Assessing Task-Based Language Needs of the Students of International Law

Autor/in	Yatroon, Parisa
Titel	Assessing Task-Based Language Needs of the Students of International Law
Quelle	In: Language Teaching Research Quarterly, 18 (2020), S.115-128 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Oral Language; English for Special Purposes; Second Language Learning; Second Language Instruction; International Law; Law Students; Teaching Methods; Needs Assessment; Foreign Countries; Curriculum Development; Learning Processes; Task Analysis; Textbooks; Student Attitudes; Authors; Content Analysis; Iran + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Law of nations; Völkerrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Bedarfsermittlung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Learning process; Lernprozess; Aufgabenanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Schülerverhalten; Author; Autor; Autorin; Inhaltsanalyse
Abstract	Needs analysis is regarded as an essential step for developing a curriculum for English for specific purpose courses. Assessing learners' present and real-life language needs can contribute to learners' active participation in learning processes. This study aimed to assess English geared law learners' needs and to analyze the pedagogical tasks in international law ESP textbooks. To this end, pedagogical tasks practiced in ESP courses for international law students at universities in Iran were identified. Furthermore, the participants' wants and needs were asked through interviews. The participants were selected using a convenience method of sampling. The results were analyzed both qualitatively and quantitatively. The results indicated that law discourse community members need to read the cases, brief the cases, articulate the cases, interpret the cases, preset the cases orally, interact with the other discourse community members, argue, express themselves, and take notes while listening to and reading the cases. The results of this study showed there was no agreement between what the learners wanted and felt to need and what the authors of such books selected as the relevant tasks; some of the pedagogical tasks were not aligned with the real-life tasks. Such incongruences can be found in different perspectives like mode, channel, and degree of interaction. The results can be used to help book designers and material developers in the field. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01