NEEDS ANALYSIS AS A FOUNDATION FOR ESP CONTENT DESIGN IN ARCHITECTURE AND CIVIL ENGINEERING EDUCATION
Keywords:
English for Specific Purposes, needs analysis, architecture education, civil engineering education, ESP content, professional English, communicative competence, professional communication, syllabus design, target needs, learning needs.Abstract
This article examines the theoretical and methodological significance of needs analysis as a fundamental stage in designing English for Specific Purposes (ESP) content for students majoring in architecture and civil engineering. The study emphasizes the importance of identifying learners’ target needs, professional communication requirements, linguistic needs, and learning preferences in developing an effective ESP curriculum. In architecture and civil engineering education, students are expected to use English in various professional contexts, including reading technical documentation, understanding professional terminology, describing architectural drawings and construction processes, preparing project presentations, communicating with clients and colleagues, and participating in international professional cooperation. Therefore, the content of ESP education should be determined not only by general language-learning objectives but also by the communicative demands of students’ future professional activities. The article analyzes the major components of needs analysis and discusses their role in selecting professional vocabulary, grammar, language skills, authentic materials, communicative tasks, and assessment strategies. Particular attention is given to the relationship between needs analysis, syllabus design, and the development of professional communicative competence. The study argues that a systematic needs-based approach can increase the relevance, effectiveness, and practical orientation of ESP education for future architects and civil engineers.References
1. Basturkmen H. Developing Courses in English for Specific Purposes. – Basingstoke: Palgrave Macmillan, 2010.
2. Bachman L. F. Fundamental Considerations in Language Testing. – Oxford: Oxford University Press, 1990. – 408 p.
3. Brown J. D. The Elements of Language Curriculum: A Systematic Approach to Program Development. – Boston: Heinle & Heinle, 1995.
4. Canale M., Swain M. Theoretical bases of communicative approaches to second language teaching and testing // Applied Linguistics. – 1980. – Vol. 1, No. 1. – P. 1–47.
5. Dudley-Evans T., St John M. J. Developments in English for Specific Purposes: A Multi-Disciplinary Approach. – Cambridge: Cambridge University Press, 1998. – 301 p.
6. Hutchinson T., Waters A. English for Specific Purposes: A Learning-Centred Approach. – Cambridge: Cambridge University Press, 1987. – 183 p.
