COURSE DESIGN FOR MEDICAL ENGLISH
Corresponding author:
[email protected]
Accepted
28 March 2026
Available Online
15 November 2017
Abstract
DESIGNING A COURSE FOR ESP (ENGLISH FOR SPECIFIC PURPOSES) HAS ALWAYS BEEN A CHALLENGE FOR THE TEACHERS AS ALL STUDENTS HAVE DIFFERENT NEEDS. THE AIM OF THIS ARTICLE IS TO PRESENT SOME OF THE MOST COMMON ISSUES WE ENCOUNTER WHEN CREATING A COURSE FOR THE MEDICAL SYSTEM AND SOME OF THE SOLUTIONS WE HAVE CONSIDERED WHE N DEALING WITH THEM. FURTHERMORE, WE HAVE UNDERGONE A NEEDS ANALYSIS AND DIAGNOSTIC TESTING WORK ON A SAMPLE OF STUDENTS IN ORDER TO OPTIMIZE THE COURSE PLAN AND TO ADAPT ALL THE MATERIALS ACCORDING TO THEIR EXPRESSED NEEDS. THE ARTICLE SUMS-UP SOME OF THE DATA OBTAINED AND REPRESENTS THE FIRST STEP IN CREATING NEW AND MODERN MATERIALS.
Keywords
ESP
COURSE DESIGN
NEEDS ANALYSIS
DIAGNOSTIC TESTING
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References
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Bran, Elena. Using L1 in the classroom: monolingual and bilingual approaches, Research and Science Today, No. 2/2015
[2]
Basturkmen, Helen. Developing Courses in English for Specific Purposes , Palgrave Macmillan, 2010, p 19.
[3]
Gatehouse, Kristen. Key Issues in English for Specific Purposes , Retrieved October 201 7 from: http://iteslj.org/Articles/Gatehouse-ESP.html, 2001.
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Thornburry, Scott. How to teach grammar, Edingurgh: Pearson, 1999.
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McNamara, Tim. Language testing, Oxford: Oxford University Press, 2000.
[6]
Tony Dudley -Evans. Developments in English for Specific Purposes, Cambridge: Cambridge University Press, 1999. APPENDIX 1: PIE CHART SUMMARIZING STUDENTS’ MAIN REASON FOR STUDYING MEDICAL ENGLISH This pie chart sums up the results of the NA test applied on Kinesiotherapy students in the beginning of the academic year. It reveals that most of their needs in terms of studying English are connected to their future life plans, such as understanding and writing academic papers, undergoing online courses or MB studies abroad or finding a job in the medical area abroad. APPENDIX 2 APPENDIX 3: TABLE ILLUSTRATING STUDENTS’ KEY WEAKNESSES CRITERION WEAKNESS EXAMPLE A. GRAMMAR 1. TENSES ‘I AM WORK IN A HOSPITAL’/’I NEED ENGLISH BECAUSE I WANTS A JOB ABROAD’.
[2]
ARTICLES ‘I NEED TO LEARN THE ENGLISH.’
[3]
PLURAL AND SINGULAR NOUNS ‘KNOWLEDGES’ ‘HOMEWORKS’ ‘PEOPLES’ B. L1 INTERFERENCE 4. WORD ORDER
[5]
COLLOCATIONS ‘TO PUT A QUESTION’ ‘TO MAKE HOMEWORK’ C. VOCABULARY 6. CONFUSION OF TERMS ‘GENERAL PRACTITIONER = NURSE’ ‘WARD = WAND’
[7]
LACK OF COMMON VOCABULARY - D. SPELLING 8. MISSING OUT LETTERS ‘FORTUNATLY’ ‘PHISICIAN’ ‘PSICHOLOGICAL’. E. LAYOUT 9. LACK OF COHESIVE DEVICES - The graph illustrates the most common mistakes students made in their paragraph writing task in the DT. Vertically we can see the percentages of students who made these errors and horizontally the most common errors.