Topic-Specific Needs Analysis to Enhance Workplace Communication for Korean University Students
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초록
This present study aims to explore the English language needs of 37 students at a university in Korea. Specifically, it delves into their specific workplace communication needs through a questionnaire survey centered on a work-integrated learning (WIL) module, pertaining to: 1) the target situation, 2) workplace discourse, 3) their current language skills and lacks, and 4) effective ways of learning workplace communication. Using a combination of quantitative and qualitative methods, survey data were obtained through responses to 17 questionnaire questions. Findings show that while the Korean university students generally agree that they need communication skills in English in workplaces, they have difficulties in using interpersonal functions. They also indicate that while they are aware of the influence of power relations between interlocutors and differences in communication style, they are not aware of the need to learn proactively or autonomously in the workplace. The pedagogical implications suggest collaborative efforts among business English curriculum designers and ESP practitioners to exchange experiences, explore interdisciplinary approaches, and tailor courses for diverse topics.
Abstract
This present study aims to explore the English language needs of 37 students at a university in Korea. Specifically, it delves into their specific workplace communication needs through a questionnaire survey centered on a work-integrated learning (WIL) module, pertaining to: 1) the target situation, 2) workplace discourse, 3) their current language skills and lacks, and 4) effective ways of learning workplace communication. Using a combination of quantitative and qualitative methods, survey data were obtained through responses to 17 questionnaire questions. Findings show that while the Korean university students generally agree that they need communication skills in English in workplaces, they have difficulties in using interpersonal functions. They also indicate that while they are aware of the influence of power relations between interlocutors and differences in communication style, they are not aware of the need to learn proactively or autonomously in the workplace. The pedagogical implications suggest collaborative efforts among business English curriculum designers and ESP practitioners to exchange experiences, explore interdisciplinary approaches, and tailor courses for diverse topics.
참고문헌 (38)
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