Abstract
This article shows the result of the implementation of an ESP course designed for Chorotega pottery artisans and traders in Guaitil, Guanacaste. The project included the analysis of needs, wants and lacks of the target population as well as the curricular design and implementation of the program. After the needs analysis was implemented, it was determined that the population required English for Occupational Purposes, that the main need was to carry out an effective communication with English-speaking tourists, and that the use of a semi-technical vocabulary and an adequate register in the business context focusing on oral and auditory macro-skills were required. The content of the course included three units developed in fourteen weeks under the ESP methodology and the Task-Based Approach with a population of six participants. After comparing the performance of each participant between the initial diagnostic test and a competence test administered at the end of each unit, it was found that the population achieved the objectives proposed to a great extent. Based on the results, it can be determined that the population made significant progress, considering that each participant advanced from two to three levels according to the measurement instruments used to assess their competence.
References
Baker, M. (1988). Sub-technical vocabulary and the ESP teacher: An analysis of some rhetorical items in medical journal articles. Reading in a foreign language, 4 (2), 91-105.
Biber, D., & Conrad, S. (2005). Register Variation: A Corpus Approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The Handbook of Discourse Analysis (1 ed. pp. 175-196). Blackwell Publishers.
Busà, M. G. (2015). Teaching learners to communicate effectively in the L2: Integrating body language in the students’ syllabus. University of Salento. https://doi.org/10.1285/I22390359V15P83
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge University Press.
Dumbravă, G. & Akoronka, A. (2009). Actions speak louder than words - body language in business communication. Annals of the University of Petrosani: Economics, 9(3), 249-254.
Elkins, D., & Pinder, D. (2015). E-learning fundamentals: A practical guide. Association for Talent Development. ATD Press.
Gamboa Agüero, K. G., & Rodríguez Rodríguez, S. P. (2021). The Significance of Teaching English for Specific Purposes in Costa Rica. Revista Ensayos Pedagógicos, 16(2), 117–129. https://doi.org/10.15359/rep.16-2.7
Giménez-Moreno, R., & Skorczynska, H. (2013). Corpus Analysis and Register Variation: A Field in Need of an Update. Procedia - Social and Behavioral Sciences, 95, 402-408. https://doi.org/10.1016/j.sbspro.2013.10.662
Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. Guilford Press.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge University Press.
Joos, M. (1967). The five clocks. Harcourt, Brace & World.
Jordan, R. R. (1996). English for academic purposes. Cambridge University Press.
Liu, L.-E. (2013). Register awareness and English language learning: The case of multi-word discourse markers [Thesis University of Nottingham]. University of Nottingham. http://eprints.nottingham.ac.uk/27619/
Organization for Economic Cooperation and Development (2020), OECD Tourism Trends and Policies 2020, OECD Publishing. https://doi.org/10.1787/6b47b985-en
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
Richards, J.C. & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. (4th ed.). Longman.
Rico-García, M., & Fielden Burns, L. V. (2020). Intercultural Communication in Engineering Studies: A Key Competence in Global Labour Markets. European Journal of Engineering Education, 45(6), 833–853. https://doi.org/10.1080/03043797.2019.1654980
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Shehadeh, A. (2012). Task-based language assessment: Components, developments, and implementation. In Coombe, P., Davidson, B. Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 156-163). Cambridge University Press.
Viana, V., Bocorny, A., & Sarmento, S. (2018). Teaching English for Specific Purposes. ELT Development Series. TESOL Press.
##plugins.facebook.comentarios##

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2024 Sandra Elena Argueta Díaz, Evelyn Mora Sequeira