지방 대학 ESP 교과목 편성을 위한 요구 분석：공과계열을 중심으로
Needs analyses for designing ESP curricula at a provincial university: Focus on engineering major.
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The current study explored needs analyses on ESP curricula at a provincial engineering university in South Korea. Written questionnaire and E-mail survey were employed to collect data from 766 undergraduate students and 69 professors to see how they differ in their needs for types of English curricula in terms of English for General Purposes (EGP), English for Academic Purposes (EAP), English for Occupational Purposes (EOP), and English for Test Preparation (ETP). Analyses were extended on students' majors, years and TOEIC scores to find if these variables would possibly explain differential needs among students, and to determine how to implement ESP curricula for a provincial engineering university. The findings suggested that while both students and professors as a whole put more importance on EGP and ETP over EAP and EOP, some significant differences were found between groups in terms of majors, years and TOEIC scores. Students whose TOEIC scores are 800 or higher preferred ETP and EOP to EAP and EGP, while professors'preferences are more like those of the students with TOEIC scores of 400 to 600. Based on these findings some pedagogical implications were suggested.
Abstract
The current study explored needs analyses on ESP curricula at a provincial engineering university in South Korea. Written questionnaire and E-mail survey were employed to collect data from 766 undergraduate students and 69 professors to see how they differ in their needs for types of English curricula in terms of English for General Purposes (EGP), English for Academic Purposes (EAP), English for Occupational Purposes (EOP), and English for Test Preparation (ETP). Analyses were extended on students' majors, years and TOEIC scores to find if these variables would possibly explain differential needs among students, and to determine how to implement ESP curricula for a provincial engineering university. The findings suggested that while both students and professors as a whole put more importance on EGP and ETP over EAP and EOP, some significant differences were found between groups in terms of majors, years and TOEIC scores. Students whose TOEIC scores are 800 or higher preferred ETP and EOP to EAP and EGP, while professors'preferences are more like those of the students with TOEIC scores of 400 to 600. Based on these findings some pedagogical implications were suggested.
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