No description available.

<p>Predmet ove disertacije je analiza potreba kao neophodni &ndash; prvi korak, pre izrade kursa engleskog jezika za oblast tehnolo&scaron;ke i inţenjerske struke. Kako je sa razvojem nastave jezika struke do&scaron;lo do objedinjavanja vi&scaron;e faktora u samom procesu analize potreba &ndash; analize jezika struke, analize ciljne situacije, analize trenutnog nivoa znanja polaznika kao i analize nastavnog konteksta, analiza potreba je u ovoj disertaciji sagledana sa svih pomenutih aspekata, a istraţivanje je obavljeno u dve faze. U prvoj fazi je ispitana analiza trenutnog stanja u vezi sa upotrebom i nastavom engleskog jezika sa aspekta studenata i predavaĉa engleskog jezika na tehnolo&scaron;kim fakultetima u Srbiji. S druge strane, sprovedena je i analiza potreba u vezi sa upotrebom engleskog jezika zaposlenih inţenjera tehnologije. Rezultati, koji su obraĊeni kvantitativnom metodom su pokazali nedovoljnu zastupljenost engleskog jezika struke i sa aspekta studenata i sa aspekta predavaĉa. Kada je u pitanju upotreba engleskog jezika zaposlenih inţenjera, rezultati su ukazali na potrebu za ĉestim kori&scaron;ćenjem engleskog jezika za potrebe svog posla, kao i na vaţnost znanja engleskog jezika radi veće uspe&scaron;nosti u poslu, posebno istiĉući jeziĉke ve&scaron;tine ĉitanja i usmene i pismene komunikacije.<br />Uzimajući u obzir dobijene rezultate analize potreba, pristupilo se izradi kursa engleskog jezika za potrebe studenata tehnologije, koji je trebalo da bude usklaĊeniji sa ispitanim potrebama budućih tehnologa i koji je bio ponuĊen eksperimentalnoj grupi studenata. Provera efikasnosti i svrsishodnosti<br />novog kursa izvr&scaron;ena je u drugom delu istraţivanja, sa jedne strane kvantitativnom metodom, poreĊenjem rezultata testa postignuća izmeĊu studenata iz eksperimentalne i kontrolne grupe, a sa druge strane kvalitativnom metodom iz intervjua sa studentima. Rezultati testa postignuća su pokazali znaĉajno veću uspe&scaron;nost kumulativnog broja poena studenata iz eksperimentalne grupe (ukupna ocena 8,8) u odnosu na kontrolnu grupu studenata (6,77), &scaron;to je potvrĊeno i poreĊenjem pojedinaĉnih kriterijuma gde je u svim sluĉajevima ustanovljena statistiĉki znaĉajna razlika (p&lt;0,0001). Rezultati, dobijeni kvalitativnom metodom, su potvrdili vaţnost jezika struke u nastavi na fakultetu, posebno ukazujući na faktor motivacije, koji je u direktnoj vezi sa zastupljenosti jezika struke. &Scaron;to se tiĉe efikasnosti novog kursa, studenti su ukazali na vaţnost nastavnog materijala koji je neophodno da bude usmeren ka njihovoj budućoj struci, veću uĉestalost provere napretka studenata kao i na vaţnost afektivnih faktora (nastavnik, rad u grupama, atmosfera na ĉasu). Studenti su istakli ulogu nastavnika kao nekoga ko ih vodi kroz gradivo, a da pri tome nema dominantnu ulogu; rad u malim grupama im je omogućio veću slobodu da iznesu svoje mi&scaron;ljenje i uĉestvuju na ĉasu, a poţeljnu atmosferu na ĉasu su opisali kao opu&scaron;tenu a pri tome ipak radnu. Rezultati istraţivanja su pokazali da kursevi koji su bazirani na sprovedenoj analizi potreba daju bolje rezultate na testu i pokazuju veću motivaciju i veće jeziĉke kompetencije kod studenata, &scaron;to je jo&scaron; jedna potvrda teze o neophodnosti analize potreba kao koraka koji prethodi izradi EJS kursa.</p> / <p>This dissertation deals with needs analysis as a<br />necessary, first step before EST course design. Since<br />ESP teaching development covers numerous factors<br />in needs analysis &ndash; target situation analysis, discourse<br />analysis, present situation analysis and teaching<br />context analysis, needs analysis in this dissertation is<br />viewed from all of the mentioned aspects while the<br />research is conducted in two phases.<br />In the first phase, present situation analysis is<br />performed regarding use and teaching process from<br />the point of view of technology students and English<br />teachers. In parallel, needs analysis concerning the<br />English language use is also performed from the<br />employed technology engineers. The results obtained<br />and processed by quantitative methods showed poor<br />frequency of English for specific purposes in the<br />teaching process from the aspect of students and<br />English language teachers. Concerning English<br />language use by the employed technology engineers,<br />the results showed frequent English language use for<br />professional purposes as well as the importance of<br />English language competence for better performance<br />at work, especially emphasizing reading,<br />communicative and writing skills.<br />By taking into account the obtained needs<br />analysis results, a new course is designed for<br />technology students&rsquo; purposes more adapted to the<br />needs of future technologists, which was<br />subsequently offered to experimental group of<br />students. The assessment of the efficiency and<br />purposefulness of a new course is performed in the<br />second phase of the research, first by the quantitative<br />method, comparing the achievement test results of<br />experimental and control group of students, and then<br />by qualitative method from student interviews.<br />The results of the achievement tests showed<br />significant success in cumulative points of students<br />in experimental group (total grade 8,8) in relation to<br />control group (6,77), which was also confirmed by<br />the comparison of individual criteria in which<br />statistical significant difference is obtained<br />(p&lt;0,0001).<br />The results obtained by the qualitative method<br />confirmed the importance of English for specific<br />purposes in the teaching process at the faculty,<br />pointing out a motivation factor in direct relation to<br />frequency of English for specific purposes.<br />Regarding the efficacy of the new course, the<br />students emphasized the importance of teaching<br />material that should necessarily be focused on their<br />future profession, more frequent student achievement<br />tests as well as the importance of affective factors<br />(teacher, group work, class atmosphere). The<br />students also emphasized the teacher&rsquo;s non-dominant<br />role as a facilitator; as well as group work that<br />provides them more freedom to express their opinion,<br />and the preferred class atmosphere relaxed yet also<br />hard-working.<br />The research results showed that the courses<br />based on performed needs analysis give better results<br />at the achievement test, better motivation and higher<br />language competences of students that confirm the<br />thesis of necessary needs analysis as a pre-course<br />procedure.</p>

Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Unit for Academic Literacy / Afrikaans / unrestricted