Identifying Wants, Lacks, and Necessities of International Banking Division Clerks: An English Needs Analysis Survey in the Iranian ESP Context
محورهای موضوعی : Research in English Language Pedagogy
Sajad Pirmoradian
1
,
Azizeh Chalak
2
,
Hossein Heidari Tabrizi
3
1 - Department of English, Isfahan (Khorasgan Branch), Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
3 - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
کلید واژه:
چکیده مقاله :
International banking has experienced significant growth in recent times. As a result of this expansion, bank personnel must possess the ability to communicate appropriately, and effective English for Specific Purposes (ESP) programs need to be implemented accordingly. There are limited amounts of research available on the present state of ESP in the context of international banking in Iran. The present study aimed to study the English language needs of bank clerks in the International Banking Division of Bank Melli Iran and its associated departments as target population, by using the needs analysis model proposed by Hutchinson and Waters (1987) and its subordinate components known as wants, lacks, and necessities. This research employed a mixed methods approach, utilizing questionnaire and semi-structured interviews to gather data from a diverse group of participants, including bank clerks, language and content instructors, and managers of international banking departments. They were selected voluntarily from those working in the IBD of Bank Melli Iran. The results indicated that although the participants' wants, lacks, and necessities differed significantly, it is imperative to prioritize all language skills in ESP courses to meet the language needs of bank employees in the bank's international departments and foreign exchange branches. Moreover, the research revealed that learners often struggle with establishing effective communication, a significant challenge they encounter. To address this issue, it is strongly recommended that ESP teachers employ a range of pedagogical strategies and undertake diverse teaching activities to assist learners in overcoming their barriers to communication.
