On the Plausibility of Accommodating Manipulative Transliteration Norms in Medical ESP Course Books: A Needs Analysis Study
الموضوعات : نشریه زبان و ترجمهMojdeh Mellati 1 , Esmail Faghih 2 , Mohammad Khatib 3
1 - 1PhD Candidate of Teaching English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - 2Professor of TEFL, Islamic Azad University, South Tehran Branch, Tehran, Iran
3 - 3Professor of TEFL, English Language Department, AllamehTabatabai University,
Tehran, Iran
الکلمات المفتاحية: Needs analysis, ESP course book, Manipulative transliteration,
ملخص المقالة :
The significant role of needs analysis in enriching the design and content of ESP course books could be in no way ignored. The present study based on a three-year longitudinal needs analysis study of medical students, a medical ESP course book was developed and approved by experts. The feedback of the four-semester practice of the approved book revealed that practitioners showed great interest in the translation notion of the course book, hence considering the cultural turn in translation studies, the researchers opted to compare the satisfaction level of the medical students once they received a translation-focused instruction based on transliteration strategy. Thus two samples of 74 and 67 medical students were randomly selected by the Training Department at Islamic Azad University, Tehran Medical Sciences and through a quantitative approach; an accredited needs-analysis questionnaire was utilized to ascertain the needs, desires and satisfaction of the medical students. Comparing both groups’ needs and satisfaction questionnaire results revealed that the transliteration-focused group displayed a higher level of satisfaction and fulfilment during the ESP course. The study suggests that manipulative transliteration is the pivoting factor in empowering teachers, prosperous students, materials developers, and stakeholders as the truly involved practitioners of medical ESP courses.
Afzali, K., & Madani, A. (2018). The Role of Institutional Rules in Translators’ Manipulation of Texts: The Case of Patient Information Leaflets in Iran. Journal of Language and Translation. 8(4). 81-90.
Al-Husseini, S. (2004). An analysis of the English needs of the Omani students on vocational and technical courses with implications for the design of foundation year English language programs. Unpublished doctoral dissertation. University of Leeds, UK. Retrieved November 5, 2016 from http://etheses.whiterose.ac.uk/195/1/uk_bl_ethos_ 412034.pdf
Al-Sudais, O. (2004). The perception of specific needs among a discourse community of ESP learners: Whether these relate to their achievement, attitudes, and motivation.Unpublished doctoral dissertation, University of Durham, Durham. Retrieved November 1, 2015from http://etheses.dur.ac.uk/1262/1/1262.pdf
Amirian, Z., & Tavakoli, M. (2009). Reassessing ESP courses offered to engineering studies in Iran. English for Specific Purposes World, 8(23), 1-13.
Arani, J. (2004). Issues of learning EMP at university: An analysis of students’ perspectives. Karan’s Linguistics Issues.
Atai, M. R. (2008). Revisiting the status of CALL and ESAP in Iran: Potentials and obstacles. Paper presented at XVII Symposium on languages for specific purposes: Methods and aims, University of Aarhus, Denmark.
Baker, M. (2011). In other words: A Course Book on Translation. New York: Routledge.
Baleghizadeh, S., & Rahimi, A. H. (2011). Evaluation of an ESP textbook for the students of sociology. Journal of Language Teaching and Research, 2(5), 1009-1014. http://dx.doi.org/10.4304/jltr.2.5.1009-1014
Basturkmen, H. (2010). Developing courses in English for specific purposes. Hampshire: Palgrave Macmillan.
Beaton, M. (2007). Interpreted ideologies in institutional discourse: The case of the European Parliament. The Translator,13 (2), 271-296.
Benesch, S. (1996). Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30, 723–738.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. New Jersey: Lawrence Erlbaum Associates Inc.
Bolitho, R. (2003). Materials for language awareness. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 422-425).London: Continuum.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle Publishers.
Bruce , I. ( 2011 ). Theory and concepts of English for academic purposes. Basingstoke, UK: Palgrave Macmillan.
Cowling, J. D. (2007). Needs analysis planning a syllabus for a serious of intensive workplace course at leading Japanese company. English for Specific Purposes, 26(4), 426-442.
Crystal, D. (2003). English as a Global Language. Cambridge, UK: Cambridge University Press.
Davidson, B. (2000). The Interpreter as Institutional Gatekeeper: The Social-Linguistic Role of Interpreters in Spanish-English Medical Discourse, Journal of Sociolinguistics, 4(3), 379-405.
Eagleton, T. (1994). Ideology. London and New
York: Longman.
Eslami Rasekh, Z. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for Acadmic Purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11.
Garinger, D. (2001). Textbook evaluation. TEFL Web Journal, 1(1).Retrieved September 25, 2015 from http://www.teflweb-j.org /garinger.html.
Heritage, J. & Greatbatch, D. (1991). On the institutional character of institutional talk: the case of news interviews. In D. Boden & D. H. Zimmerman (Eds.), Talk and Social Structure (pp.93-137). Berkeley: University of California Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Hyland, K. (2013). ESP and writing. In B. Paltridge, & S. Starfield, The handbook of English for Specific purposes (pp. 95-114). West Sussex: Wiley- Blackwell.
Jacquemet, M. (2005).The Registration Interview: Restricting Refugees’ Narrative Performances. Manchester: St. Jerome Publishing.
Khorvash, F., & Koosha, M. (2015). An exploratory study of ESP needs of Iranian students of medicine. International Journal of Current Life Sciences. 34(13), 45-61
Khuwaileh, A. A. (1992). English language teaching in higher education in Jordan: Needs analysis and syllabus design for English for science and technology. Unpublished doctoral dissertation. University of Durham, Durham. Retrieved November 5, 2016 fromhttp://etheses.dur.ac.uk/1169/
Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, 479-489.
Kurfürst, P. (2004). English as a lingua franca of medicine. Paper presented at the International Conference on English Is Not Enough: Language Learning in Europe, Olomouc, Czech Republic.
Lee, B.K. (2013). Korean EFL learners’ perspectives on ELT materials evaluation criteria. English Language & Literature Teaching, 19(4), 55–78.
Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–56.doi: 10.2307/3587368
Luhmann, N. (1995). Social Systems. California: Stanford University Press.
Mardani, T. (2017). Metadiscourse Markers: A Contrastive Study of Translated and Non-Translated Persuasive Texts. Journal of Language and Translation. 7(2). 73-79.
Mazdayasna, G., & Tahririan, M.H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes. 7, 277-289. https://doi.org/10.1016/j.jeap.2008.10.008
McDonough, J. (1984). ESP in perspective: A practical guide. London: Collins ELT.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Munday, J. (2013). Introducing Translation Studies: Theories and Applications. New York: Routledge.
Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Nyroos, L. (2012). The social organization of institutional norms: Interactional Management of Knowledge. Sweden: Edita vastra Aros.
Richards, J.C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Rubdy, R. (2003). Selection of materials. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 37-57).London: Continuum.
Soori, A., Kafipour, R., &Soury, M. (2011).EFL textbook evaluation and graphic representation. European Journal of Social Sciences, 26 (3), 481-493.
Tomlinson, B. (2003). Developing materials for language teaching. London: Continuum.
Toury, G. (2012). Descriptive Translation Studies and Beyond. Amsterdam: John Benjamin Publishing Company.
Tracy, K. (1997). Colloquium: Dilemmas of Academic Discourse. New Jersey: Praeger.
