Kilichova Ezoza

Webster University

TESL 5760 English for Specific Purpose

Maria Kovac

17.07.2023
 Contents

Target learners

Needs analysis report

Course syllabus

Course description

Course objectives

Course schedule

Materials/Appendixes

Evaluation/Assessment

Rationale and justification

References

Description of Learners
  The second-year students at Tashkent's Tourism College who are studying at the pre- and

intermediate levels are our target audience. They are pursuing a speciality in hotel management,

and learning English is related to their field of study. Hotel managers are responsible for

overseeing a hotel or other lodging establishment on a daily basis. They could be in charge of

1. Managing staff: Hotel managers hire, train, and oversee all staff members, including

front desk representatives, housekeepers, and maintenance workers.

2. Ensuring customer satisfaction: It is the responsibility of hotel management to

guarantee that guests have a positive experience while they are staying there. They will pick up

the vocabularies and linguistic techniques required of hotel managers.

They range in age from 15 to 16 years old. Their knowledge level was evaluated using

both rubrics and CEFR level descriptors. The students' proficiency ranges from A2 to B1.

Students began learning English in the first grade, depending on their prior linguistic experience.

It seems that the Grammar Translation method and the Audio-Lingual approach were mostly

used to teach the students. The materials used were largely textbooks, and they were not exposed

to real English-speaking environments.

Students have an excellent command of grammar and a wide variety of vocabulary; more

than half have honed their speaking abilities, and more than half are proficient readers and

listeners. With regards to writing, students are able to write essays on general topics and personal

letters. In terms of communicative competence, students have good linguistics competence,

however they need to raise their knowledge regarding sociocultural code and discourse.

In quantity they are fifteen, eight of them are girls and the rest are boys. The students are

from Russian, Uzbek, Tadjik, Chinese, and Korean families. They come from different religions

and backgrounds in learning English. All of them graduated from 9th grade of public school and

entered the college.

 In terms of student subgroups, they can be split into two groups based on their ethnicity

and gender. First, as was indicated before, eight females and seven boys have a friendly

competition in the classroom. In general, the target learners' gender has a significant impact on

how they learn. According to Eckert and McConnell (1992), "It has been thought that a woman's

language choices reveal her traditionalism, status perception, unpredictability, reverence,

nurturing, emotional eloquence, sympathy for those around her, and solidarity" (p. 393).

Second, the acquisition processes of all target learners vary according to their diverse

ethnicities. One of them, Enya, is Chinese but has spent the last seven years living in Uzbekistan.

Her first language is Chinese, yet she speaks Uzbek with her friends, family, and neighbors. In a

similar vein, Kia, who is from Korea, has lived in Uzbekistan for five to six years with her

family. As her father is from Russia, she is also fluent in Russian. Another student, Leyla, lives

with a family that speaks Tadjik and Uzbek, which helps her acquire a new language much more

quickly than others with the aid of comparison.

The group is made up of engaged students who actively participate in the course; they

have a keen interest in group projects that need communication. They are interested in a wide

range of things, such as sports, travel, movies, music, and culture. Most of them are audio-visual

learners; they favor viewing videos, listening to podcasts, and reading English-language content.

They want to learn real English so they can speak successfully and confidently at work. In order

to work in the tourist and hotel management industries in the future, learners will study English.

They should be fluent in other languages if they want to succeed and be knowledgeable in their

field. They must be skilled in English because it is now an international language in order to

communicate with individuals from various countries and cultures.

Their curriculum states that students will begin working in the hotel sector the next year

and that they must become fluent in another language in six months. As a result, they have six

months to learn English and achieve a certificate of competency at least at the B2 level. Lessons
are held three times a week for the six months that the course is in session, lasting 90 minutes

each time. Lessons will be held in the mornings because they are attending a college.

The learners should have a variety of skills, but from our point of view, they should put

more emphasis on speaking and listening when it comes to language. Since their jobs involve a

lot of interpersonal connection and communication, having strong public speaking abilities helps

them compete for jobs. Assembling other aspects of communication competence, such as

discourse, strategic, and sociocultural competence, is something we also focus on. According to

Richards (2003), personnel who desire to enhance their technical knowledge and abilities in

global organizations must be fluent in English. It provides a foundation for the problem-solving

and critical thinking skills necessary to deal with the quickly changing workplace environment,

in which English is playing an increasingly important role. These skills have been referred to as

"process skills" and are necessary to deal with the workplace.

Needs analysis report

Participants

Twenty staff members from the hotel "Welcome" and 14 employees from the hotel

"Rosewood" made up the group of participants, which included 15 students in their second year

of study at a college of tourism.

Additionally, the course book "Oxford English Career for Tourism" that is used to train

students was assessed to determine if it satisfies the demands of the target learners.

Procedures

We have used a variety of methods to conduct our research in order to identify gaps,

needs, and wants:

 1) Analysis of the current situation: To assess the growth of four skills, we took

vocabulary and grammar exams as well as language proficiency tests. We chose the B1-

preliminary test to determine the level of the pupils because the majority of them indicated that

their level is B1.

The findings revealed that while the students' speaking and writing abilities are pre-

intermediate or intermediate, their reading and listening abilities are intermediate.

Skills Level Number of students

Reading Intermediate 13
Pre-intermediate 2
Listening Intermediate 15
Speaking Pre-intermediate 6
Intermediate 9
Writing Pre-intermediate 8
Intermediate 7
Grammar Intermediate 4
Upper-Intermediate 1

It seems that writing and speaking tasks will require differentiation.

Grammar-wise, kids are on par with Intermediate or Upper-Intermediate levels, but they

do make a few errors. Phrasal verbs, articles, modals, and the use of conjunctions to form

complicated sentences are all skills that students need to concentrate on.

Additionally, we employed a gap-filling visual activity and a vocabulary checklist for

words associated with hotels and hospitality (Appendix 1).

2) Learning scenario analysis: To determine the needs, wishes, and deficiencies of pupils,

we also employed questionnaires (Appendix 2).

The findings show that real-world communication (43%), travel and tourism (16%),

watching movies (14%), reading books and texts (15%), and engaging in personal hobbies

(11%), all contribute to students' motivation. Other responses, which made up only 1%, were not

mentioned.
 The majority of students, according to the survey, desire jobs as hotel managers or

receptionists. Eight pupils are additionally eager to travel overseas and work in foreign hotels.

Some students have opted for both hotel management and reception.

Occupation Number of students

Reception 6
Booking 3
Hotel management 9

Aims take the course:

In addition, students wish to increase their fluency (35%), learn subject matter relevant to

their professional demands (24%), receive a certificate at least at the B2 level because it is

necessary for employment (28%), be able to write and speak informally (10%), and learn about

jobs in hotels (3%).

Learning preferences:

Students are mainly visual learners, some students are both visual and auditory learners.

Type Number of students

Auditory 3
Visual 6
Kinesthetic 2
Audio-visual 4

Exposure to the target language:

58% of students only experience the target language in the classroom, 30% do additional

self-study using other course books, and the remaining 22% watch English movies, listen to

podcasts on a regular basis, or write emails to pen pals to experience authentic English listening

and writing.

Preferred activities:
 Students enjoy conducting case studies that are relevant to their sector of employment

and they wish to participate in more group activities that encourage communication.

Additionally, they want to use real reading and listening resources in the classroom.

Preferred interaction:

Students’ answers about the interaction they want to have during lessons are as follows:

Type Number of students

Group work 6
Pair work 3
Individual work 4
Group and individual work 2

3) Target situation analysis (interview)

In order to determine the demands of the target setting, we conducted interviews with

representatives from 2 hotels (Appendix 3). In a hotel, the jobs are separated into groups based

on the services they offer and the property's star level.

We spoke with hotel employees from both a 5-star and 3-star establishment. We will

change the hotel names because the participants prefer to remain anonymous. As a result,

"Welcome" is a 5-star hotel that offers all amenities, including a shuttle and concierge.

In a 3-star hotel “Rosewood” there is no shuttle service and concierge service is usually

performed by receptionist.

The services that use language most frequently include:

1) Staff that are involved in booking service

2) Receptionists

3) Hotel managers
 4) Concierge service

5) Catering service

6) Shuttle service

7) Laundry service

8) Housekeeping service

The required tools, including a projector, a computer, speakers, and a magnet board, are

available in the classroom. Teachers at the college are given free use of the printer. There are all

the resources needed to conduct engaging, interactive classes that will help the teaching-learning

process.

Conclusion and further considerations

Students will need to acquire all 4 skills, including grammar and vocabulary, as can be

shown. Teaching will be mostly on speaking and listening in the meantime. When it comes to

grammar and vocabulary, we'll concentrate on the list of grammatical structures we found during

observations and structure the course material in accordance with the subjects that are relevant to

the hospitality industry.. At the same time, we also take into consideration that there can be

unexpected situations and the language that we will teach may be insufficient. Moreover,

students need to obtain a language proficiency certificate, and we will balance the two

objectives: teaching ESP for hospitality and hotel management and preparing to language

proficiency test. At the same time teaching will be more weighted towards occupational needs.

Course description

As we mentioned above, target learners are studying at Tourism College in Tashkent and

having compulsory English classes. They are taught ESP for hotel generally, because they don’t

know what kind of exact job they will get after graduation. After learning in this course they will

be able to work as a manager, receptionist, director, hotel waiter, cleaner, reservation agent etc.
the course syllabus were created according to the needs, job requirements, learning style,

identities of target learners.

Needs analysis sample for students

First name: Izabella
Last name: Queen
Gender: female
Age: 15
How do you rate your knowledge in 3
English from 5 to 1?
How much time can you spend daily to 2-3 hours
work on your English?
How often do you use English every day? During English classes
Have you ever been English speaking No
countries?
Do you have English speaking Some online friends
friends/relatives/family members?
What languages do you know other than Russian, turkish
English?
What language do you speak at home? uzbek
What do you want to learn in English Speaking fluently
most?
What kind of certificates do you have in Cefr b1
terms of English language?
What specific skill related to English is Speaking with customers, giving instructions
required in your future job?
Do your parents or siblings know the
language or support you in language Only my brother knows and sometimes helps
learning process?
What is your greatest benefit from learning Going abroad for paid-internship in hotels of
this very language? US/Dubai

How often do you watch English 2-3 times a week

movies/cartoons?
How often do you listen English 3-4 times a week
podcasts/news/audios/lectures?
How often do you write something in Almost every day
English?
What kind of learner do you consider visual
yourself as? (Kinesthetic, auditory, visual)
How do you learn new words? By repeating and writing my own example
sentences

What motivates you to learn? Reading, watching videos

Why do you want to take this course? To work abroad

You want to work as….at the hotel Manager

What else will you need at the workplace? Certificate B2

COURSE SYLLABUS

UNIT TOPIC CONTEXT

1 Welcoming guests. Checking in and checking Formal, informal greetings

out

2 Room types and facilities What makes a good hotel (p.60), room

types

3 Reservations and room rates Holiday bookings-getting the right

information

4 Dealing with Problems at the Front Office Apologies, promises, Second

conditionals

5 Receiving Guests at a Restaurant polite expressions, Questions and

affirmations

6 Taking Orders Practicing dialogues, role-plays,

restaurant-related vocabulary

The objectives of ESP lessons and expected outcomes

 Improve and develop the students' English language proficiency in the areas of

hospitality and customer service. This entails enhancing their vocabulary, grammar,
 pronunciation, and fluency in the particular context of greeting visitors, managing

reservations, and responding to enquiries from or handling complaints from clients.

 Give pupils the skills they need to interact politely and professionally with visitors and

clients. In order to do this, you must develop and practice abilities including active

listening, questioning and receiving inquiries, giving clear directions, and offering

support.

 Educate students about cultural expectations and standards in the hospitality industry,

especially when interacting with visitors from various origins.

 Give students the chance to participate in role-plays and simulations that mirror actual

situations experienced in the hospitality business.

 Introduce students to industry-specific terms, idioms, and vocabulary relating to greeting

guests, different accommodation kinds, reservations, prices, and restaurant service.

 Improve students' customer service abilities, particularly their capacity for empathy,

patience, and the ability to resolve conflicts.

 By involving students in group activities, projects, and discussions about the subjects,

helping them develop their cooperation and collaboration abilities.

COURSE SYLLABUS

UNIT TOPIC Objectives In-class activities

1 Welcoming - Learning Formal, informal -Listen to the audio (App.1.1) and answer the

guests. Checking greetings and know their questions (in App 1.2)

in and checking difference -Practicing check-in dialogue with students

out -implementing them in real-life by giving them a list of common words and

communication inquiries where they work in pairs (App. 1.3)

-creating interrogative sentences - Vocabulary Matching Game: Create a

properly vocabulary matching game where students

 have to match hotel-related terms with their

definitions. (App.1.4)

2 Room types and - build a specialized language skill - work in teams rehearsing each dialog while

facilities set that will be useful for their listening to it. (Act 1)

future employment in the -Practice each exchange in pairs and bring

hospitality sector. role-playing to class. (Act 2)

- When describing -practice exercises with suitable terms and

accommodation kinds and expressions (word and its proper definition) in

amenities to guests, use the Kahoot app. (Act 3)

precise present simple sentence -Filling in the gaps while listening the

structure. dialogue (Act 4)

3 Reservations and Holiday bookings-getting the right -SS are given authentic dialogues. They have

room rates information to practice with their pairs. (Act 1)

-SS are divided into four groups. They have to

reserve (family room, double room, exhibition

room, banquet room, triple room). (Act 2)

-T provides a reading passage about

reservation process. Then SS discuss about

Important considerations a reservation clerk

must make while accepting a reservation.

They have to write them in Jamboard and

present in the class.(Act 3)

-Asking SS to go to any hotel and ask a hotel

room and make a reservation in real life. Then

share his/her difficulties during that process.

 Everybody should shoot 2 minute video and

share it In Flipgrid (Act 4)

4 Dealing with Apologies, promises, Second - Listen to the dialogue between a receptionist

Problems at the conditionals and guests, then talk about the problems they

Front Office are facing

- SS match six sample apologies with the

names staff of the hotel. “Who is telling this

apology to the guest?”

- Creating their own sentences for Second

conditionals after teacher’s explanation

- SS are divided into four groups and groups

should write 5 minor issues which might

happen in front desk and write possible

apologies.

5 Receiving polite expressions, Questions and - Ss listen a dialogue between a waiter

Guests at a affirmations and guests. After listening twice, they

Restaurant practice, imitate those native speakers

in pairs.

- Ss are given some expressions in

separate cards.( We don’t have a

reservation. May I help you?.) They

have to match it to speakers

(Waiter/ress or guest)

- Ss work in teams of four. They make 3

inquiries that each of the hotel staff

members could ask a visitor or another

 employee. They have to make a

further 3 guest expressions after that.

They can use ready template to create

sentences (App.2)

- SS read the text about receiving

guests then discuss the situation in the

picture. They have to find out what the

staff in the picture should or shouldn’t

do

6 Taking Orders Practicing dialogues, role-plays, -They have to create a dialogue with their

restaurant-related vocabulary mini-groupmembers using polite expressions

- SS read a passage about “Food ordering”

and discuss if it is easy or difficult to be a

good server. What kind of skills are required?

They have to mention their ideas in

Wordwall.(online presenting tool)

.Appendix. 1.1
https://www.google.co.th/search?
q=pics+receptionist+on+duty&tbm=isch&tbs=rimg:CTMI1tSXtABJIjj3vmHuBGh7bk0oAPrOH
1XSitpu0iw9Q2Stlpx66LmuatMRp4Ac2enbNaVO9LO6zkfjDGJ4bVP3hSoSCfe-
Ye4EaHtuERnSWpPEkwtbKhIJTSgA-s4fVdIR76MvAOMglmcqEgmK2m7SLD1DZBE2-
tv7QdBciyoSCa2WnHroua5qEcb2KpCJd0WGKhIJ0xGngBzZ6dsRbQmKEut-
bacqEgk1pU70s7rORxEPNlpp2c4B-
CoSCeMMYnhtU_1eFEXiCYVP6J13i&tbo=u&sa=X&ved=2ahUKEwjTx7TX6_zbAhWKqY8
KHegeCUAQ9C96BAgBEBs&biw=1366&bih=635&dpr=1#imgdii=dwZYElNADiRzcM:&img
rc=zn1fJzTopScBlM
Appendix 1.2. Answer the questions.
 1. What did the visitor desire?

2. Do you know if he had a reservation?

3. How long did he plan to stay?

4. On what floor was the available space?

5. What services did the room provide to visitors?

6. What was the cost of the room?

Appendix 1.4
"reservation," - A booking or arrangement made in advance to secure a room or service at a
hotel.
"room key," - A card or physical key that grants access to a specific hotel room.
"check-in," - The process of registering as a guest at a hotel, providing necessary information,
and receiving room keys or access cards.
"check-out,"- : The process of settling the bill, returning room keys, and officially leaving the
hotel as a guest.
 "front desk," - The area in a hotel where guests are received, checked in, and checked out. It is
typically staffed by hotel receptionists or concierge

Appendix 2.

Assessment
 0 -4 points: Lack of 5-8 points: Some 9- 10 points: Correct
Vocabulary (10 knowledge of or inaccuracies or comprehension and
points) improper ambiguities, but effective use of
comprehension of partial mastery of important terms
crucial terms linked crucial words. linked to
to accommodations. accommodations.

Listening - 0-4 points: No 5-10 points: 11-20 points: Correct

Comprehension (20 understanding or Understanding of the and thorough
points): incorrect audio content is only comprehension of the
understanding of the partially achieved audio material.
audio content. with notable gaps or
misunderstandings.

Inference and - 0 -5 points: Inability 6-10 points: 11-15 points:

Interpretation (15 to draw logical Somewhat limited Reasonable and
points): conclusions or give capacity for drawing accurate deductions
the auditory logical conclusions or based on the audio
information an some erroneous content.
inaccurate judgments about the
interpretation. auditory material.
Grammar and - 0-4 points: 5- 10points: A few 10 - 15 points:
Syntax (15 points): Repeated grammatical mistakes Correct language and
grammatical mistakes or erroneous sentence sentence construction
or improper sentence constructions throughout the entire
construction. occasionally. response.
Response Accuracy - 0-5 points: 6-12 points: Answers - 13-20 points:
(20 points): Insufficient accurate to the questions that Correct and thorough
responses to the are only partially answers to all of the
questions. right and contain questions.
some mistakes or
omissions.

Holistic rubric assessment for this task:

-SS are divided into four groups. They have to reserve (family room, double room, exhibition
room, banquet room, triple room) by creating dialogues. (Act 2)

Understanding of - 5 points: Full - 3–4 points: Good - 1-2 points: Partial

Task (40%) comprehension of the comprehension of the understanding of the
task's criteria. assignment, with only task, but significant
a few small errors or gaps or
misunderstandings misunderstandings

Group - 5 points: Proven - 3–4 points: 1-2 points: There is

Collaboration instances of Sufficient proof of little indication of
(30%) productive group effective teamwork, group collaboration,
collaboration, with with input from each and each member of
contributions and group member. the group contributes
active engagement little.
from every group
member

Reservation - 5 points: The - 3–4 points: The 1-2 points: The

Accuracy (20%) groups' reservations groups' concerns groups' reservations
were accurate and were generally were only partially
comprehensive accurate but accurate, containing
contained a few little certain mistakes or
mistakes or omissions.
omissions.

Presentation Skills - 5 points: Very - 3–4 points: 1-2 points: There is

(10%) convincing proof of Appropriate little indication of
strong presentation demonstration of presentation skills,
abilities, including presentation skills, and there is also little
structure and clarity with some planning order or clarity.
and clarity.
 JUSTIFICATION

As can be seen from the syllabus, all classes are created following different approaches

and methods to have a productive lesson and achieve expected results. All classes are based on

Communicative language teaching, Task-based teaching, using modern technologies, online

tools and working on basic four skills, grammar, vocabulary, pronunciation as well. Students'

performance on exercises and assignments as well as their attendance and involvement in class

activities will all be taken into account when evaluating them. As Sojuangon (2017) mentioned

CLT as “The focus of language instruction transfers from grammatical proficiency to the growth

of communicative competence in students. It is asserted that CLT aims to help pupils improve

their communication skills in general.” As can be seen from the needs of the target learner

improving their speaking skills is the most important one rather than other skills. Therefore, CLT

was followed in every class of the course syllabus. Moreover, students are learning content and

the language at the same time. So, the selected syllabus is considered content-based syllabus.

As can be seen from the lesson tasks, most of them are focused on Task-based teaching. Learners

are required to complete the task such as role-playing, matching, discussing then presenting etc.

moreover, Task-Based Language Teaching, according to Farahani and Nejad (2009, p. 27), is

based on the idea that by giving students tasks to do, teachers may help them learn and master a

second language in a way that complements their natural learning processes. Similarly, tasks

used in the classroom environment prepare students for real-life scenarios and allow them to use

the target language to communicate with each other to complete the objective, according to

Mustafa Yildiz (2017). Furthermore, in each class discussion among students are highlighted.

Because, according to Carrasco, Diego, and Irribarra, David (2018), it was expected that students

who participated in more classroom debate would be more accepting of people from different

groups and hold more egalitarian beliefs in general. They will not have fear in speaking or doing

mistakes comparing to others.

 References:

Adamson, Donald. International Hotel English. Prentice Hall International (UK) Ltd., 1989.

Dangrojana, Pricha. Hotel Management and Operations. United Production Ltd. 1987.

Carrasco, Diego & Irribarra, David. (2018). The Role of Classroom Discussion. 10.1007/978-

3-319-78692-6_6.

Farahani, A., & Nejad, M. (2009). A study of task-based approach: The effects of task-based

techniques, gender, and different levels of language proficiency on speaking development:

Pazhuhesh-e Zabanha-ye Khareji, 49, Special Issue, 23-41

Harding, Keith&Handerson, Paul. High Season:English for Hotel and Tourism Industry.

Oxford University Press.,1998. https://www.vocabulary.cl/Lists/Hotel-Dialogues.htm

Ratana Watawatana. Instructional Material .English for Hotel 1

Sojuangon Rambe (2017). Communicative language teaching. Education English Journal for

Teaching and Learning · December 2017. https://www.researchgate.net/publication/333846489