Tertiary level proficiency in ESP: Employer survey analysis

Jana Jašková; Dagmar Šťastná

doi:10.5817/CASALC2019-2-1

Tertiary level proficiency in ESP: Employer survey analysis

Roč.9,č.2(2019)

Jana Jašková Dagmar Šťastná

https://doi.org/10.5817/CASALC2019-2-1

PDF (angličtina)

Abstrakt

One of the most topical issues in the field of teaching and learning English for Specific Purposes is the question whether tertiary students are able to succeed in mastering English as a foreign language effectively and subsequently to be competitive in the multicultural corporate sphere. The paper presents a study aimed at large employers and their requirements on university graduates’ language skills. The research was conducted in November 2018 within 12th JobChallenge Fair in Brno, Czech Republic, where large companies and businesses targeted students as their prospective employees. Following theoretical groundwork, a questionnaire was designed and distributed to representatives of 36 companies operating in engineering, information technology and economy. The aim of the survey was to identify the required language proficiency according to the Common European Framework of References for Languages as a model for describing knowledge levels. Findings show that most of the employers prefer graduates in junior positions with B2 level of English, specifically of both English for General Purposes and English for Specific Purposes. In addition, the analysis reveals a great demand for productive skills such as active participating in meetings, telephoning, business correspondence or presentation skills whereas receptive skills are considered to be less important.

Klíčová slova:
employers’ needs; English for Specific Purposes; global multinational companies; language skills; needs analysis; university graduates

Reference

Beadle, S., Humburg, M., Smith, R., & Vale, P. (2017). Study on foreign language proficiency and employability: executive summary. EU publications. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/6e68f7e0-dd4a-11e6-ad7c-01aa75ed71a1.

Dziecol-Pedich, A. (2014). Business English in the eyes of economics and management students at the University of Bialystok. Studies in Logic, Grammar and Rhetoric, 38 (51), 83–102. Retrieved from https://www.academia.edu/22942810/BUSINESS_ENGLISH_IN_THE_EYES_OF_ECONOMICS_AND_MANAGEMENT_STUDENTS_AT_THE_UNIVERSITY_OF_BIA%C5%82YSTOK. https://doi.org/10.2478/slgr-2014-0033

Hloušková, J. (2010). Analýza potřeb ve vyučování odborného anglického jazyka [Needs analysis in teaching English for Specific Purposes]. (Doctoral dissertation). Faculty of Education, Palacký University Olomouc, Olomouc, Czech Republic. Retrieved from https://theses.cz/id/nzvbjn/Cela_prace_Hlouskova.pdf

Huhta, M., Vogt, K., Johnson, E., & Tulkki, H. (2013). Needs analysis for language course design: a holistic approach to ESP. Cambridge: Cambridge University Press.

Jašková, J. (2009). Anglický jazyk jako prostředek mezinárodního partnerství regionů: výsledky anonymního dotazníku na Vysoké škole obchodní a hotelové v Brně [English language as a means of international partnership of regions: results of an anonymous questionnaire at the College of Business and Hotel Management in Brno]. In K. Viestová & A. Klapalová (Eds.), Partnerství v regionu a produkt cestovního ruchu jako výsledek partnerství: sborník příspěvků z druhé mezinárodní konference (s. 60–73). Brno: College of Business and Hotel Management.

Jašková, J. (2011). Preference vysokoškolských studentů pro formy výuky obecné angličtiny [University students’ preferences in forms of teaching English for General Purposes]. Journal of Tourism, Hospitality and Commerce, 2(1), 12–20.

Neuwirthová, L. (2009). Standard cizojazyčného vzdělávání na vysoké škole technického zaměření [Standard of foreign language education at a technical university]. Brno: Akademické nakladatelství CERM.

Rahman, M. (2015). English for Specific Purposes (ESP): a holistic review. Universal Journal of Educational Research, 3(1), 24–31. Retrieved from https://eric.ed.gov/?id=EJ1053934. https://doi.org/10.13189/ujer.2015.030104

Romanowski, P. (2017). Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design. Glottodidactica 44(2),147–159. Retrieved from https://www.academia.edu/35096693/Proposing_a_comprehensive_framework_for_needs_analysis_in_ESP_on_the_integrality_of_needs_analysis_in_Business_English_course_design

Soukup, P., & Kočvarová, I. (2016). Size and representativeness of research sample in quantitatively oriented educational research. Pedagogická orientace 26(3), 512–536. Retrieved from https://journals.muni.cz/pedor/article/viewFile/6137/5510. https://doi.org/10.5817/PedOr2016-3-512

Zelenka, M., & Ryška, R. (2011). Reflex 2010: zpráva čtvrtá: kompetence absolventů [Reflex 2010: the fourth report: graduates’ competencies]. Praha: SVP Univerzita Karlova. Retrieved from http://www.strediskovzdelavacipolitiky.info/download/REFLEX2010_Zprava4.pdf

Metriky