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Abstract 

Introduction

This paper discusses the findings of research into the perspectives of English for Medical purposes (EMP) at the Kashan University of Medical Science.

Background

It is common knowledge that although students spend 7 years studying English as a school subject , this is not sufficient for them to achieve an intermediate level of proficiency in language . Students find it very hard to cope with learning EMP basically because of a lack of general English skills . Learners have to master terms used in medicine, to be able to understand formal professional texts and authentic recordings of lectures, and produce formal pieces in writing as well as to be able to make professional presentations and participate in discussions on contemporary medical issues.

Purpose

The aim of this research was to consider the issues of learning English at a university level, and explore ways of improving the quality of learning . Also, the natural question that occurs is why school leavers do not possess adequate language skills, and an attempt has been made to tackle this question.  

Method

The investigations were carried out over a period of three academic terms from 2002 to 2004 . The research involved gathering data on learners^' views on their learning needs and expectations, on encountered difficulties in learning at university, on the ranking of preferences for language skills, i.e. the degree of importance of proficiency in different areas of language, and collecting and analyzing learners^' self-assessment data throughout the course. The techniques of gathering data included different types of questionnaires administered to 45 learners (students of Medicine) at the beginning, in the middle and at the end of courses, and talking to students outside classroom.

Results & conclusion

The results indicate that we should encourage learner initiative, getting them to take responsibility for their own learning . Given space, time and clear directions, learners are bound to succeed.

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Introduction and Background

ESP (English for Specialized Purpose) teaching enjoys the privilege of being in an academic context that favors learning more than any other form of English language teaching (Kenning, 2001). As such, and combined with a critical view of language study and of learning, ESP can become an empowering educational device . To be so, an integral approach of both subject matter and learners’ needs has to be adopted by creative instructors (Lomperis, 1998). The students' interests, aspirations and background should be perceived by the teacher or the profession (Reid, 1998, Rivers, 1992).  How can we know what these are?  One straightforward approach is to ask the students themselves ( Rivers, 1992).  After finding out who our students are, what they studied at school, and how they feel about language learning, we are in a much better position to decide appropriate objectives in a particular teaching situation, select a methodology, and design courses in ESP which provide what our students are seeking (Kavaliauskiene, 2003).  Kenning (2001) and Kavaliauskiene (2003) conducted surveys at the University of Anglia and Poland respectively . According to Kavaliauskiene, English education in Poland has been persistently inefficient - producing students equipped with a minimal command of English.  A major reason for this seems to be examination-oriented teaching.  In English classes, learners carry out various tasks that are included in the exam, e.g. multiple choice or gap-filling exercises for checking reading comprehension skills; learning to conduct dialogues on certain topics or performing role-plays - all of which are quite often irrelevant to real life communication tasks.  The reality of exam-oriented education places an emphasis on learners’ preparation for tests and examinations instead of highlighting long-term English learning for further life-long needs, i.e. for studies, a future job, international communication, etc. (Barkhuizen, 1998).

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Materials and Method

The survey was conducted over three university semesters, from 2002-2004.  The techniques of gathering data included different types of questionnaires administered to 45 students of medicine at Kashan University of Medical Sciences, and talking to students outside the classroom.  The questionnaires were administered to the learners at the beginning, in the middle and at the end of the EMP Courses. The questionnaires, designed by Kenning (2001) and Medgyes (1994), were modified to suit our setting.  The investigation involved gathering data on learners’ view on their encountered difficulties in learning English at university, on their learning needs and expectations, on the ranking of preferences for language skills, i.e. the degree of importance of proficiency in different areas of language, and collecting and analyzing learners’ self-assessment data throughout the course (Medgyes, 1994).

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Discussion

a) Learners’ Experience at school

Students’ experience of learning English at school was investigated formally through administering a 13-question questionnaire which referred to learners’ perceptions about studying English as a school subject, as well as to their attitudes towards learning it, and the experience they had before entering university . The findings are presented in Table 1:

TABLE 1 

Learners’ experience of learning English at school 

 

 

Examining the students’ answers in Table 1, some interesting conclusions can be drawn . More than two thirds of the students enjoyed learning English, and 84% liked their teacher.  Although 72% of students learned phrases and communicative language skills, 90% of them had never had a chance to use English outside the classroom. A vast majority of students liked English and wanted to learn it (81%), but 59% were too shy to practice it with their peers.  A staggering 79% were not motivated by their classes. This is particularly disturbing, since a language class is a particularly suitable environment for meeting affective needs. including self-realization (Rivers, 1992, Shumin, 1997), and any genuine communication requires that one feel at ease and stimulated in the situation (Nunan, 1992, Rivers, 1992).  Although schoolchildren not only learned vocabulary and grammar rules, their classes did not focus on oral skills (69%).  In some schools there were about 35 students (75%) in the language class. .A simple calculation shows that in large classes the student talking time (to ask and answer question or communicate) would be limited to about 2 minutes provided there was no teacher talking time, which is unrealistic.  In reality, there is a substantial gap between the teacher’s and the students’ talking time in secondary schools - a few teachers sometimes use up about one-third of the classroom time for instruction in a foreign language class (Shumin, 1997).  Even given an opportunity to use a target language in pair or small group work, a vast majority of school children are shy to talk to their friends ( 59%) and have almost no chance to speak out of class (90%) .The lack of speaking practice deprives learners of developing adequate oral skills.

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b) Learners' priorities in studying English

To obtain a clear idea of learners’ priorities in different aspects of language learning, the respondents were requested to indicate how important it was for them to become proficient in the various areas of language use.  The questionnaire administered at the University of Anglia (Kenning, 2001) was adapted for this purpose.  The students were asked to prioritize the importance of different skills in certain areas.  The data is presented in Table 2.  For comparison, the first and second year students’ ratings (unimportant , important and essential ) are given in the same column.  All the figures in the columns show the number of students who ticked the appropriate answer. The questionnaire was administered to the second term students after the first term of doing EMP at university, and to the second year students after two terms of EMP and one term of General English, i.e. before the final exam.  It is of interest to compare how learners’ attitudes changed in the course of their studies. The table is divided into six sections ( numbered 2.1 to 2.6 for convenience of analysis) which cover different language skills and applications. 

TABLE  2 

Language skills and areas of their application 

2.1 

2.2 

2.3