Thesis Submitted In Fulfilment Of The Requirements For The Degree Of ‘doctorat Es-sciences’ In Applied Linguistics And Foreign Language Teaching

Résumé: The present study aims to investigate Islamic Studies ESP/EAP learners’ perceptions of English language needs in the context of Algerian higher education with the ultimate aim of providing a guideline for the design of an EIS (English for Islamic Studies) course. The study was conducted with third year undergraduate students of Islamic Studies at Batna1 University, Algeria, during the academic year (2015-2016). A triangulation of data collection tools was used: a questionnaire and semi-structured interviews. The research comprises a random sample of 200 male and female learners, drawn from three departments across the faculty namely, Islamic Jurisprudence (Fiqh), Sciences of the Quran and prophetic tradition and Islamic History for the questionnaire. Whereas for the semi structured interviews, fifteen (15) EFL instructors and ten (10) subject specific instructors were interviewed. The focus group interviews were also conducted with ten male and female students. This current research proceeds from the view that according to the nature of such courses, their content should be based on a thorough investigation of learners’ needs. Thus, a needs analysis survey questionnaire developed by the researcher was administered to the students. The research findings reveal that there are some real special English language needs and interests of a target group of learners, the need for the development of a highly specific EAP language course with a clear focus on the target discipline, Islamic Studies. This study also reveals that the materials to be implemented for the course need to be designed in accordance with the expectations of the learners. Based on the research findings, the researcher provided some recommendations for course developers, curriculum designers and material writers. These findings have implications on syllabus planning and review, materials’ development and implementation of teaching methods.

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