining the procedure of check in/out. 3. Entering reservations and handling cancellations in English. 4. Handling call center operation services 5. Delivering mails and messages to foreign guests. 6. Providing the guests with information on entertainment events, means of transport, local markets etc. in English. 7. Catering for currency exchange, cheques and credit cards transactions etc. in English. 8. Giving directions and guiding foreign guests in the hotel premises. 9. Greeting foreign customers, guiding them to their dining table and advising them on the menu. 10. Taking the customer’s order in English. 11. Taking payments and operating accounts in foreign currency, cheques and credit cards. 12. Dealing with complaints by the foreign guests. 13. Conversing with tourist agencies in English. 14. Writing a note or a simple text to my colleague in English. 15. Searching for information on the Internet.
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16. Knowing how to react in case of an emergency (earthquake, fire, etc.) in English.
17. Which abilities and skills do you think a graduate of the Hotel Management and Catering course should have? (Please give some characteristics.) ______
Thank you!!!
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Appendix III: Personal Interviews
Α) Questions posed to interviewees
INTRODUCTORY QUESTIONS
1. Πόσα χρόνια εργάζεστε ως εκπαιδευτής ενηλίκων σε ειδικότητες Τουριστικών επαγγελμάτων στα ΙΕΚ; 2. Ποια μαθήματα διδάσκετε σε αυτές τις ειδικότητες; 3. Εκτός από τη διδακτική σας εμπειρία, έχετε επαγγελματική εμπειρία στον τομέα των τουριστικών επαγγελμάτων;
TRANSITIONAL QUESTIONS
1. Ποιά είναι τα προσόντα που πρέπει να διαθέτει ένας υποψήφιος εργαζόμενος σε μια ξενοδοχειακή επιχείρηση; 2. Σε ποιες θέσεις τοποθετούνται οι απόφοιτοι των ΙΕΚ (ή οι σπουδαστές των ΙΕΚ ως μέρος της πρακτικής τους) σε μια ξενοδοχειακή επιχείρηση; 3. Ποιές είναι οι αρμοδιότητές τους;
MAIN QUESTIONS
1. Πόσο σημαντική είναι κατά τη γνώμη σας η γνώση της αγγλικής γλώσσας στον τομέα των ξενοδοχειακών επαγγελμάτων; Ποιό, θεωρείτε, ότι είναι το προαπαιτούμενο επίπεδο γνώσης της Αγγλικής γλώσσας των αποφοίτων του ΙΕΚ, ώστε να ανταπεξέλθουν στα επαγγελματικά τους καθήκοντα;
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2. Πόσο συχνά έρχεστε σε επαφή με την αγγλική τουριστική ορολογία στα μαθήματα που διδάσκετε? 3. Ποιες γλωσσικές δεξιότητες θεωρείτε απαραίτητες όσον αφορά τη χρήση της Αγγλικής γλώσσας στον τουριστικό κλάδο; 4. Επηρεάζεται η πρόσληψη ή η προτίμηση ενός υποψηφίου για μια θέση στον τομέα των ξενοδοχειακών επαγγελμάτων, από τη γνώση ή μη της Αγγλικής γλώσσας;
CLOSING QUESTIONS
1. Ποιες προτάσεις θα κάνατε στους καθηγητές Αγγλικών, ως προς το περιεχόμενο των μαθημάτων σε σπουδαστές του ΙΕΚ τουριστικών; 2. Σε ποιες γλωσσικές δεξιότητες στην αγγλική γλώσσα θα συμβουλεύατε οι σπουδαστές να εστιάσουν, ώστε να αυξήσουν τις πιθανότητες πρόσληψής τους στον τουριστικό τομέα;
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Β) Responses from interviewees
INTRODUCTORY QUESTIONS
● Question 1: Male interviewee: 10 years of teaching experience
Female interviewee 1: 4 years of teaching experience
Female interviewee 2: 7 years of teaching experience plus 9 years of teaching experience at ATEIs
● Question 2: The following answers were given regarding course subjects: ➢ Τουρισμός ➢ Τουριστική γεωγραφία και τοπική ιστορία ➢ Οργάνωση, λειτουργία ξενοδοχείων Ι,II ➢ Διοίκηση επιχειρήσεων Ι,II ➢ Marketing ➢ Πρακτική εφαρμογή στηνειδικότητα ➢ Πρακτική εφαρμογή στην ειδικότητα ➢ Τουριστική Ψυχολογία- Κοινωνιολογία ➢ Στοιχεία τουριστικής πολιτικής ➢ Ξενοδοχειακές εφαρμογές με χρήση Η/Υ
● Question 3: Male interviewee: no professional experience
Female interviewee 1: 10 years of professional experience in large-scale hotels. She also mentioned: “My first job in the field was before I graduated from IEK, as a trainee in a hotel”. Dissertation 96
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“I have mostly worked in hotels, in several positions, like a receptionist, main courante employee, financial manager and in sales”.
Female interviewee 2: 7 years of professional experience in low- scale and large- scale hotels, tourist offices. She also mentioned: “My career in tourism started right after I graduated from the Tourism Industry studies of the ATEI in Larisa”. “I have worked as a receptionist before I started working as an employee in travel agencies”,
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TRANSITIONAL QUESTIONS
● Question 1: All interviewees mentioned that professional experience and a relevant certificate in the tourism sector are important. They added personality traits and knowledge of foreign languages. More specifically:
✓ Professional experience
✓ Kindness
✓ Foreign languages
✓ Flexibility to cover other posts of the hotel
✓ Match the profile of the company
✓ The performance throughout the interview (leave a good impression)
✓ Good knowledge of English
● Question 2: The answers to this question were almost homophonous, as the interviewees mentioned that IEK graduates cover lower responsibility positions, or as trainees:
“Usually these posts have to do with the bar and restaurant services or housekeeping”,
“The usual tactic is to employ IEK graduates in the restaurant or the bar, mostly as waiters, with few responsibilities”,
“Sometimes businesses prefer to hire IEK graduates with lower wages”, “IEK graduates are preferred for kitchen staff or bell boys”.
● Question 3:
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Their main duties, as described, included: ✓ Welcome guests
✓ Book rooms
✓ Check -in & check -out
✓ Contact with customers via e-mail or phone
✓ Contact with travel agents
✓ Reception management
✓ On-line and phone room bookings
✓ Check the bill, financial transactions
✓ Provide information
✓ Input data with the use of computer software
✓ Make and receive calls
MAIN QUESTIONS
● Question 1: Everyone agreed on the major importance of English language acquisition. Regarding the required level of English they added: “A high level of English is required because most customers are native speakers or speak English as a second language”.
“All employees should be able to communicate with guests or even colleagues in English. “Everyone who works in this sector understands that it is their main tool for communication! So, above average! At least Lower (B2)”.
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“The level of English should be quite advanced to excellent as regards the speaking and writing skills. There is direct contact with English speaking clients on a daily basis!”
“English is very important for the front office department which operates mainly with English terminology, in contrast to the catering department which operates mainly in French”.
“Most tour operators who work in Greece come from Agglo- saxonic countries”.
“Reservation systems operate in English”.
● Question 2: Some of the answers given are: “Everyday. Almost in every lesson there is use of terminology.”
“There is a connection between the subjects, so abbreviations always appear in almost every page of the books”.
“I never use the Greek terminology in my lessons. It is impossible, as it isn’t correct. We can’t talk about room types if we don’t use words, such as double, single, suite etc”.
“I can’t explain how check-in works if I don’t use this exact word. It is a universal way of saying it, I can’t change that, and I shouldn’t if I want my students to learn the basic principles of a hotel”.
● Question 3: In terms of English language skills, the instructors mentioned that: “Communication with clients is the key. In every position in the hotel, is it the bar or reception or housekeeper, they should be able to communicate in English.”
“It depends on the post. Some positions need a more advanced level of English than others. For example, kitchen staff should know the cooking terminology. On the other hand, the receptionist should be a fluent speaker of English. It is only necessary both to understand and use English”.
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“They must express themselves effectively. Of course, in a polite manner to avoid conflict. They should be in a position to understand every customer, while being able to handle situations like complaints in English”.
● Question 4: The instructors’ answers are: “Of course. Knowledge of English is one of the most important requirements for this job!”
“If a candidate for a job in a hotel knows English fluently, then he/she will be a 100% preferred to another candidate with similar qualifications but with a lower level of English”
“You don’t stand a chance if you don’t speak English! None will employ you, that’s for sure. Unless you want to work as kitchen staff nothing else!”
“Since we use English every day in this job, I don’t know any other way. How will a receptionist talk to a guest from China or Russia if we can’t speak English? That’s insane. He will be fired after a few days, or he may not even get employed.”
CLOSING QUESTIONS
● Question 1: The suggestions of tourism instructors regarding the content of the English course in the specific field are summarized below: ✓ The lessons should be more practical. For example, the employee should be in a position to describe a place, to give directions, provide information. .
✓ Terminology in tourism should be taught.
✓ Listening, speaking and terminology for every single position. Terminology for travel agents, or kitchen staff or even housekeepers.
✓ It could be beneficial to involve dialogues in the form of role-playing in order to use vocabulary and expressions that would be used in a tourism sector position.
✓ Writing is also important in the form of emails
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✓ Emphasis on speaking. Useful expressions, formal speech patterns, role-playing activities.
✓ Greetings, serving guests, describing dishes, even making jokes with guests.
● Question 2: Tourism professionals believe that IEK graduates should focus on developing ✓ “speaking skills”
✓ “writing emails or letters to communicate with travel agents or customers”
✓ “focus on oral communication or online communication”
✓ “vocabulary and terminology”
✓ “practice speech patterns and expressions”
✓ “accuracy in speaking and writing to avoid misunderstandings!”
✓ “vocabulary enrichment”.
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Appendix IV: Statistics
PART A
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PART B
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PART C
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PART D
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PART E
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Appendix V: Contents Page
Topics Vocabulary Grammar Unit 1 Hotels Hotel star Present simple Hotels classification, Present continuous everywhere!!! rooms, board Adverbs of Which is the best? contracts frequency (pp 3-12) Hotel amenities Unit 2 Personal and Division of the hotel Stative verbs Meet our Hotel Staff professional skills personnel Numbers( ordinal- (pp 13-22) Duties of hotel cardinal) personnel Self- assessment 1 (pp 23-24) Unit 3 Check in Polite questions/ Question words Staying in our Hotel Dealing with requests Prepositions of (pp 25-34) reservations( face- Giving directions place and time to- face or on the Registration/ phone) reservation card Unit 4 Welcoming and Parts of a restaurant/ Nouns( countable- Visit our Restaurant sitting customers bar uncountable) and Bar Confirming Tableware items Quantifiers (some, (pp 35-44) reservation details Restaurant any, much many, upon customers’ documents (eg. table (a)few, (a) little) arrival charts) Self- assessment 2 (pp 45-46) Unit 5 Taking orders Food ingredients Adjectives It’s time to order Recommending on Drinks and Order of Adjectives (pp 47-56) menu beverages Degrees of Starters, main adjectives courses, desserts Preparation of dishes
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Unit 6 Check out Payment methods/ Future tenses The bill, please! Paying the bill policies (Future simple, Be (pp 57-66) Farewell Figures, sums going to) Self- assessment 3 (pp 67-68) Unit 7 Politeness Phrases of Past simple (regular/ Dealing with Impoliteness politeness/ irregular verbs) complaints impoliteness Past continuous (pp 69- 78) Bad hotel service Unit 8 Safety Fire/ earthquake Imperative Your attention, First- aid incidents Modal verbs please! This is an Evacuation plan emergency call!! First- aid (pp 79-88) instructions Self –assessment 4 (pp 89- 98) Grammar reference (pp. 99-110) Word list (pp 111-120)
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Reading Listening Speaking Writing Brochure of a 5- star Listening to two Discussion between Description of a hotel in Greece guests talking about a hotel owner and a hotel hotel amenities guest on a family- Short paragraph in a Listening for friendly hotel flyer format specific information Job profile of a Listening and Asking and Narrative of a hotel receptionist matching speakers answering questions typical day at to their duties Giving information workplace on personal traits and professional duties
Training guide for Listening to a Asking for personal A formal email future hotel receptionist details for the confirming an receptionists recommending on completion of a online reservation tourist attractions registration card Listening for gist- Role playing missing sentences Magazine article on Listening to a waitress Pretending wait Writing a report actions when welcoming a group of staff and customers receiving guests businessmen at the upon arrival at the restaurant restaurant Identifying the Group role playing sequence
Texts on different Listening to a chef Recommending a Designing a menu types of menus describing the day’s three- course menu specialty Role- playing Multiple choice Examples of hotel/ Listening to a Group discussion on A web- page restaurants bills receptionist dealing identity theft article on
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(pictures) with a customers’ payment methods check- out and policies Multiple matching
Blog entry of a Listening and Problem- solving Reply to a letter dissatisfied identifying attitude of situation regarding of complaint customer polite/ impolite complaints customers making Role- playing complaints True/ false task Manual on Listening to Oral narration of an Design of a safety providing first- aid loudspeaker emergency incident information card announcement for in bullet format evacuation procedure Identifying the sequence
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Appendix VI: A Sample Unit
Unit 1 Hotels everywhere!!! Which is the best?
Learn how to: ● define hotel rating stars and board contracts ● distinguish different types of rooms ● identify types of hotel amenities
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Reading
How would you define a hotel? Are you familiar with the hotel star- rating system? What does each star correspond to? You may want to consult the following word bank to get some ideas.
Bathroom
shared private shower/ bath
Room size Amenities
small TV spacious telephone comfortable internet access closet/ clothes racks bedding mini- bar private safe Service bath products reception towels/ bathrobes baggage assistance linens room service
concierge Facilities
butler restaurant housekeeping bar board/ pension spa child- care health club swimming pool tennis/ golf court
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Read the following text on a 5- star hotel in Ioannina, Greece and do the following exercises.
Get the celebrity treatment with world-class service at
Hotel Du Lac Congress Center & Spa5
Combining traditional architecture with 5-star comforts, Hotel Du Lac Congress Center & Spa offers classically decorated rooms with free Internet access right next to Pamvotida Lake. It has a spa center with sauna and steam room, a swimming pool and a stylish café-bar.
Du Lac air-conditioned rooms feature luxurious furnishings and boast lovely views to the lake and the hotel’s landscaped gardens. They come with an LCD TV with satellite channels, laptop safe box and minibar. They all have marble bathrooms and offer bathrobes and slippers.
Guests can enjoy a drink at the large furnished terrace by the swimming pool or have a light meal at Kormoranos café-bar. The restaurant of Du Lac Hotel serves a mix of local and international cuisine. Hotel Du Lac Congress Center & Spa is within a 15-minute walk from the center of Ioannina and the town’s historic castle. Free private parking is available on site.
5https://www.booking.com/hotel/gr/du-lac.el.html?aid=357006;label=gog235jc-hotel-XX-gr-duNlac-unspec- gr-com-L%3Ael-O%3AwindowsS7-B%3Achrome-N%3AXX-S%3Abo-U%3AXX- H%3As;sid=83c1e0ea20a6fb27df839cc0a164fe78;dist=0&sb_price_type=total&type=total&
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Reading Comprehension Activity 1 Read the text again and answer the following questions.
1. Where is the hotel located? 2. What tourist attractions can the hotel’s guests visit near the hotel? 3. What facilities does the hotel offer to its guests? 4. What kinds of amenities can a guest find in the hotel’s rooms? 5. What kind of cuisine is served in the restaurant of the hotel? 6. Is the hotel far from the city centre? Why/ Why not?
Reading Comprehension Activity 2
Search the text again to provide a synonym for the terms below:
1. extremely comfortable or elegant, especially when involving great expense ______2. ease, relaxation ______3. (of a place) possess a feature that is a source of pride ______4. a hard smooth stone used for building and making statues Dissertation 130
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______5. a style or method of cooking, especially as characteristic of a particular country or region ______6. able to be used or obtained; at someone's disposal ______7. produced, done, or used in accordance with tradition ______8. relating to a particular area ______9. a sight, typically of attractive natural scenery, which can be taken in from a particular place. ______10. the art or practice of designing and constructing buildings ______
Vocabulary Activity 1 Do you know what the following hotel room abbreviations stand for? Match them to the correct word in the 2nd column. Could you briefly describe each hotel room?
1. SGL/ SNG______a. Double Queen 2. DBL______b. Suite 3. TWN______c. Single 4. QUN______d. Quadruple 5. TRPL______e. Double 6. QUAD______f. Twin 7. SUI______g. Triple
There are also other types of rooms. Choose the correct word from the ones given below to match with their description.
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Junior Suite, Executive Suite, Connecting rooms, Adjoining rooms, Studio, Handicap room, Bungalow, Presidential/ Royal Suite
1. A (n) ______is a room with a couch that can be converted into a bed. 2. A (n) ______is a room with a separate living-sitting area (not a separate room) attached to a bedroom. 3. A (n) ______is a room which is close to the beach and it is separated from the main hotel building. 4. ______are rooms with individual entrance doors from the outside and a connecting door between them. 5. A (n) ______is a room with one or more bedrooms and a separate living space. 6. A (n) ______is a room for VIPs and very wealthy people. 7. A (n) ______is a room specially- designed for easy access by people with low- mobility. 8. ______are rooms which share a common wall, but there isn’t a connecting door between them.
Can you think of any other hotel room abbreviations? Discuss with your classmates.
Vocabulary Activity 2 What does board basis mean? Read the following short paragraph to find out
Board basis means the sort of dining arrangements that you have selected for your holiday. For example you may have selected a hotel which cooks all your meals for you and which are included in the price. Or, you may have selected an apartment with cooking facilities, which means you arrange your own meals.
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What kind of board contracts does a hotel provide to its customers? In pairs, note down all possible answers. Then mark the following sentences as True (T) or False (F)
1. Self- Catering (SC) means that your breakfast and evening meal is included in the price you have paid for your accommodation. In some cases you can choose to receive lunch instead of breakfast - the hotel will confirm this upon arrival. ______2. Full Board (FB) means that no meals will be included in the price you have paid for your accommodation. ______3. All Inclusive (AI) means all meals and locally produced drinks are included in the cost of your accommodation. ______4. Bed and Breakfast (BB) means that only breakfast is included in the price you have paid for your accommodation. ______5. Half Board (HB) means that no meals are included in the cost of your accommodation, but you will be provided with catering facilities in your accommodation to cook light meals.______6. Room Only (RO) means that breakfast, lunch and evening meals are included in the price you have paid for your accommodation/holiday package.______
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Grammar Corner 6
Present Simple
Affirmative I/ We/ You/ They read a hotel brochure. He She/It reads7 a newspaper article. Negative I/ We/ You/ They do not (don’t ) read a lot of books. He/ She/It does not (doesn’t) Interrogative Short answers Do I/ we/ you/ they Yes, I/ we/ you/ they do. read a No, don’t. Does he, she, it magazine? Yes, he, she, it does. No, doesn’t.
Time expressions (Χρονικές εκφράσεις και επιρρήματα): every day, every week, in the morning, in the afternoon, in the evening, at night, all the time, once a day, twice a week, on Mondays, in summer
Adverbs of frequency (Επιρρήματα Συχνότητας): always, usually, often, sometimes, rarely/ seldom, never
6 For more information on grammar, you may consult the Grammar Reference Section at the end of the textbook. 7 For more information on spelling rules for the 3rd person singular, you may consult the Grammar Reference Section at the end of the textbook. Dissertation 134
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Look at the following examples. Can you guess the rule? On New Year’s Day museums always stay close. I usually have a day off every two weeks.
BUT: I am never late at work.
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Present Continuous
Affirmative I am working8 as a receptionist now. He She/It is working late tonight. We/ You/ They are working with my colleagues Mary and John today. Negative I am not working this morning. ‘m not He/ She/It is not working this weekend. isn’t We/ You/ They are not working tomorrow. aren’t Interrogative Short answers I working? Yes, I am. Am No, ‘m not. Is he/ she/it working? Yes, he/ she/it is. No, isn’t. Are we/ you/ working? Yes, we/ you/ are. they No, they aren’t.
Time expressions (Χρονικές εκφράσεις και επιρρήματα): now, at the moment, at present, today, this morning, this week, tomorrow, tonight
8 For more information on spelling rules for the –ing ending, you may consult the Grammar Reference Section at the end of the textbook.
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Grammar Activity
In pairs, play the following game. Listen to the instructions given by your teacher and try to beat the opposing pair. The winners will get a prize!!!
Bonus!!! 13. (John 12. I 11. My 10. Jim and I 9. In the 8. They (not /speak) (study) supervisor (meet) our winter, it visit) the Get an extra French? English this usually friends at the (rain) a lot hotel turn!!!! year. (drink) his roof garden in Ioannina restaurant coffee of the hotel right now. black. twice a week.
14. It (get) 7. Christine dark early in (write) a the winter. report at the moment.
15. 6. Tom (not (Alex/fight) want) to go with Sam to the now? reception desk.
FINISH 1. Helen 2. Look! A 3. He 4. She always 5. Ben Bonus!!! and Anna bus (come). (write) his (study) usually Get an extra (work) at a CV at the English (watch) turn!!! 5- star moment. alone. closed hotel in circuit START Zagori. cameras HERE every day
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Listening Activity
Listen to four guests talking about the amenities they want when choosing a hotel for their holiday accommodation. As you listen, circle any of the amenities you hear the guests talk about from the list below.
air conditioning airport shuttle sauna business center exercise room swimming pool free breakfast hair dryer microwave oven spa
Now listen again and complete the following chart by listing what amenities each guest thinks is important for him/ her.
Guest 1 Guest 2 Guest 3 Guest 4
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Speaking Activity
Imagine that you are the owner of a hotel. Your partner, who is planning her summer vacations wishes to go on holidays on a quiet and family- friendly hotel near the beach with her husband and her two young children. She came across a brochure of your hotel and she is calling you to ask for further information, before making her final decision. i. As the owner, describe the hotel to the potential guest ii. As the potential guest, ask for information about the hotel Your discussion should be on the following: ✓ type of hotel ✓ type of rooms available ✓ location of the hotel ✓ Services/ amenities/ facilities provided
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Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Writing Activity
Imagine that you want to advertise your hotel by creating a flyer for the local tourist office. In groups, write a brief description of the hotel. Your description should be about a paragraph long. Remember to use the vocabulary presented in the unit. Also use the tips given in the previous speaking activity. Once you are ready, add any photos and make a one- page flyer advertising your hotel.
place the photo here
place the photo here
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Let’s have fun now!!!!
Follow the link9 below and watch the video. Would you like to work in such a luxurious hotel? In what position?
9https://www.youtube.com/watch?v=xcQ8_OvaFco Dissertation 141
Ioanna Zarvala, Designing an ESP Textbook for the Hotel Management and Catering Course at Public and Private Vocational Institutes in the Region of Epirus
Author’s Statement: I hereby expressly declare that, according to the article 8 of Law 1559/1986, this dissertation is solely the product of my personal work, does not infringe any intellectual property, personality and personal data rights of third parties, does not contain works/contributions from third parties for which the permission of the authors/beneficiaries is required, is not the product of partial or total plagiarism, and that the sources used are limited to the literature references alone and meet the rules of scientific citations.
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