An Analysis Of Esp Learners’ Needs: The Case Of Petroleum Engineering Students At Ouargla University

Résumé: Taking into account the main concepts of needs analysis, we have relied on the different contributions developed by specialists such as Hutchinson and Waters (1987), Dudley-Evans & John (1998), and Richards (2001). In our study, we have focused on Target Situation Analysis (Hutchinson and Waters, 1987) as a tool of investigation. We have put in practice this basic method in the study of students‟ needs in ESP at the Department of Petroleum Engineering, Kasdi Merbah University, Ouargla. The findings elicited from the five research questions offer a perspective from which to identify “the gap between what is and what should be” (Brindley, 1989, p. 65) with regard to the Petroleum Engineering students‟ language needs, more specifically, regarding the significance of English language for their studies, the frequency of the English language skills used, their proficiency in performing the language skills (lacks), the areas of language use that they need training in (wants), and their preferences for the English language course. Such results emphasize that the students are aware of the significance of English in engineering education. In terms of the Petroleum Engineering students‟ language needs, for example, in response to the first and third questions of the questionnaire, Petroleum Engineering students considered English language to be important for their studies, also they perceived reading, listening, and writing sub-skills to be most likely used. Petroleum Engineering students in EFL context confirmed the significance of the need to develop specific language skills which would help them perform effectively in their target situation. This is based on their answers to the fourth question of the questionnaire which indicate that most of the students surveyed felt that they are unable to use English effectively. Along the same line, they expressed the view that they would like continued train to improve ability in all the language skills. With reference to the students‟ preferences to usefulness of the English language course, the findings show that the English language course does not meet their language needs and they need more time to enable them to use the language well. Additionally, the respondents preferred to take EOP courses and emphasized41 that speaking, communication and listening skills are the basis when the course is designed.

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