Dr. KORICHE Hassiba
Centre universitaire Belhadj Bouchaib
Ain Temouchent
Abstract: According to some experts, faster economic globalization is going hand in hand with the growing use of English; it has reached territories beyond the borders of the UK and US. Master I students in the Department of Economics and Management at Belhadj Bouchaib University Centre are aware of the importance of English and are interested in improving all the language skills. They have expressed their needs via the performed interview. Regarding the classification of needs, scholars’ perceptions and views are different. English for Special Purposes in general and Business English in particular serve communication in professional contexts. The university is responsible for providing learners with necessary skills for their future occupation. Teachers as link should satisfy learners’ needs and cater courses which help students develop proper employability skills that consider industries’’ needs.
Keywords: Business English- Business communication- learners’ needs- workplace demands- language skills- Education
Résumé:Selon certains experts, une mondialisation économique plus rapide va de pair avec l’utilisation croissante de l’anglais; il a atteint des territoires au-delà des frontières du Royaume-Uni et des États-Unis. Les étudiants en Master I du Département d’économie et de gestion du Centre universitaire Belhadj Bouchaib sont conscients de l’importance de l’anglais et sont intéressés par l’amélioration de toutes leurs compétences linguistiques. Ils ont exprimé leurs besoins via l’interview réalisée. En ce qui concerne la classification des besoins, les perceptions et les opinions des spécialistes sont différentes. L’anglais à des fins spécifiques en général et l’anglais des affaires en particulier servent la communication dans des contextes professionnels. L’université est chargée de fournir aux apprenants les compétences nécessaires pour leur futur métier. En tant que lien, les enseignants doivent répondre aux besoins des apprenants et proposer des cours qui les aident à acquérir les compétences d’employabilité appropriées tenant compte des besoins des industries.
Mots clés : Anglais des affaires – Communication professionnelle – Besoins des apprenants – Exigences du lieu de travail – Compétences linguistiques – Education
1 . Introduction
Business English is one of the most important branches of English for Specific Purposes (ESP). This branch of English has a ground in Economics and Commercial Science in Algeria. Actually, English is not restricted to students specializing in English Language and literature. Therefore, LMD system reforms consist of including English as a subject in different disciplines and specialties. The tertiary education role is to forge students to be ready for institutional and professional positions. Consequently, the two poles: Education and the workplace should have dependent and complementary roles.
2. Researchaims
The main emphasis in the present study is analyzing needs and specifying language skills for business English learners and the business world. It also seeks to investigate how the workplace can serve the university in order to build a solid bridge to serve both.
3. An overview on Needs and their Classification
The idea focusing on learners’ needs comes back to the 1970s. It is the outcome of an attempt to satisfy individual and social needs in the design of language courses. (Palacios Martinez, 1992). It mainly developed hand in hand with teaching languages for Specific Purposes.
In 1978, Munby introduced “Communication Needs Processor” (CNP), a model for needs analysis which asserted that the design of syllabi for language course should be based on a preliminary work on the learners’ needs. Munby’s Communicative Needs Processor (1978) is considered as a contributory to ESP. (Jordan, 1997; Phan, 2005).
The role of needs analysis in any ESP course is crucial and unavoidable since it is the first path towards course design and it provides relevant data for all course design activities. Needs analysis was definitely established in 1970 when the course designers took into consideration the learners’ purpose rather than of specialist language. It is directive force for ESP. In this vein, Hutchinson and Waters (1992) state that ESP is an approach to language teaching in which all decisions as to content and method are based on learners’ reason for learning. As well as Strevens (1980) asserts that ESP instruction is derived to meet learners’ needs.
Different scholars have referred to different types of needs, Brindley (1989) mentions objective and subjective needs. Objective needs are derived from information about the learners. They embrace learners’ language proficiency when attending the courses, the perceived language difficulties and their demand of language in real communication situation. (Brindley, 1989).
On the other hand, subjective needs include cognitive and affective needs of the learner in language learning as confidence, attitudes, and expectations. (Robinson, 1991). According to Graves (2000), to assess the subjective needs, we need relevant information about the learners’ attitudes towards learning, the target culture, the language, their expectations for themselves and for the language course, and their purposes.
Hutchinson and Waters (1987) mention two concepts of needs: “target needs” and “learning needs”. The first concept refers to what the learner needs to do in order to learn, and learning needs include language items, skills, strategies, subject knowledge, etc …, this means how people learn to do what they do with language.
In fact, according to Hutchinson and Waters (1987) target needs embrace three key elements, which are necessities, they prescribe what learners must master in language for the sake of effective function. Therefore, necessities have a great deal with efficiency. For example, It is necessary for business learners, as it is the case in this research, to master reading skills to grasp instructions in manuals. They also need writing skill to write e-mails, memos, and reports. The oral skills such as business presentation, negotiation, etc….
The second component is “lacks”, it is necessary to identify what the learners already know about the language needed and then we extract the “lacks” when comparing the necessities with what the learner already knows. Therefore, lack is the gap between the existing learners’ knowledge and the necessities he has to acquire.
The third component is the “wants”; they are prescribed by what the feels he/she needs. Hutchinson and Waters (1987) emphasize on the want to not to be neglected. If the compromise between the necessities and the wants is not established, learners’ motivation will be affected. Indeed; in many cases the needs perceived by the teacher may conflict with the students’ needs and thus produce a de-motivating effect.
According to Robinson (1991) needs analysis based on Present Situation Analysis (PSA) aims at identifying learners’ English proficiency level and language requirements.
Dudley Evans and St John (1998), Language Situation Analysis (LSA) is related to subjective and process oriented needs. Conversely, TSA is based on objective, perceived and product oriented needs. As far as PSA, it analyses strengths and weaknesses in language skills and learning experience, while LSA deals with language use, i.e. what people do with language.
Since needs analysis is of a great importance for course design, it should be a continuing process. Long (2005) focuses on four for performing needs analysis:
-To determine the relevance of the material to the learners’ situation;
-To justify the materials in terms of relevance for all parties concerned (learner, teacher, administration, parents)
-To account for differences in learner needs and styles;
-To create a syllabus this will meet the needs of the learners as fully as possible within the context of the situation.
The main data collection methods are questionnaires, interviews, observations, discussions, and assessment (Dudley Evans and St John, 1998)
Situational and communicative needs are another type of needs which should be taken into consideration. Situational needs include the general parameters of a language program; it consists of the goals, expectations, teaching styles and techniques. Yet, communicative needs have the target situation as a goal. In fact, they refer to the setting where the learner will use the target language, the learner’s position in relationships in the target situation, necessary language skills (reading, writing, speaking, and listening). Besides the learners’ future interactions and language tasks as well as the level of language proficiency that is required by the target situation (Richards, 1990). Both Richards (1990) and Hutchinson and Waters (1987) refer to the learners’ needs; yet, the difference lies on the direct focus of communication needs on the language necessities of the learners in their target situation and target needs consider the required language abilities of the target situation and the real language proficiencies of the learners to identify the gaps between the present and target situation.
The gap between Target situation analysis and Present situation analysis results in deficiencies. Robinson (1991: 9) describes the process as “Combined target situation analysis”. This approach is thought to be more learner-centered, since it deals with the learners’ demands of the course in terms of their perception of goals (Mountford, 1988; Nunan, 1988).
Needs analysis procedure in foreign language teaching has the same function as the diagnosis before the doctors’ prescription (long 2005). Needs are dealt with as perceived and felt, objective and subjective, situational or communicative, as well as goal-oriented and processed oriented. Moreover, we have the necessities, the wants and the lacks. All these features are prominent components in the growth of needs concept. Each of these terms has a different educational value and deserves a careful consideration and thought.
4. Language and Communication
If we live in the world without language, we would be restricted to non-verbal communication. Comparing human and animal communication, Atchison (1995) argues that the former has very limited communication methods and is without creativity. However, communication through a language can be infinite and can transmit immense information. Thanks to language, we can communicate innumerable emotions, feelings as well as information. Indeed, language makes a communication system wider in scope and can reach very complex communication goals and this is the case of business. Actually, business in isolation would be meaningless without language and communication. This latter, is based on both oral and written mediums; the essence of these channels is sharing, informing, providing data and insight in an exchange that benefits members involved in this stream (Bovée & Thill 2008)
Indeed effective communication appeals to the development of language skills and greater knowledge of varying meaning of words. Employees in any organization need developed language skills to perform expressive, persuasive, and informative communications to maintain the development and the everlasting of the company. Many scholars as Murphy, Hildebrandt and Thomas (1997) assert that weakness in communication result in loss of time and capital. Ineffective messages are more expensive than the effective ones since the consequences are harmful to the organization.
In business communication, employees have to read since they receive a wide range of documents including brief notes to longer ones, simple to complex, and general to technical. Reading is crucial in the employees’ activities and responsibilities. The outcome would be determined by the efficiency of the reading process since it contributes to the understanding of the text.
As far as speaking skill is concerned, there are several daily life situations where people need speaking, people spend time interacting with other people and each situation appeals to a different register according to the formality of the moment. Speaking takes place in a social context and the purpose varies. In this respect, Lindsay and knight (2006:58) explain: “We speak for many reasons, to be sociable, because we want something, because we want other people to do something, to do for someone else, to respond to someone else, to express our feelings or opinion about something, to exchange information, to refer to an action or even in the past, present or future, the possibility of something happening, and so on.” These situations are frequent activities in the business world between employers and employees, or employees and customers or company to company. Speaking skill is useful for meetings, negotiating, persuading ect.
Writing is communicating, which is crucial in any organization as companies. Written documents convey messages and inform about tasks and activities. Davies and Forey (1996), who performed interview with managers in the UK companies, found that managers considered that the written word was crucial for success and since the written document is recorded in a more permanent form, it becomes more influential than spoken interaction within the organization. Indeed, it is imperative in the business world to write accurately, briefly, and clearly.
The ability to use a language does not require a single skill. In fact, it consists of four separate skill areas: listening, reading, speaking, and writing. These receptive and productive skills are related to each other by two parameters that are the mode of communication: oral or written and the direction of communication: receiving or producing the message. Actually, the ability to communicate information and ideas is a prerequisite for professional achievement.
5. Method, Participants and Setting
Formal and informal interviews have been performed to reveal language skills needed by the stakeholders in this research (students and the workplace). Observation sessions have been organized in the workplace. The population consists of 45 Master I students reading Economics and Company Management at Belhadj Bouchaib University centre. Besides, the business community that consists of employees from three different companies.
6. Data Analysis
Forty-five students reading Economics and Company Management were concerned by the interview dealing with the importance of language skills and the necessity to improve each skill. These students confirm the importance of the language skills in business English courses; that is why they are willing to improve their level. Speaking is at the top of the rank followed by reading and writing, then listening. Learners are willing to improve each skill for several purposes. Indeed, they want to improve speaking skill to talk to foreigners and to interact in English. They also need speaking for academic purposes as participating in conferences, performing presentations, and giving instructions. The relationship between listening and speaking implies learners need to improve the former to understand presentations, teacher’s instructions and conversations, which may take place in different circumstances.
Learners need to improve reading skill to consult English published materials concerning the subject matter and to attend courses via internet. Indeed, the purpose is almost academic; the learners want to improve reading sub-skills to enhance academic research in the content subject.
Regarding writing, the outcome of the interview reveals a slight move to the professional life. Learners need to improve writing to write business letters, this genre is frequently used in the workplace; though it is transmitted via e-mail. They also need this skill for writing reports and taking notes. These activities are frequent in academic setting as well as in the professional one. Here, we notice that the seeds of the professional world are planted and the learners’ awareness of the necessity of these skills is settled.
To sum up, students need to improve the four skills: listening, speaking, reading, and writing as well. This may conduct us to be aware of the necessity of these skills in BE courses rather than focussing on one skill over the other.
In the workplace, communicative competence is at the core of business success. In this respect, language is a great enabler; actually, business communication is based on four language skills: the receptive and productive ones. This implies that business communication relies on oral and written medium; the sender and the receiver are the main agents in the flow with a vice-versa relationship. For example, whenever we speak, the receiver listens and this latter will be the speaker “2” who gives a feedback to the speaker “1” who has the role of listener “2”. It is also true for reading and writing, when one reads a message, he is going to write to provide a reply. The four language skills are necessary in business communication process for the companies concerned by this investigation with a slight difference in the frequency of occurrence. The respondents of the three companies assert that the language skills are approximately equally needed. Employees always need English to read e-mails, reports, notes, contract, and bills as well. The case is the same for writing skill. Actually, they always need English to write e-mails, reports, contracts, accounts, and bills. Regarding listening skill, it is there when taking notes, attending meetings, contacting other firms and while attending training abroad. Selling and purchasing is a frequent activity for importing and exporting. Indeed, all the respondents always listen to perform many tasks as attending meeting and taking notes, talking to foreigners, and other tasks that are true for speaking skill as previously mentioned.
The workplace as a perspective to the university is a resourceful world that could enhance learning situation at the university. In fact, the present study has revealed that all language skills are necessary to accomplish different tasks in business communication. This implies that teaching business English would no more be just courses based on terminology or separate units including content information in English language. Actually, it is imperative to consider the target situation (i.e. the business world) besides the students needs and wants. A negotiated procedure would be effective to satisfy the world of education (the university) and the labour market. However, the university is the exclusive decision maker, it should appeal for a national committee for more formal way of catering for students’ and the workplace demands.
7. Conclusion
The present study is an attempt to bridge the existing gap between the university and the workplace. In fact the business world is wide in territory and functions. However, this study shed light on a limited area in both education and the workplace. This investigation provided empirical data on a group of students at the Department of Economics and Management at Belhadj Bouchaib University Centre. It revealed the wants and the needs of Master I students besides the demands of three companies. The two stakeholders (university & workplace) have a word to say in business English courses, teachers are the link; indeed, they are supposed to bridge the gap taking into consideration students’ wants to set up motivation and therefore develop interest in learning English. The practitioner is more than a teacher because he has myriad functions that should be highly considered. In emerging markets, communication skills are among the most necessary skills employees need to develop in order to be productive. These skills are a target for both existing and prospective employees. The ability to clearly write in English is a key, as many forms of business communication from e-mail to presentations and marketing to important business contracts are written in English.
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