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Teaching English for Specific Purposes in the tourism sphere

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Teaching English for Specific Purposes in the tourism sphere 1

C O N T E N T S Pages Introduction … …… ………………………………… ………....... Chapter I . Overview of English For Specific Purposes…………… 1.1. Definition of English for Specific Purposes………………….. 1.2. Classification of English for Specific Purposes…………………. 1.3. English for tourism purposes………………………………….. Chapter II . Teaching language issues and skills in English for Specific Purposes in tourism sphere 2.1. Teaching reading in English for Specific Purposes……………. 2.2 . Teaching listening and speaking in English for Specific Purposes … .......... .............. 2.3 . Writing skills in English for Specific Purposes………………… 2.4. Teaching vocabulary in English for Specific Purposes……………. Conclusion ………………………………………………… …….. Literature …………………… ………………………………........ 2

Introduction. On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”. 1 It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and the National Programme for Training in the country, a comprehensive foreign languages’ teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. During the years of independence, over 51.7 thousand teachers of foreign languages graduated from universities, English, German and French multimedia tutorials and textbooks for 5-9 grades of secondary schools, electronic resources for learning Englis

development of tourism and in this field, English is used widely for travel as well as in client contact and is of outmost interest at the tertiary level. But its interest should not be restricted to tourism students: English for tourism is one of the most attractive areas of English for Specific Purposes (ESP) because, after all, all of us are tourists on various occasions nowadays. English is the fourth most widely spoken native language in the world, and in terms of sheer number of speakers, it is the most spoken official language. It is the primary language used in international affairs having official status even in nations where it is not the primary spoken language. English is indisputably the primary language of global trade and commerce and tourism since in many countries, most to

Methods of investigation. Methodological analysis and characterization. Methodological basis of investigation. Law of the Republic of Uzbekistan “On Education”, “National Program of Training Cadres” Decree “On Measures to Further Improvement of Foreign Languages Teaching System”, President Islam Karimov’s works on education young generation, scientific and theoretic literature related to the theme. Scientific novelty and practical value. As tourism developed and became an integral part of a modern life its international value increased and the national goverments have started to play more and more important role. One of the major directions in the role of the government of Uzbekistan to develop tourism in the country should be the introduction of the modern educational system in the field

CHAPTER I. OVERVIEW OF ENGLISH FOR SPECIFIC PURPOSES 1.1. DEFINITION of ENGLISH FOR SPECIFIC PURPOSES English for specific purposes is a term that refers to teaching or studying English for a particular career (like law, medicine) or for business in general. There is a specific reason for which English is learned. Pauline Robinson describes English for Specific Purposes as a type of English Language Teaching and defines it as: “Goal-oriented language learning.“ 2 The origin of ESP and its development is closely linked with learners interest in various specific disciplines e.g. Law English, English for Hotel Industry or English for Tourist Management. Students learn English for a specific purpose, represented by studying subject matter, to gain and develop appropriate knowledge and skills t

certain oil-rich countries and the increased numbers of international students studying in the UK, USA and Australia. The idea of language for specific purposes, however, has been around for a long time. Hutchinson T. and Waters A. see English for Specific Purposes as an approach rather than a product, by which they mean that ESP does not involve a particular kind of language, teaching material or methodology. They suggest that 'the- foundation of ESP is the simple question: Why does this learner tired to learn a foreign language?' 4 The answer to this question relates to the learners, the language required and the learning context, and thus establishes the primacy of need in ESP. Need is defined by the reasons for which the student is learning English, which will vary from study p

'normally goal-directed', and that ESP courses develop from a needs analysis, which 'aims to specify as closely as possible what exactly it is that students have to do through the medium of English' . Her characteristics are that ESP courses are generally constrained by a limited time period, in which their objectives have to be achieved, and are taught to adults in homogeneous classes in terms of the work or specialist studies that the students are involved in. Each definition has validity but also weaknesses, either in the defini tion or in the features described. Strevens' definition is the most comprehensive of the three quoted, but can lead to a certain confusion. By referring to content in the second absolute characteristic it may confirm the false impression held

like a language consultant, enjoying equal status with the learners who have their own expertise in the subject matter. In the definitions it is stressed two aspects of ESP methodology: all ESP teaching should reflect the methodology of the disciplines and profes sions it serves; and in more specific ESP teaching the nature of the interaction between the teacher and learner may be very different from that in a general English class. The language should be included as a defining feature of ESP. While the specified needs arising from needs analysis relate to activities that students need to carry out, a key assumption of ESP is that these activities generate and depend on registers, genres and associated language that students need to be able to manipulate in order to carry out the activity.

need to learn? What aspects of language will be needed and how will they be described?. Finding the right answers to these questions results from the setting exact goals and objectives of the course. Designing a syllabus analyses what the course is going to be about. Setting goals and objectives of the course in advance is inevitable. Another feature of organizing course underlines the way the learning is achieved. Hutchinson and Waters speak about “learning theory which provides the theoretical basis for the methodology, by helping us to understand how people learn.“ (Hutchinson and Waters, 1992, p 23). It is natural that learning strategies vary and corresponds with learners groups, their age, level or reason they study. The way adults acquire language is differ from children, the group

1.2. Classification of English for Specific Purposes. In this section we introduce and explain the many abbreviations that have been used in describing ESP, terms such as EAP, EOP, EST and EBP. ESP has traditionally been divided into two main areas: English for Academic Purposes (EAP) and English for Occupational Purposes EOP). The typical tree diagram for ESP, which divides EAP and EOP according to discipline or professional area, is shown in figure 1.1. English for Specific Purposes English for Academic Purposes English for Occupational Purposes English for English for English for English for English for English for (Academic) (Academic) (Academic) Management, Professional Vocational Science and Medical Legal Finance and Purposes Purposes Technology Purposes Purposes Economics English fo

students, and studying for occupational (professional) purposes, which is designed for practising doctors. This classification places English for Business Purposes (EBP) as a category within EOP. EBP is sometimes seen as separate from EOP as it involves a lot of General English as well as Specific Purpose English, and also because it is such a large and important category. A business purpose is, however, an occupational purpose, so it is logical to see it as part of EOP. Within English for Vocational Purposes (EVP) there are two sub sections: Vocational English, which is concerned with the language of training for specific trades or occupations, and Pre-Vocational English, which is concerned with finding a job and interview skills. It also deals with succeeding in a job through an understa

We therefore suggest that an additional perspective can be gained through the presentation of the whole of English Language Teaching on a continuum that runs from clearly definable General English courses through to very specific ESP courses. It seems that positions 2 and 3, which are towards the centre of the continuum, have much in common and it is only the overall context of the programme that decides whether a given course is classified as ESP or not. An advanced secondary school level course that includes a focus on, say, listening skills will be seen as General English as the course itself has the aim of teaching English as part of a broad educational process. However, a similar component taught as part of a pre-sessional course for international students about to embark on a postgra

to the learner; it is successful in imparting learning; it is more cost-effective than 'General English'. 6 The main point here is that motivation in ESP has a profound effect on the question of how specific the course is. High motivation on the part of learners generally enables more subject specific work to be undertaken; low motivation, however, is likely to lead to a concentra tion on less specific work. Specialists in either academic or occupational contexts who need English for specific tasks will be impatient with an ESP course that does not address their difficulties with those tasks. Other students who are studying English because it is on the timetable of their institution or who have been sent on a course by their company and who do not have specific, immediate and clear

1.3. English for tourism purposes The hospitality industry is globally viewed as one of the most important economic sectors of the states. The development of this industry will affect language needs. Employees of the hotel industry, for example, have the same pressure to communicate efficiently with English-speaking hotel clients. English for tourism industry is one of the most important issues in the fields of English for Occupational Purposes (EOP) as everyone is a stereotype on countless occasions. Reconsidering the case of EFL in the context of tourism industry and identifying the personnel needs and language problems such as the present study does, may provoke stakeholders to fight for language programs that meet the needs of the tourist personnel and emphasize the development of EFL

Chapter III. Teaching language issues and skills in English for Specific Purposes for tourism sphere. In this chapter it is discussed the teaching of language skills in English for specific Purposes for tourism sphere. Teaching of five skills reading, listening and speaking, writing, and vocabulary are pointed as a key issues in this chapters. We opted for five skills because, when we discuss listening compre - hension, we need to be clear about whether we are referring to listening to monologue, as in an academic lecture or a business presentation, or to listening as part of a group discussion, as in a business meeting or negotiation or a seminar in which the listener will also contribute as a speaker to the discussion. The same issue arises with speaking, which may be interactive in a tw

ESP learners, extracting information accurately and quickly is more significant than language details; that understanding the macrostructure comes before language study; and that application of the information in the text is of paramount importance. 7 The reader first processes the language and then links the ideas to what is already known. Around the same time, there was a second significant contribution to teaching reading on ESP courses: the recognition that good reading requires language and skills. Hosenfield had shown that less successful foreign language learners had a fragmented approach to text, while successful learners went for overall meaning, guessing or skipping language and information. The reading component of an ESP course thus requires a balance between skills and languag

through the textbooks in their resource centre and any supplementary material they provide. However, learners and subject specialists also have an important role to play in selecting texts for reading. The texts they supply can become part of a regular course or be used just once. When using extracts from a long text, readers will need to know that it is an extract and to have one or two sentences (which probably have to be specially written) for orientation. These provide the context necessary for activating existing knowledge and accurate processing. If only the start of long texts were used, then all the reading would be of an introductory nature. Once good texts have been selected, then activities can be written. These will relate to the overall purpose of reading the text and so the p

may get to know either similar or different classmates‘ ideas, opinions about the topic. Their answers may be rather similar, their choice of ideal countries, they would like to go to, is influenced by languages they study at school and their knowledge about countries. The most favourite countries are England, the USA, Spain, Germany, Switzerland or New Zealand. They have either visited those countries or they have never been there and they would like to go there. On the other hand they do not tend to go to Russia, Iraq, Turkey or even Poland was mentioned for several times. Concerning dream cities, London, New York, Paris or Tokyo appeared in the list very often. They want to see typical sights of those cities, e.g. Westminster Abbey, Statue of Liberty, Eiffel Tower etc. Vienna is the mos

Students can discuss it in groups then complete the name of the country into the text and write it down on the map of Europe (see appendix II). Then they discuss it together in the class and share students‘ opinions. In the text, there can occur to some unknown words that can lead to misunderstanding. To prevent this students can have bilingual dictionaries to clear up the meaning of the word and they can ask me for explanation or pronunciation. Some words are pre-written on the blackboard. Students will enjoy guessing the names of countries more than reading the text. There is also post-reading activity for pre-intermidiate level students. The Aims are to understand the facts, to be able to find out crucial information and compare it. The aids are Text a), b), c) (see appendix III), dicti

2.2. Teaching listening and speaking skills in English for Specific Purposes . This section concentrates on situations where listening and speaking are both required within the real time of the communicative event. In these circumstances participants have dual roles - as listeners and as speakers. We shall use the term 'spoken interaction' to cover situations where both these skills are employed, where to say the right thing in an appropriate way requires good listening skills as well as speaking skills. In the earlier years of ESP development spoken interactions received almost no attention. In EOP teaching there has been more attention to spoken interactions. In fact, courses may concentrate entirely on this aspect, for example courses for students in the hotel and catering field

- checking understanding, confirming; they can also be tactical - to stall for time, to disturb, to show the strengths or weaknesses of arguments. Closed-response questions lead to 'yes/no' answers means that responders often go beyond the yes/no and provide additional information. However, different maxims may operate in business or diplomacy and closed questions may result in a yes/no response with no additional information. Closed questions are a weak way to obtain information, but a powerful means of checking information or gaining commitment. Limited-response questions lead to specific information (grammatical structure 2) and are good for obtaining details. Open-response questions give a wider scope to the responder and do not bias the content of the response. They are vital

conferencing) are one example. Many social situations, even where there are more people, also revolve around dialogues. Whatever the focus of an ESP course, there can be a good deal of listening and speaking going on. This should not be confused with teaching effective spoken interaction. Task-based activities and group work generate discussion and provide learners with practice. Speaking activities often just provide a scenario for interaction whereas learners might find it helpful to consider first what the features of a successful interaction would be. This would focus their attention on appropriate language and skills, and provide a basis for evaluation at the feedback stage. On the listening side much comprehension work, particularly in EAP, has evolved around note-taking and showing

An effective oral presentation is built on language and skills and requires confidence. ESP courses are likely to look at: structuring, visuals, voice, and advance signalling as well as language. Structuring a presentation has much in common with structuring written communication in as much as listeners want a clear map to follow; there should be a start, a middle and an end. Genre analysis of written articles shows a limited range of moves in introductions and a more complex situation in discussions. Voice work may include pronunciation but intonation usually hinders comprehension more. Phrasing, pausing, speed of delivery, volume and lone variation all play an important role and may need as much attention as the actual words. Pausing is silence and often feels uncomfortable to a less con

Aids: Dictionaries Activity: Making dialogues in pairs with using expressions of like/dislike and vocabulary concerning travelling and hotel facilities. Guessing the country according to given facts. Level of English: Intermediate. Interaction: Pair work. The teacher tells students to make pairs. They are going to have a conversational activity. They imagine a situation that they want to go on holidays and they have no idea where to go. They are quite wealthy so you can afford luxury but on the other hand they do not mind sleeping in a tent and going through some adventure. One of them is an employee of travel agency who offers they some destination and the other is an irresolute client. The teacher writes some words on the blackboard and these words must be used in the conversation at lea

put them in order from “dislike most“ to “like most“ . Students should already know the meaning of these expressions from prereading activity when they go through all questions in questionnaire together. If they do not remember it the teacher do not translate them before. It will be too easy so in that occasion they are supposed to guess the right meaning on their own. After that the teacher gives them a list with words relating to travelling and they make similar sentences to say how much they like or dislike them. Some students do not see any differences in “like“, “enjoy“, “be fond of“ even in their mother language. To prevent this, it is good to give some concrete examples, also in their motherlanguage , relating to student him/herself. Students will know most of expressions of likeabi

an atlas of the world is welcomed. Geography is one of the principal subjects taught at school, so they should be well-informed about the countries. 31

2.3. Writing skills in English for Specific Purposes. Developing writing skills also involves other skills, notably the skills of planning, drafting and revising so that the end product is appropriate both to the purpose of the writing and the intended readership. In planning, writing and revising writers will have in mind a reader and will (or should) think about the needs of that reader and the purpose of the document. They will have a map to guide them - their message, audience and purpose. Writers need to ask themselves ques tions such as whether to expand a point, provide an example for define a term in order to help the reader understand the text or to persuade him/ her of the validity of the argument presented. The reader may be a real person that is definitely going to read the tex

validity of their arguments by using or adapting the conventions of the genre they are using while showing an awareness of the needs of the readership. This term has generally been used to refer to concentration on the features of the actual text - the end-product - that writers have to produce. The product approach to writing usually involves the presenta tion of a model text, which is analysed and then forms the basis of a task that leads to the writing of an exactly similar or a parallel text. In early days the use of a product approach often led to a rather simplistic copying of the model text by merely changing certain words from the original text to produce a new text. This was a purely mechanical task which involved no real thought about the purpose of the writing, the readership or

Firstly, we should recognise that learners are unlikely to want to spend the whole class actually writing. Writing is a difficult and tiring activity and usually needs time for reflection and revision, plus a peaceful environment, none of which are generally available in the classroom. However, the converse is also true: learners do not want all the writing practice as out-of-class work. They want help and ideas while writing, not only afterwards. A further distinction is that the teacher will have certain knowledge about the conventions of writing in business or academia, and such matters as the need for hedging in certain circumstances, that learners expect to be taught. So the teacher of writing needs to seek a balance between talking about writing and setting up tasks where students ac

quite clearly English in an international context, but it is also the language of meeting needs, of providing high levels of service, of understanding people, of delighting people, of solving problems”. It can be seen that speaking too fast in English by foreign tourists is the most serious problem for tourist police. Whereas, being unable to understand foreign accents was reported as the least problematic area. These results are attributed to the lack of exposure to listening genres and lack of continuous interaction with foreigners, although a good chance for tourist police is available if seized well in their workplaces. Using inappropriate words and expressions in speaking and lacking knowledge of grammar and structure are acute problems to tourist police . Generally, it is very clear

The problems in reading are serious as the rest of the skills that tourist police face in using English. it is clear that tourist police encounter problems in reading in terms of vocabulary shortage ,comprehending vocabulary and understanding lexical items in tourists document . This might be due to the methods of teaching at schools which tourist police graduated from. Teaching vocabulary in context and cooperatively makes retention more effective . The reading and writing skills are routinely used in reading complaint forms, writing daily case reports, and writing letters or e-mails. When asked to identify what problems tourist police encounter at the workplace in writing skill. The most serious problem of tourist police was lacking opportunity to write , inadequate grammar for writing ,

various sports activities, exotic food, fauna and flora and history. Luxurious hotel should be their destination. If there is a problem with vocabulary they have an opportunity to ask the teacher for explanation and what is more each group has a bilingual dictionary. After that the second group read a description of their clientele, that means hotel location, facilities, services or further additional information. Before showing the pictures the first group try to guess their age and interest. Then the pictures and pieces of information are covered. English word spelling t o prevent this, more written activities are suitable. Students should realize the importance of correct spelling. 37

2.4. Vocabulary in English for Specific Purposes. The importance of the teaching of vocabulary in ESP is now widely accepted . Our major concern will be with what is referred to in EAP as semi- technical vocabulary (or occasionally sub-technical vocabulary) and in EBP as core business vocabulary. In discussing the teaching of ESP it has often been said the teaching of technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of 'semi-technical' or 'core vocabulary'. We believe that this idea oversimplifies the true situation and we will therefore begin by discussing the teaching of technical vocabulary briefly before moving on to discuss the definition and teaching of semi-technical and core business vocabulary in s

in the students' Li although it may reverse the order (for example ciclo de carbono in Spanish). The only difficulty may be with pronunciation, as, for example, with the pronunciation of cycle in English (saikl) compared with that in most other languages . In ESAP and ESBP situations where the subject specialist is not present, for example a one-to-one consultation, the language teacher will need to adopt a questioning role about technical vocabulary. Has the learner fully understood the term? If not, how can s/he check the meaning? This will involve the use of technical dictionaries or other such sources. An example is the use in medical writing of the expression 'the patient presented with the symptoms of this may sound unnatural and ungrammatical to the non-expert, but is in fac

5. general language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen; 6. items used to signal the writer's intentions or evaluation of material presented. 9 We would suggest that the six categories overlap very considerably and that there seem to be two broad areas: vocabulary that is used in general language but has a higher frequency of occurrence in scientific and technical description and discussion and vocabulary that has specialised and restricted mean ings in certain disciplines and which may vary in meaning across disciplines. See the examples. Vocabulary Type of Vocabulary Examples General vocabulary that has a academic: factor, method, function, occur, higher

vocabulary needed for comprehension and that needed for production. In comprehension, deducing the meaning of vocabulary from the context and from the structure of the actual word is the most important method of learning new vocabulary. For production purposes, storage and retrieval arc significant. Various techniques have been suggested for storing vocabu lary: the use of word association, mnemonic devices and loci , that is the use of visual images to help remember a word . Different learners favour different techniques, and it is important that teachers encourage learners to find out what works best for them. Each of these techniques involves cognitive processing rather than mechanical learning of lists. There are three ways in which vocabulary may be gathered to facilitate cognitive .

There is given example activity for improving vocabulary skills of students studying in tourism field. Hotel Paros Philoxenia The aims are to practise reading and translating skills with bilingual dictionaries, to involve speaking skills with using special vocabulary of studying branch and reading comprehension Aids: Text (see appendix XI), dictionaries for group. Activity: Aloud reading Level of English: Pre-intermediate, Intermediate Interaction: Group work Before reading the text they will do a warming-up activity. The students will be asked a series of questions concerning hotel management and industry (see questionnaire) to be more prepared for following reading. For reading itself the teacher may choo se a brochure description of the hotel Paros Philoxenenia in Greece. The text cont

The teacher gives them some time to think about it and then they discuss it together. It is recommended to pre-write the questions on the blackboard. Pronunciation of some words and their meanings. To prevent this, those words are pre-written on the blackboard and discussed together before reading. Activity: British versus American English Aims: To practise differences between British and American vocabulary and using the monolingual dictionary. Aids: Questionnaire (see appendix VIII), handout (see appendix X), monolingualdictionaries. Activity: Filling the missing word Level of English: Intermediate. Interaction: Individual, pair work In one of previous lessons some essential differences between American and British English should be discussed. They spoke about spelling, grammar, pronunci

Possible problems: Some problems in spelling and pronunciation that is why most words are also written on the blackboard and pronounced aloud in the class. Word study. Using pictures Aims: To teach new vocabulary concerning hotel services and facilities, practise pronunciation and spelling, to be able to explain meaning of the word with using paraphrases. To practise students expressing in English. Aids: Flashcards, list of symbols (see appendix IX) Activity: Hotel facilities - vocabulary Level of English: Intermediate Interaction: Individual, group work. Before starting the teacher asks students some warming-up questions about hotels, e.g. “Which types of hotels do you like to stay in and why?“ “What is your own experience with accommodation in foreign countries and is it comparable with

Then she/he distributes a list of hotel facilities symbols (see appendix) to students. She/he writes numbers next to each picture and asked students: T: What facility is number seven? S: It’s bar. T: Yes, perfect. What about number twelve? S: It’s a jacuzzi. They practise all facilities this way. Then she / he tells students to make two groups. They are going to play a suitcase. Students already know it. She stands behind each group. Student stands in front of his/her group. I put a flashcard up and he/she tries to explain a symbol to the group. He/she can not use Uzbek , German language and gestures. If the group guesses it they have a point. They practise new vocabulary again in a more interesting way. Possible problems: Some students are shy and do not like speaking in front of the clas

individually. Then they check the exercise together. The teacher reads each word they repeat it after me to make sure they pronounce it correctly. They translate them and tell me the odd ones. Possible problems: Students tend to translate the word without looking up all possible meanings of the word. To prevent this, working with dictionaries more often is welcomed. Although students are used to work with dictionaries it is quite time demanding activity. In general, students do not like working with dictionaries much. It is boring for them and they admit they usually use a dictionary on internet because it is quicker and easier. 46

Conclusion In today’s postindustrial society services have the greatest importance in meeting human needs. In sector of services, tourism plays an important role. In order to ensure the quality of hospitality services it is necessary to find common language between supply and demand sides. Since English has become an international language, it has become increasingly necessary for employees working in tourism to develop the language skills to be able to fulfil the requirements of tourists. Furthermore, globalization has increased competition in tourism markets, and destinations are exposed to tough price competition on homogenized products by rivals worldwide. Given these challenges and the desire by locales for sustainable tourism development, human resource development is critical to the

hospitality industry. It could be argued that the formal preparation of industry professionals, via tourism and hospitality education programs, is the single most important segment. Also, provision of foreign languages courses and the distance learning programs are dominant factors of methodical tourism education approach. During the past 20 years, the explosion in business and communications technology has revolutionized the field of English language teaching, and has radically shifted the attention Of course designers from teaching English for Academic purposes to teaching English for more specialized purposes. In the last few years, first and second language acquisition research into language teaching have led to an increased interest in investigating the most effective ways of improvin

English for professional uses and particularly in the field of tourism is undeniable. English proficiency is required in all professional areas but it becomes essential in the tourist industry because of its specific characteristics.. English Language has played an important role in the development of tourism and in this field, English is used widely for travel as well as in client contact and is of outmost interest at the tertiary level. But its interest should not be restricted to tourism students: English for tourism is one of the most attractive areas of English for Specific Purposes(ESP) because, after all, all of us are tourists on various occasions nowadays. English is the fourth most widely spoken native language in the world, and in terms of sheer number of speakers, it is the mos

to ESP because it does not focus on the specific job disciplines but it is more based on general basic skills required by students in order to be prepared for the workforce. Examples of basic skills in EOP are the same as in ESP: reading, writing, listening and speaking. “ English for specific purposes is a term that refers to teaching or studying English for a particular career(like law, medicine) or for business in general”(International Teacher Training Organization, 2005). Pauline C.Robinson(1989) describes ESP as a type of ELT(English Language Teaching) and defines it as “goal-oriented language learning” which means that students have to attain a specific goal in the process of learning. According to the same author, “Students study ESP not because they are interested in the English l

researchers have argued that as language in different context varies, methods and contents of second language teaching should vary to meet the needs of learners in specific situations(Hutchinson &Waters, 1987).According to the same authors, three terms can be used to explain “needs”: ”necessities”, “wants” and “lacks”. They define “necessities” as the type of need determined by the demands of the target situation, that is, what the learner should know in order to work effectively and efficiently in the target situation. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. English for Tourism Among the many vocational areas that make the world of Engli

to be heavier users of English than their banking counterparts. The results of the study indicated that the most important skill for tourism personnel is writing. When instructing an EOP course an issue to take into consideration is that using adequate language learning and professional strategies are required in tourism field). In designing a course for students of culture and tourism, Barancic (1998) used an integrated approach to get the students involved in the syllabus he wanted to teach. The approach he invented consisted of 8components: knowing the class and their knowledge, determining the goals to achieve, the way we measure the success, making decisions with students involved, creating syllabus, deciding on the real teaching techniques and method and getting feedback during the c

practicing a wide range of skills. In ESP course, they can be sources for new vocabulary, communicative or reading skills. They can trigger various activities: warming –up activities(pre-teaching and activation of new vocabulary or grammar structures, discussing questions concerning the topic);receptive activities-work with the text itself, reading, listening(various reading strategies e.g. aloud, quiet, skimming, scanning, with or without translation, informative; productive activities-practising of acquired knowledge, follow-up activities-next improving, developing, using of acquired knowledge. In conclusion, carefully identified needs and appropriate teaching materials for tourism students will produce not only satisfied customers but also plenty of professional fulfillment in their fut

understanding articles concerning such issues of tourism. This is due to the students’ desire to improve speaking English and their need to learn English for future jobs rather than using it in everyday life. 54

Literature 1. Anthony, Laurence. Defining English for Specific Purposes and the Role of the ESP Practitioner. 1997. Journal Papers. 2. Alderson, J.C. Reading in a foreign language. London: Longman. 3. Blue ,G. Language, learning and success: Studying through English. Developments in ELT. London: Macmillan.1993. 4. Brieger, N. Teaching business English Handbook, York Assoc. Publ.1997. 5. Carter, R. and McCarthy. Vocabulary and language Teaching. London, Harlow.1988. 6. Carver, D. (1983). Some propositions about ESP. The ESP Journal . 7. Crofts, J,N. Subjects and objects in ESP teaching materials. 1980 8. Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. 9. Duckworth, M. Grammar and practice.Oxford University pr

16. Harmer, Jeremy. The Practice of English Language Teaching. London: Longman,1991 17. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press Johns, 16. Hutchinson, T. and Waters A. ESP at the crossroads. Oregon State University, 1980. 17. Hutchinson, T. and Waters A. Performances and competence in ESP. Appiled lingiustics.1981 18. Johns, A. and Dudley-Evans, A. English for specific purposes: international in scope, specific in purpose. 1993. 19.Jordan, R.R. English for academic purposes. Cambridge University Press.1997 20. Picket, D. (1986) Business English: Falling between two stools. Comlon 26: 21. Robinson, P. (1991) ESP Today: a Practitioner’s Guide. Hemel Hempstead: Prentice Hall International. 22. Strevens, P. (197

28. Wallace, Catherine. Language Teaching: A Scheme for Teacher Education. Oxford:Oxford University Press, 1992 29. Widdowson, H. Teaching language as communication.Oxford university press. 1987. Appendix I. 1. Choose three countries you would like to go on holidays and try to give a reason why? (If there is no your country, write it down below.)  Canada  Egypt  France  Germany  Great Britain  Greece  Italy  Netherlands  Spain  Switzerland  Turkey  the USA  Australia 2. Choose three countries you would not like to go on holidays and try to give a reason why? (If there is no your country, write it down below.)  Canada  Egypt  France  Germany  Great Britain  Greece  Italy  Netherlands  Spain  Switzerland  Turkey  the USA  Australia 3. Which

Appendix III Text a) …………………. is a heart-stealer; it will lure you back again and again to sample its rich wines, lounge in its thermal spas, gaze at its birdlife and make one more attempt to master its hermetic language. It has all the luxury of western Europe with a Magyar twist and at half the cost. Its graceful capital has a lively arts, cafe and music scene, and is host to a range of cultural and sporting festivals. In the countryside you'll find majestic plains, resortlined lakes, Baroque towns, horse markets and rustic villages. Text b) It's said that ………………., once visited, is never forgotten. The landscape has a mythic resonance, the country's history is almost tangible, and its people seem put on earth expressly to restore faith in humanity. The weather may sometimes g

foreigners a year visit ………………, yet you can also travel for days and hear nothing but its language. ……………… can be enjoyable any time of year. The ideal months to visit are May, June and September (plus April and October in the south). At these times you can rely on good-to-excellent weather, yet avoid the extreme heat - and the main crush of foreign tourists - of July and August. But there's decent weather in some parts of …………… virtually year round. Winter along the southern and southeastern Mediterranean coasts is mild, while in the height of summer you can retreat to the northwest, to beaches or high mountains anywhere to escape excessive heat. The best festivals are mostly concentrated between Semana Santa (the week leading up to Easter Sunday) and September to October. Appendix IV

Religion: 90% Roman Catholic, 3% Protestant Currency: Euro (€) Electricity: 230V 50HzHz Electric Plug Details: British-style plug with two flat blades and one flat grounding Blade Text c) Full Name: Spain Capital City: Madrid Area: 505,000 sq km, 194,981 sq miles Population: 42,700,000 Time Zone: GMT/UTC +1 () Daylight Saving Start: last Sunday in March Daylight Saving End: last Sunday in September Languages Spanish (official), also known as Castellano, Catalan (other), Basque (other), Gallegan (other), also known as Galician and Gallego. Religion: 85% Roman Catholic; 2% Jewish; 2% Muslim Currency: euro (€) Electricity: 220V 50 HzHz Electric Plug Details: European plug with two circular metal pins Appendix Country Area in sq km Language Religion Population Capital Currency Other info. Spai

I do not mind paying for luxury. (5) I am fond of staying in hotels. (6) I enjoy sightseeing. (7) I prefer going on winter vacation to summer one. (8) a) sunbathingb) staying in a tentc) visiting art galleriesd) going with friendse) exotic foodf) friendly staffg) your own ideas…I Appendix VII Find out the odd one night porter a resident nurse liftboy guest housekeeper chambermaid nappy-changing classmate room children welcomed family rooms playground tennis court golf-course (9 holes) fitness centre footballer fishing bodyguard facilities for disabled push-chairs notices in Braille foreign language spoken AppendixVIII 1. Which types of accommodations do you know? Make a list and tick those ones you prefer to stay in. 2. Name at least six hotel facilities. 1) …………………………………… 4) …………………………………

4) …………………………………………………………………………………. 5) …………………………………………………………………………………. Others ……………………………………………………………………………... 4. Where can you hear these sentences. Write down your ideas about hotel staff and facilities. Can I make a reservation for the autumn? Can we have some biscuitsand sweetsfor the childrensent up to the room? Excuse me, where are the toilets? There is something wrong with the tap. My wife left her handbagin the lift, could you look for it, please? 63

1)………………………………………………………………………………… 2) ………………………………………………………………………………….. 3) ………………………………………………………………………………….. 4) ………………………………………………………………………………….. 5) ………………………………………………………………………………….. Appendix IX Fill in the missing word a) Where are the _____________________ ? b) He wants to make a reservation for the _______________ ? c) We can´t turn the ______________ on. d) They want some ______________ and ________________ in their room for the ________________ . e) His wife left her _____________ in the ______________ . Appendix X Seafront location Green surrounding Car park availability Air-conditioned rooms Centrally heated rooms Telephone in the rooms Radio in the rooms Television in the rooms Satellite TV in the rooms Mini-bar service in the rooms Room service Restaurant Bar service Lift Outdoor s

Squash Mini golf Fitness room Sauna Jacuzzi Water sports at or near hotel establishment Live band music entertainment Conference room Baby sitting service available Doctor service available Hair dressing salon Dry cleaning and/or laundry service Facilities for disabled Appendix XI Welcome to Hotel Paros Philoxenia 65

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