چکیده:
Based on the learning-centred approach to needs analysis, the current study aimed at investigating the academic target needs of undergraduate students of English Language and Literature in Iran as a non-native context nationwide by employing a triangulation of instrumentations namely, questionnaires, class observations, and semi structured interviews. To this end, 320 stakeholders from eight different Iranian state universities participated in the current study. The results of this study revealed a discrepancy between the target needs of the students and the actual EFL courses they undertake during their academic and pre-academic studies. During pre-academic studies, students are not adequately equipped with critical thinking abilities, study skills, and general English proficiency which are required by their prospective academic needs. Likewise, the prevalent lecture-based teaching methodologies as utilized by Iranian content specialists at the tertiary level, seemed to be ineffective in sufficiently equipping the students with sound literary knowledge as well as professional writing and reading skills. The findings may promise implications for establishing a consistent nationwide pedagogical framework for EFL instruction at the non-native academic and pre-academic levels by a synthesis of different communicative and learning-centered approaches to language teaching based on a systematic cooperation among different stakeholders. Keywords: instructors, graduates, learning
خلاصه ماشینی:
With regards to the literature on the lacks of non-English major nonnative ESP students, the results of some studies (Chostelidou, 2010 ; Liu, Chang, Yang, Sun, 2011 ) indicated the importance of four language skills and specially reading skill for the effective academic performance of the above-mentioned students, while the results of some other studies (e.
In addition, majority of the stakeholders admitted that the students are not adequately equipped with general English knowledge at the upper intermediate or advanced levels as well as four language skills, especially speaking, listening, and writing abilities which are necessary for their success in their current subject-specific courses and future occupational contexts (cf.
item 2) in line with what has been echoed out in the literature on EAP/ESP needs analysis (Mazdayasna Tahririan, 2008 ; Xiao, 2007 ; Belcher Lukkarila, 2011 ), indicate that EFL learners in non-native contexts are not adequately equipped with knowledge of English culture.
Conclusion The current study sought to provide a reasonably thick description of the academic target needs of undergraduate students of English Language and Literature in Iran as a typical non-native context.
Provided that the above-mentioned principles as well as the results and the implications of the present study in terms of the academic target needs of non-native English majors are taken into account to accommodate the courses accordingly, students‘ learning and learner autonomy might be enhanced and hence, the need for accountability in this respect will be satisfied in part (Basturkmen, 2010 ; Long, 2005 ).