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Resumen
Este artículo presenta el proceso de diseño de un curso de inglés para
fines específicos (ESP) dirigido a estudiantes de química y químicos de la
Escuela de Química de la Universidad de Costa Rica. Este proceso requi-
rió un análisis para evaluar las necesidades profesionales y académicas
de los estudiantes, sus intereses y carencias para crear un programa edu-
cativo que incluyera las cuatro macrodestrezas: habla, escucha, lectura
y escritura. Además, una serie de estrategias de aprendizaje se considera-
ron en el proceso de diseño (parafraseo, negociación de significado, predic-
ciones, escaneo, entre otras) para coincidir con las necesidades reportadas
por los estudiantes. Basado en los resultados del análisis de necesidades,
ChemCourse se diseñó para responder a sus requerimientos, intereses y
carencias. ChemCourse se implementó como un curso de ESP de quince se-
manas dentro de un enfoque fundamentado en el desarrollo de tareas para
la enseñanza de idiomas. El contenido quedó divido en cinco unidades.
Abstract
This article presents the design process of an English for Specific Pur-
poses (ESP) course addressed to chemistry students and chemists at the
school of chemistry, University of Costa Rica. This process required a
needs analysis to assess the students’ academic and professional needs,
wants, and lacks in order to create a course that included the four macro
skills: speaking, listening, reading, and writing. This article presents the
findings of the needs analysis. In addition, a set of learning strategies
Key words: English teaching foe chemists, chemistry, English for specific purposes
(ESP), needs analysis, course design
M
astery of the English lan- and other key aspects are considered
guage is one of the most in this section. Dudley-Evans and St.
important assets for sci- John (1998) stress two features of ESP:
entists nowadays. For speakers whose 1. ESP teaching necessarily needs to re-
native language is not English, being flect the professions’ methodology that
up to date in their scientific field it serves – that is, the nature of the in-
demands at least an instrumental teraction between learners and teach-
knowledge of it. Mandatory for both ers might be different from that in an
speaking and writing, or just for read- EGAP class. 2. Language is absolutely
ing purposes, no scientific education paramount and it should be included
can be considered thorough nor com- as a relevant feature of ESP. Dudley-
plete without an intermediate level of Evans and St. John (1998) use abso-
proficiency of field-related vocabulary lute and variable characteristics when
as well as reading or speaking skills. defining ESP. 1. Absolute characteris-
In order to cope with the present tics: ESP is designed to meet specific
demands of a globalized world, the needs of the learner; ESP makes use
Master’s Degree Program in Teaching of the underlying methodology and ac-
English as a Foreign Language (TEFL) tivities of the disciplines it serves; ESP
at the University of Costa Rica, has is centered on the language (grammar,
been implementing the design and ap- lexis, register), skills, discourse and
plication of English courses as Final genres appropriate to these activities.
Graduation Projects (Practicum) for 2. Variable characteristics: ESP may
its graduate students for many years. be related to or designed for specific
These courses respond to the univer- disciplines. ESP may use, in specific
sity population’s needs in the form of teaching situations, a different meth-
English for Specific Purposes courses. odology from that of general English;
ESP is likely to be designed for adult
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 155
learners, either at a tertiary level in- course like ChemCourse. In this re-
stitution or in a professional work situ- gard, Strevens (as cited in Dudley-
ation. It could, however, be used for Evans & St. John, 1998) summarizes
learners at secondary school level; ESP some of the advantages of ESP: Being
is generally designed for intermediate focused on the learner’s need, it wastes
or advanced students. Most ESP cours- no time; it is relevant to the learner;
es assume basic knowledge of the lan- it is successful in imparting learning;
guage system, but it can be used with it is more cost-effective than General
beginners (p. 4-5). Likewise, Robinson English (p. 9). Dudley-Evans and St.
(1980) defines ESP as the teaching of John (1998) point out:
English to the pupils who have specific
goals and purposes. For Hadley (2006, … motivation in ESP has a profound
in Javid 2015), “ESP can be differenti- effect on the question of how speci-
ated from general ELT by its concern fic the course is. High motivation on
with specialized language and prac- the part of learners generally enables
tice” (p.18). This specialization clear- more subject specific work to be un-
ly refers to pedagogical materials as dertaken; low motivation, however,
well. As Javid (2015) has pointed out, is likely to lead to a concentration on
original and adapted materials need less specific work. Specialists in either
to be used in ESP courses since “com- academic or occupational contexts who
mercially available teaching material need English for specific tasks will be
cannot cater for the specific needs of impatient with an ESP course that
specific learners” (p.19). does not address their difficulties with
Furthermore, needs analysis and those tasks. (p. 10)
evaluation are central to ESP. Dudley-
Evans and St. John (1998) state that Finally, Dudley-Evans and St.
“Needs analysis is the process of estab- John (1998) see the ESP practitioners
lishing the what and how of a course; as having five essential roles: 1. Teach-
evaluation is the process of establish- er 2. Course designer and materials
ing the effectiveness. Neither of these provider 3. Collaborator 4. Researcher
are one-off activities – they both need and 5. Evaluator. These are significant
to be on-going” (p.121). considerations of ESP.
The essential stages in ESP can be
summarized as follows, needs analysis,
course and syllabus design, materi- 3. Needs analysis
als selection and production, teaching
and learning, and evaluation (Dudley- In the field of ESP, the main aspect
Evans & St. John, 1998). It is clear required in order to design an ESP
that the needs analysis is absolutely course is a needs analysis. According
significant to ESP. Dudley-Evans and to Dudley-Evans and St. John (1998),
St. John (1998) stress that “…needs one of the absolute characteristics of
analysis is the cornerstone of ESP and ESP is that it “is designed to meet spe-
leads to a very focused course” (p. 122). cific needs of the learner” (p. 4). For the
Likewise, motivation is essential present investigation, since we were
when designing and teaching an ESP going to be working with chemists and
156 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
chemistry students from the Univer- mail was not possible with the contact
sity of Costa Rica in an ESP environ- professor. Finally, telephone contact
ment, the first step was a careful needs was established. The first interview
analysis of our target population. In was held on March 14th at the school
this sense, we incorporated fundamen- of chemistry. The main purposes of
tal aspects such as their tasks, needs, this interview were to have a general
wants, and lacks (Hutchinson & Wa- view of the target population and the
ters, 1987). In order to have a com- ESP course itself, and to start col-
plete view of the population and our lecting data. The interview provided
job as course designers, we decided to significant information in regards to
perform a present situation analysis the tasks, expectations for the ESP
(PSA) by means of language proficien- course and the organizational culture
cy (diagnostic) tests; a target situation within the School of Chemistry. This
analysis (TSA) by administering ques- interview was recorded for educational
tionnaires and interviews; and a learn- purposes. Regarding the first contact
ing situation analysis (LSA) based on with our target population, potential
their language-learning background students were sent an electronic mail
using questionnaires and interviews message in which we introduced our-
(Dudley-Evans & St. John, 1998). This selves and provided a general overview
needs analysis report dealt with a tar- of the process. The idea was also to cor-
get population of eighteen students, all roborate students’ electronic addresses
Costa Rican, native speakers of Span- (based on the professor’s explanation
ish, and students of chemistry in the that the vast majority of communica-
University of Costa Rica. Their ages tions with students were done via elec-
ranged between twenty-three and tronic mail). Sixteen out of twenty-two
thirty-six years old. Two of them were students from the original list (72.72%)
students from the master’s program in responded to the message. With regard
chemistry, and were also teachers and to the recruitment process, it is also
researchers. In general, the group was relevant to mention that the contact
very homogeneous in terms of language professor had a meeting with the As-
proficiency (66% intermediate, 22% sociation of Chemistry Students in or-
high beginners, and 11% low advanced). der to offer this ESP course. The con-
tact professor came up with an original
list of twenty two students on a first-
4. Data collection come first-served basis. As it will be ex-
plained later on, this original list was
4.1 First contact modified later.
second meeting, our contact provided unlikely that they would answer the
us with ten articles professors and stu- survey via electronic mail. A more per-
dents would probably use during the sonal approach was required. Thus, our
second semester (in different courses). contact professor volunteered herself to
The vast majority of materials were ar- talk to her colleagues about the survey
ticles, basically because reading is one and its importance for the process.
of the most relevant tasks chemistry
students and chemists do. Besides, our 4.4 Administering the survey
contact professor provided us with two
power point presentations that one of 4.4.1 Administering the survey to
the professors at the school was plan- chemistry students
ning to incorporate in one of his cours-
es, which was in fact going to be taught It is generally agreed that the tar-
in English. According to what he said to get population constitutes the main
us during a short conversation, he used source of information for a successful
to teach that course in English due to ESP course. Therefore, students were
the fact that most of the references asked to complete a survey related to
and the content of the course were to their experience with the language,
be found in English. Next, three short wants, preferences, tasks, expecta-
videos (approximately two minutes tions, and difficulties. On April 1st, we
each) were collected. The videos basi- requested them to fill out the survey
cally dealt with chemists, chemical, taking into account some basic guide-
and chemical processes. All of these lines: “Save the document in your PC,
materials would provide significant save it again with your information and
input and scaffolding for students to send it as a reply to the sender’s ad-
perform the different tasks. dress.” Students had a six-day window
to complete the survey. The rationale
4.3 Contact via electronic mail behind this stage was the following,
administering the survey first gave us
Messages via electronic mail were important background about the tar-
chosen as an effective way of commu- get population. It would also give us
nication basically for two reasons: stu- the opportunity to address some as-
dents’ organizational culture and time pects during the interview that might
efficiency (with other stakeholders of have been neglected in the survey it-
the process included). The first con- self, such as tasks and procedures (we
tact with students, the administration had to deepen in these aspects during
of surveys (students and chemists), the interview, indeed). Refer to appen-
the appointments for the interviews dix C for a copy of this document.
and the appointments for the admin-
istration of the diagnostic test were 4.4.2 Administering the survey to
prepared via electronic mail. Here an chemists
exception was done with the surveys
of chemistry professors. According to For this part of the collection pro-
the contact person, chemistry profes- cess, it was crucial to have the opinion
sors were normally so busy that it was and thoughts of a national authority in
158 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
the field of chemistry. That is why we an important exam the following day).
decided to support the needs analysis Based on the poor attendance, we de-
with the expertise of the Chemistry cided to program a second session on
Body of Professionals. On April 2nd, April 11th. The electronic mail sent in-
the General Procurator of the Chemis- cluded a short note on the importance
try Body of Professionals sent back a of going through all the steps of the pro-
completed survey. Besides, recognized cess. Besides, the contact professor had
chemists and investigators from Na- an informal meeting with the students’
tional Institute of Biodiversity (INBio) association of chemistry representa-
also filled out the form. These surveys tives in order to emphasize the impor-
were related to common tasks chemists tance of this stage and the uniqueness
usually perform and suggestions for pos- of the course. The attendance for the
sible contents to be studied in an ESP second session was completely differ-
course from a professional perspective. ent, a total of sixteen students showed
up, six from the original list. In addi-
4.4.3 Administering the survey to tion, students who were not part of the
chemistry professors original list were invited to complete
the survey via electronic mail. Stu-
Another important source of infor- dents were given a four-day window
mation was the Faculty of Chemistry. to fill them out. The following is the
Our contact professor chose seven col- methodology applied, as students ar-
leagues to complete the survey. As it rived, a greeting and small talk took
was mentioned above, the contact pro- place between students and the ESP
fessor volunteered herself to person- practitioners basically to establish a
ally deliver and pick up professors’ friendly environment. Before asking
answers. The surveys were completed students to complete the diagnostic
from April 5th to April 10th. Refer to ap- test, we emphasized the purposes of
pendix D for a copy of this document. the exam (to determine the students’
level of proficiency and to provide cru-
4.5 Interviews with students and cial information, for example the lacks
diagnostic test they felt needed to be incorporated in
order to design an ESP course). This
We administered the interview and was done basically because some stu-
the diagnostic test on the same day. dents evidenced the misconception
The main reason for this was the point that if they scored high in the test, they
that applying the diagnostic test and would have more possibilities to be ac-
the interview simultaneously would cepted in the course. Next, students
allow us to take the most out of stu- were asked to complete the diagnostic
dents’ input in one organized and ef- test individually. Then for the speak-
ficient session. On April 9th, students ing part of the test, students had to
were cited to take the exam and the pair up. Finally, we both interviewed
interview. It was overwhelming to see students. At this point, we decided to
that only five students showed up, four modify the original list and use only the
from the original list (later we found eighteen students who had completed
out that students were going to have the survey, the exam, and the interview
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 159
for the purposes of the needs analysis. significant amounts of theory and the-
The rest of students who did not finish a oretical frameworks; students also at-
stage in the process would become part tended laboratory practices in which
of a waiting list for the future. they applied the theory and performed
all kinds of experiments; students were
4.6 Interview with the Director of the expected to do research projects; stu-
School of Chemistry dents were asked to do extensive read-
ing in English (their ability to read
On April 11th at 8:30am, we had the the language was taken for granted by
opportunity to interview the Director chemistry professors). It is important
of the School of Chemistry in his office. to add that we did not design any par-
The main idea here was to extend the ticular instrument to collect data. We
knowledge about the target popula- collected the information by means of
tion and his expectations for the ESP note-taking about important events
course. The interview confirmed the and situations we considered relevant.
researchers’ views on tasks, expecta-
tions, the organizational culture with- 5. Description of the instruments
in the School, and possible contents used in the needs analysis
to be studied. It is imperative here to
acknowledge the Director’s absolute 5.1 Survey for students
commitment to this project. He consid-
ered it a top priority for the School. As This survey consisted of two parts.
soon the interview started, the Director The first part included eleven multiple-
was quick to establish a respectful and choice items. The second part included
friendly environment to make the con- eight open-ended questions. The survey
versation much more fluid and thought- was designed with the intention of includ-
provoking. We recorded our conversa- ing both objective and subjective items.
tion for future reference if needed.
5.2 Survey for professors and che-
4.7 Class observations mists
5.3 Interview questions for the con- task, students were asked to watch a
tact person and the school’s director ninety-second video related to indus-
trial chemistry. This video started
We wrote a set of six items that with facts about chemicals (natural
worked as the backbone of the interview. and synthetic). It also talked about
The questions were related to expecta- how different chemicals behave under
tions, tasks, and contents. They were de- changing conditions. It also explained
signed to provide a flexible, open-ended what chemists do (that is, study how
framework for the interviews. chemicals affect each other and how
they interact with the environment).
5.4 Language instruments It also mentioned the different fields
where chemists work (energy develop-
The language instruments were ment, medicine, and food processing).
designed based on the tasks mentioned It also provided examples of products
by students, the contact professor, and created through chemical research
the chemists involved in the data col- (fibers, drugs, paints, and cosmetics).
lection process. The instrument pro- Finally, it described the academic re-
vided students with general guidelines quirements in order to get a job as a
in Spanish. The main purposes of these chemist. This video was chosen because
guidelines were to promote confidence it was quite short, pertinent to their
among students and to clarify the main field, and addressed to English speak-
purpose of the exam. The instrument ers at the intermediate level. Further-
started with a task related to reading. more, it represented an authentic sam-
For the first part of the task, students ple of technical speech. Students were
had to read a twenty one-line para- told to watch the clip two times: the
graph about medical biochemistry. first one to become familiar with the
Then students had to read ten state- material and the second one to take
ments and decide whether the state- notes of relevant information. For the
ments were true or false according to second part of the task, we asked them
the text. Students had to write T for to decide if eight statements were true
true statements and F for false state- or false. Of these, three statements
ments. Five false statements and five were true and five, false. We included
true statements were constructed. We plenty of synonyms and distractors.
included a lot of synonyms and re- The third task was directed to writing
phrasing in order to measure gist com- skills. Students were expected to write
prehension. For the second part of the a three-line electronic mail to a col-
task, students had to choose the main league or supervisor asking for biblio-
idea of the paragraph among four pos- graphical references about a familiar
sible statements. The distractors were topic to students. We wanted to explore
designed in a manner that students if students could write a message, their
had to go through a careful analysis mastery of degrees of formality (regis-
in order to answer. We decided to start ter), and their communicative ability.
the exam with a very familiar task for This exercise was chosen since it stood
students basically to promote confi- as a frequent chore among students
dence. For the first part of the listening and chemists. Finally, the fourth task
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 161
all Costa Rican, and their ages ranged is… This investigation represent…”
between twenty-three and thirty-six. were very common. In general, intona-
There were seven women (39%) and tion and pronunciation seemed to be
eleven men (61%) for a total of eigh- minor problems. Difficulties with spe-
teen students. Since our goal was lan- cific sounds like /v /and / e / were com-
guage and not content assessment, all mon and persistent.
data derived was generalized for both
undergraduate and graduate students 7.2.2 Reading
as a single category.
of relevant information from the video However, the target population was
(first task of the listening section). Af- composed by students and chemists
ter analyzing the task, we concluded who normally had roles in the aca-
that even though the task was based demic environment at the university
on a listening activity, it included in level. Therefore, that implied focusing
fact a writing task too. Besides, there on ESP but integrating EAP elements
was an important possibility that stu- as well. Thus, we decided to determine
dents could have understood the text the main tasks for both the academic
but had not considered the informa- and professional contexts, and based
tion from the video relevant enough in on that information, to select for teach-
order to take notes. The second part ing purposes only those that were
of the listening exercise did assess common to both. In other words, the
students’ comprehension of the text. main intention was to get the best of
Finally, in a real context, students at- both worlds and to develop meaning-
tending a speech or lecture would have ful tasks for both contexts. With this
only one chance to listen to the infor- said, in order to keep a balance and a
mation, thus note taking meant a vital complete picture of both the academic
strategy to be practiced and learned. and professional fields, we asked pro-
fessors, chemists, and students for fur-
7.2.4 Writing ther details. So, professors were asked
about the most important tasks chem-
Seventeen out of eighteen students istry students need to perform in Eng-
(94.45%) scored at the intermediate lish, whereas working chemists were
level. Only one student (5.55%) scored asked for the main tasks professional
as low-advanced. This was also a very chemists carry out. On the other hand,
homogeneous skill among students. Al- we interviewed students about both
though they evidenced problems with academic and professional tasks.
spelling, punctuation, and subject-verb The main tasks in English pointed
agreement, for the tasks considered as out by the professors were in order of
central, students were able to communi- importance: reading text books, arti-
cate effectively in the target language. cles, and manuals (90%); speaking to
customers and colleagues about a spe-
7.3 Tasks cific topic (60%); writing e-mails (40%);
attending conferences and lectures,
Based on Dudley-Evans and St. listening, and taking notes (40%);
John (1998), it was decided to conduct problem solving (30%); translating
a target situation analysis (TSA), that procedures and security sheets (20%);
is, to establish objective needs. There reading labels and catalogues (20%);
was one point that needed to be clear making presentations about a specific
before the data was analyzed and dis- topic or procedure (20%); and writing
cussed. Since the course to be designed reports about an experiment (10%).
was basically an ESP course, it would On the other hand, students mentioned
have a professional and not an aca- reading texts in English (100%); speak-
demic focus per se (that is, an English ing to customers about a product or
for Academic Purposes course - EAP). service (72%); attending conferences,
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 165
listening, and taking notes (72%); other words, they had in mind a holis-
making presentations (55%); reading tic course that ought to combine the
labels and catalogues (44%); writing four macro skills and therefore, allow
e-mails (22%); writing reports (22%); a balanced development of all four ar-
writing articles (22%); translation of eas. It is pertinent to add that the or-
procedures and security sheets (11%); der of importance of the tasks proposed
and problem solving (5%). responded not only to their needs, but
As it was mentioned above, the also to their wants and expectations
learning context posed a difficult ques- for the course. Keeping students mo-
tion when trying to design a “pure” tivated was one of our goals in order
ESP course. Due to the fact that the to prevent course dropout considering
course was going be taught basically in our course would not account for any
an academic environment but within a academic credits. Consequently, the
professional framework, we decided to course outline should be appealing to
plan a course that would address both students in terms of wants, preferenc-
academic and professional elements as es, and needs.
stated above. Indeed, this suggested an
ESP course spiked with enough EAP 7.5 Wants
elements. Because of this, we considered
that the course should focus on skills, Students made clear the fact that
tasks, and activities common to both they wanted an ESP course centered
spheres: skills and tasks that students on speaking and listening as their two
could perform at the university but that most urgent wants to be addressed. In
would also be helpful later on during order of importance, they listed speak-
their careers. Thus, the target situations ing to customers (94%), listening to lec-
were minimized to the common grounds tures and conferences (83%), writing
they covered, in terms of skills and strat- laboratory reports (83%), and reading
egies, language contents and functions, books, articles, and manuals (72%). As
structures, and vocabulary. Hutchinson and Waters (1987) suggest,
“objective and subjective views of needs
7.4 Needs (and wants) can, and do, conflict with a
consequent de-stabilizing effect on mo-
The needs where determined as a tivation” (p.58). As a result, the course
learning situation analysis (LSA). Ac- proposal had to cater for both needs and
cording to Dudley-Evans and St. John wants simultaneously. Thus, student
(1998), this should be based on “subjec- motivation could be cultivated to pre-
tive and felt needs” (p.124). In gener- vent the usually high rates of desertion
al, students considered that speaking during ESP course implementation and
was the skill they needed to develop practice, typical of previous courses for
the most in order to communicate with the master’s practicum due to their “ar-
customers (83%). They also considered tificial” nature as courses with no aca-
reading books, articles, and manuals demic credits assigned.
(78%); listening to conferences and
lectures (72%); and writing labora-
tory reports (72%) as basic skills. In
166 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
to the language and their attitude to- 7.11 Attitude towards the language
wards English in that moment.
As one of the most important influ-
7.10 Contact with the language ences on the students’ motivation, de-
termining their attitude towards the
As part of the PSA and the LSA, target language was considered cen-
students had to respond to the ques- tral in the LSA and PSA. In general
tion, Are you currently studying Eng- terms, students reported an excellent
lish? This was a key point, because attitude towards English, with the ca-
this aspect could either facilitate or veat (as it was established in the TSA)
complicate the students’ learning ex- that for them, usage of English was
perience and the smooth implemen- basically instrumental and academic.
tation of the course. It would also in- Based on these results, we were very
fluence the students’ motivation since optimistic about the students’ attitude,
contact with the language outside the and their motivation inside and out-
classroom was a very important aspect side the classroom.
in learning reinforcement. Contrary to
our original expectations, negative re- 7.12 Strengths
sults were found. Most of the partici-
pants were not studying the language As part of our LSA, we asked stu-
at that time, which could be discourag- dents to rank the four macro skills
ing in terms of extra exposition to Eng- in terms of how easy they considered
lish and practice beyond the classroom. them. This would help us to determine
This implied having to assign home- what skills would also require more at-
work and extra-curricular activities to tention and reinforcement in order to
reinforce learning and promote further be successfully developed. From the
motivation and interest. On the other easiest to the most difficult, they men-
hand, when students were asked about tioned reading (94%); writing (50%);
the frequency of other English-related listening (33%); and speaking (17%).
activities (such as watching TV or mov- In fact, these numbers confirmed
ies; reading books or articles; brows- what had been determined in the tests
ing the Internet; sending or receiving (PSA), where speaking and listening
e-mails), results showed a significant were the skills that scored the lowest
level of daily contact with the language and thus, that required more attention
for leisure or entertainment activities. on the instructors’ part.
This could be used to our advantage
to foster motivation and macro skill 7.13 Weaknesses
development in different manners. In
this sense, this was a resource to be ex- Next, students were asked to rank
ploited in order to complement future the four macro skills in terms of level of
language classroom activities. difficulty. From the hardest to the easi-
est, they mentioned speaking (72%);
listening (44%); and reading (28%).
None of them included writing in their
answers. Once again, these numbers
168 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
7.14 Activities students liked the most 7.16 Students’ expectations for the
ESP practitioners and the course
Since we also needed to determine
the students’ preferences in the class- The conception students had of how
room, we used a classification exercise their instructors should behave in the
based on a list of activities. Among the classroom was an aspect that we had
most liked activities they named oral to assess. This was formulated as an
conversations (100%); listening to re- open-ended question; therefore an-
corded conversations (83%); working swers were varied and even contradic-
with texts (83%); repeating written tory. Among their answers the follow-
conversations (61%); games (61%); role- ing were reported: professors should
playing (5,5%); and making presenta- speak in English at all times; profes-
tions (5,5%). These results evidenced sors should speak both in English and
an interest in dynamic, communica- Spanish; professors should be patient;
tive activities where oral production, lessons should be dynamic and partici-
listening, and text discussion (reading, pative; professors should motivate stu-
speaking) were expected. Here it is im- dents; classes should be student and
portant to add that since students con- not teacher-centered; error correction
sidered making presentations a very should be immediate and respectful;
important task, we decided at that mo- exams should contemplate all skills;
ment that speaking in front of the class professors should allow shy students
was going to be one of the main activi- to develop self-confidence; and lessons
ties for classroom practice. and contents should be authentic and
adapted to Costa Rica’s reality. It is
7.15 Activities students liked the least important to add that students had
high expectations of the professors
Complementary to the previous and the lessons in terms of the instruc-
point, knowing which activities stu- tors’ mastery of language and differ-
dents did not like was also relevant ent methodologies. Besides, materials
to lesson planning. Starting with the should be interesting and the activities
least liked activity, they mentioned re- should aim at building students’ con-
peating written conversations (39%); fidence, learning, participation, and
games (33%); listening to recorded con- motivation. Regarding students’ sug-
versations (17%); and working with gestions, six students pointed some
texts (16%). Indeed, these answers em- such as focusing on technical vocabu-
phasized the students’ interest in par- lary, developing participative activi-
ticipative and oral activities over more ties, having lessons centered on the
structured and traditional ones. The students, and offering a variety of ac-
only exception to this apparent tenden- tivities in order to avoid class routine
cy was games that they probably found and monotony.
too infantile for university students and
scientists. The use of games, however,
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 169
Appendix A
Handout #0203a
ChemCourse – Unit # 2 Dealing with scientific literature
INSTRUCTIONS: Study and analyze the following verbs. Classify them ac-
cording to the three different ed endings. Use the rule previously studied.
-associated-identified-discovered-localized-dissected-accomplished-separat-
ed-required-
Handout #0203b
ChemCourse – Unit # 2 Dealing with scientific literature
INSTRUCTIONS: Read the title of the article and predict its content by provid-
ing your own ideas. Be ready to report to the class. Use the useful expressions chart.
174 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
Useful expressions
Handout #0203d
ChemCourse – Unit # 2 Dealing with scientific literature
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Appendix B
Handout #0208b
ChemCourse - Unit # 2 Dealing with scientific literature
Paraphrasing
Paraphrasing can be defined as restating in your own words what a writer (or
speaker) has presented already. The ideas are the same but the form in which
they are expressed changes.
Original: “NASA researchers have resparked interest in the original carbon
nano-onions, considering them as potential additives for aerospace applications...”
Paraphrase: “Scientists from NASA have renewed their interest in the origi-
nal carbon nano-onions, due to the fact that they could be used as components in
the aerospace industry...”
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 175
Handout #0208c
ChemCourse - Unit # 2 Dealing with scientific literature
a. What did you find the most interesting about the content?
b. How is the content relevant to your major/field?
c. Express your comments or professional opinion on the subject
d. Glossary: photosynthesis – electrolysis – alkaline – heat – fuel cell – harsh –
catalyst – phosphate – cobalt - electrode – electrolyzers
Appendix C
Sí__________ No__________
2. Si su respuesta es afirmativa, indique el lugar y el número de meses. Mar-
que todas las que aplican en su caso.
Lugar # de meses
a. En el colegio
b. En la universidad
c. En un instituto
d. En otro país, indique cuál
e. Por cuenta propia (libros, métodos, CD, internet, cursos a distancia, etc.)
f. Otra, indique
3. ¿Cuál es su actitud hacia el idioma inglés? Marque todas las que aplican en
su caso.
a. Me fascina
b. Me gusta
c. No me gusta
d. No tengo ningún comentario
e. Otra, indique
Sí_________ No_________
a. En la universidad
b. En un instituto
c. Por cuenta propia (libros, métodos, CD, internet, cursos a distancia, etc.)
d. Otra, indique
5. ¿Por qué estudia inglés? Marque todas las que aplican en su caso.
9. ¿Cuáles de las siguientes habilidades del idioma inglés son más fáciles
para usted?
10. ¿Cuáles de las siguientes habilidades del idioma inglés son las más difí-
ciles para usted?
Actividad Sí No
a. Trabajar con un libro de texto y lecturas
b. Practicar conversaciones orales
c. Practicar conversaciones escritas
d. Hacer juegos
e. Escuchar diálogos grabados
f. Otra, indique
178 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
12. ¿Cuáles son las cinco tareas más relevantes (que requieren inglés) que
realizan los estudiantes de química en el aula?
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________
e. ____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
14. ¿Cuáles son las cinco tareas más relevantes (que requieren inglés) que
realizan los químicos en el campo laboral?
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________
e. ____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16. ¿Cómo debe ser un buen profesor de inglés (forma de dar la clase, corregir
errores, etc.? Explique.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
BULA, DÍAZ-DUCCA. ChemCourse: Design of an ESP Course ... 179
Appendix D
1. ¿Cuál es la razón principal por la cual los estudiantes de química y los quí-
micos necesitan aprender inglés? Explique.
______________________________________________________________________
______________________________________________________________________
2. ¿Cuáles son las cinco tareas más relevantes (que requieren inglés) que
realizan los estudiantes de química en el aula y los químicos en el campo laboral?
a. ____________________________________________________________________
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________
e. ____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
180 Revista de Lenguas Modernas, N.° 25, 2016 / 153-180 / ISSN: 1659-1933
6. Sugerencias: __________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________