ESP for Tourism Presenter: York 戚禎祐 Leya 蔡小鈴 Instructor: Dr. Hsiu-Hui Su Date: April 16, 2009

2 Journal 1 Contents 1 Journal 2 2 Journal 3 3 Journal 4 4

3 Journal 1  INCIDENTIAL ASPECT IN TEACHING ESP FOR TURISMO IN SPAIN THE TURISOM LEARNER: ANALYSIS AND RESEARCH Gracia Laborda, j. (2002). Incidental Aspect In Teaching ESP For Turismo in Spain The Turismo Learner: Analysis and Research. ESP World Journal, 3.

4 Purpose  To discuss the characteristics and the needs of Turismo students as well as a set of proposals to improve their attitude, interest, and possibilities to succeed in the study of the English language.

5 Purpose 1 1 Students’ perceived difficulties. 2 Students’ vision of Communicative Methodologies. 3 Students’ attitudes towards foreign language learning.

6 Purpose 4 Needs-oriented classes. 5 Possible solutions and suggestions for the future.

7 EFL Turismo Students’ Perceived Difficulties Unfulfilment of their specific need Lack of realistic context Inadequacy of materials Turismo learners of English expressed difficulties with regard to achieving certain digress of competence due to

8 Do Turismo students really like genuine communicative methodology? 1.Whole class presentations 2. Programmed role play 3. Pair work conversation 4. Oral teacher-students interaction 5. Vocabulary games. 1.Long grammar explanations 2.Drilling 3.Dialogue creation and memorization Prefer activities Reject activities

9 Turismo Students’ Beliefs About Foreign Language Learning Simple grammar structure Extensive vocabulary list on the travel industry Pre-fabricated pattern for common use Certain training in cross-cultural understanding Learning strategies Communication strategies

10 Turismo Students’ Beliefs About Foreign Language Learning Behavioral strategies Short but more contextualized listening activities Realistic texts for reading from authentic travel industry literature Training in English language by using World Wide Web and interaction

11 Needs-Oriented Classes Basic practice along with Certain types of written texts Oral/written skill Create projects that involve Interaction and interviews with native speakers Intercultural ＆ Tourism applied skills Students’ needs

12 Possible solutions and suggestions for the future  Two modules on business training during the first year  Less demanding materials  More training on internet research

13 Possible solutions and suggestions for the future  Adapted set of guiding notes with a balance of language and specific tourism training.  More programmed speaking activities.  Formative activities in English

14 Journal 2  Travel and Tourism Students’ Needs in Valencia (Spain): Meeting their professional Requirement in the ESP Classroom Gracia Laborda, J. (2003) Travel and Tourism Students’ Needs in Valencia (Spain) Meeting their professional Requirement in the ESP Classroom. ESP World Journal.

15 Background  There is a need to build bridges between companies and students’ university requirements if universities really want to get funding for their research and if students are to be hired. (Minnis, 1997)

16 Background  Members of the teaching staff in Universidad Politecnica de Valencia (UPV) try to address the students’ need to fit in the real business world through computers and professional skills in the language classroom.

17 Objectives 1 To observe whether EFL Turismo students use adequate language and professional learning strategies as required in their field of expertise 2 To observe the types of L2,L3 and professional learning strategies being acquired 3 To observe whether teaching strategies explicitly facilitated their L2, L3 and professional skills learning

18 Two experimental programmed Basic Computer Introduction in Tourism for students Linguistic and computer implementation in FL learning

19 Instrument ＆ Activities Instrument: 1. Power point 2. Microsoft Word Activities: 1.Individual presentation 2.Group work

20 Findings  Inclusion of professional and language learning strategies development in the academic process provides for both group and individual improvement.  The learning and professional strategies acquired through the course would be very valuable for their future career.

21 Journal 3  Deconstructing Assessment constraints in low stakes ESP testing for tourism Gracia Laborda, j. (2006). Deconstructing Assessment constraints in low stakes ESP testing for tourism. Professional and Academic English: the IATEFL English for Specific Purposes SIG Journal, 16.

22 Low stakes test  Low stakes tests are distributed, rated and graded by the teacher personally.  Low stakes tests are usually designed by the teachers to assess students previous knowledge before coming to the class, how the students is progressing or how much it has been learned in the class.

23 factors implicit factors tasks content skills Teachers & instructors washback process Non implicit factors Factors affecting tests in ESP for tourism

24 Implicit factors Seek tasks that really reflect what has been done in class Seek tasks that really reflect what has been done in class Find the right balance between content and language use Find the right balance between content and language use Include the traditional skills of listening, writing, reading and speaking activities Include the traditional skills of listening, writing, reading and speaking activities tasks content skills

25 Non implicit factors Consider the students’ needs when choosing test strategy types. Tests should be aimed to linking the learners’ deficiencies and skills developed in class. Consider the students’ needs when choosing test strategy types. Tests should be aimed to linking the learners’ deficiencies and skills developed in class. Serve to show teachers what should be changed in the tests and if some parts of their teaching should be changed. Serve to show teachers what should be changed in the tests and if some parts of their teaching should be changed. Be careful when including cultural contents, matching the tests with what has been studied, and assessing the communicative tasks. Be careful when including cultural contents, matching the tests with what has been studied, and assessing the communicative tasks. Teachers & instructors Teachers & instructors washback process

26 Journal 4  Innovative Approaches to Event Management Education in Career Development: A study of Student Experiences Robinson, R., Barron, P., & Solnet, D. (2008). Innovative Approaches to Event Management Education in Career Development: A study of Student Experiences. Journal of Hospitality, Leisure, Sport & Tourism Education, 7(1), 4-17.

27 Industry partnerships strategy  The University of Queensland’s School of Tourism (UQST) developed an industry partnerships strategy. The establishment of a dedicated industry partnerships team of academics The establishment of a dedicated industry partnerships team of academics The instruction of a professional development class for final-year students The instruction of a professional development class for final-year students An executive shadow placement (ESP) program An executive shadow placement (ESP) program strategy

28 Helping students align their career interests with their skills Practical resume-building advice (via industry experts) Assessing career path options in various tourism-related fields Interview preparation Understanding how to manage career expectations Personal development Industry partnerships strategy  The objectives of the course:

29 Methods Participants 101 undergraduate students enrolled on the professional development course offered by UQST Materials Questionnaires Location Australia

30 Materials--- Questionnaires Satisfaction with the classroom-based element of the course Satisfaction with the management, administration and execution of their placement experience

31 Results 79% 21% Students were satisfied that the course had provided information concerning a range of career path options Students dissatisfied with the opportunities provided by the course for identifying various career path options

32 Results 70% 30% Students agreed that the course raise their awareness of personal development including personal transferable skills, such as networking. Students disagreed that the course raise their awareness of personal development

33 Schools could invite as many instructors as possible to share their experience in their work fields. Schools could invite as many instructors as possible to share their experience in their work fields. Reflection It is difficult to integrate 4 skills training into one course. It is difficult to integrate 4 skills training into one course. It is difficult to choose certain test strategy types for all the students. It is difficult to choose certain test strategy types for all the students

Thank you!