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• W3002472337 abstract "espanolEl analisis de necesidades, pese a constituir una importante fase en el desarrollo del curriculo y en el diseno de cursos, ha recibido muy poca atencion en la ensenanza de ingles para fines academicos en Iran. Tampoco existen estudios empiricos sistematicos acerca del estatus de los programas de ingles para fines academicos para los estudiantes de posgrado de psicologia. Asi pues, el presente articulo pretende investigar las necesidades linguisticas de estos estudiantes en ingles academico, sus habilidades para llevar a cabo tareas de ingles academico relacionadas con su disciplina y su competencia general en ingles. los participantes fueron 343 estudiantes de posgrado de Psicologia, 13 docentes de ingles para fines academicos y 22 profesores de asignaturas de contenido de siete de las principales universidades iranis. Para triangular los resultados, los datos se obtuvieron mediante cuestionarios, entrevistas semiestructuradas y observaciones. los resultados muestran que varias destrezas y subdestrezas relacionadas con el ingles academico son muy importantes para los estudiantes de posgrado de Psicologia. Tambien se han identificado algunos desajustes en las percepciones de los participantes respecto a las habilidades de los estudiantes en diferentes destrezas y subdestrezas linguisticas, asi como en sus niveles de competencia general en ingles. Asimismo, se han explorado los puntos de vista de los participantes sobre la cantidad de instruccion en ingles para fines academicos dentro del curriculo de posgrado, la eficacia de los cursos de ingles general y para fines academicos en el nivel de grado, sus preferencias en relacion con los profesores de ingles academico (profesores de ingles o de asignaturas de contenido), sus prioridades en cuanto a las destrezas linguisticas en los cursos de ingles para fines academicos y los principales desafios en la ensenanza de ingles academico en Iran. Por ultimo, se senalan algunas implicaciones y sugerencias para futuras investigaciones EnglishNeeds analysis, as an important phase in curriculum development and course design, has received scant attention in Iranian English for Academic Purposes (EAP) education. Similarly, no systematic empirical study has addressed the status of EAP programs for post-graduate psychology (PgP) students. Hence, this study aimed to investigate target academic English language needs of PgP students, their abilities in performing discipline-related EAP tasks, and their general English Proficiency (gEP). Participants included 343 PgP students, 13 EAP instructors, and 22 content teachers from 7 major Iranian universities. To achieve triangulation, data were collected through questionnaires, semi-structured interviews, and observations. The findings highlighted several skills and subskills of academic English as highly important for PgP students. Moreover, some mismatches were found regarding the participants’ perceptions about students’ abilities in different language skills/sub-skills as well as in their gEP levels. Furthermore, we probed participants’ viewpoints regarding the amount of EAP instruction in post-graduate curriculum, the degree of effectiveness of general English (gE) and EAP courses in bA education, their preference for EAP teachers (i.e., either ElT instructors or content teachers), language skill priorities in EAP courses, and major challenges in EAP education in Iran. Some implications and suggestions for further research are presented" @default.
• W3002472337 created "2020-01-30" @default.
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• W3002472337 date "2019-12-01" @default.
• W3002472337 modified "2023-09-24" @default.
• W3002472337 title "Assessment of academic English language needs of Iranian post-graduate students of psychology" @default.
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