The purpose of this study was to identify the oral communication skills that Tourism and Hotel Management students (THMS) at Haramaya University need for their academic and career purposes. Particularly, this study aimed to assess the value of specific oral communication skills within occupational contexts, identify oral communication problems of THMS and explore the communicative events that arise during oral interactions. To attain the objectives, this research employed cross-sectional survey design and explanatory method for data analysis. The practitioners’ questionnaire was distributed to 110 tourism and hospitality guest-facing practitioners, and THMS (n=70) filled in THMS’ questionnaire. A semi-structured interview was conducted with 3 subject area lecturers. The quantitative data were processed by using SPSS 20 while the qualitative ones were coded based on semantic affinity for analysis.
The study revealed that listening skills such as comprehending colloquial and idiomatic expressions, understanding guests’ multifarious English accents, recognizing meaning shift because of change in intonation and stress are worthwhile for THMS’ prospective careers in tourism and hospitality sector. Effective communication with guests on the phone, clear and direct speech, interpretation without meaning distortion and appropriate responses to guests’ requests and complaints were found to be equally important speaking skills. Similarly, eye-contact, facial expressions, gesture, tone and pitch volume were found to be the salient non-verbal communication behaviors that should comply with the communicative contexts during oral interactions. The research indicated that most THMS lacked spoken production skills, spoken interaction skills and nonverbal communication skills. It also showed that the communicative events that arise during oral communication in occupational and academic contexts require THMS to have good command of oral proficiency. Therefore, it can be concluded that THMS’ current oral proficiency may adversely affect their academic performance and employability skills. Based on the findings, the researcher recommends oral communication trainings that can enhance THMS’ academic involvements and employability skills, and the inclusion of oral communication courses in THM curriculum for prospective use.
Table of Contents
1. INTRODUCTION
1.1. Background to the Study
1.2. Statement of the Problem
1.3. Objectives of the Study
1.3.1. General Objective
1.3.2. Specific Objectives
1.4. Research Questions
1.5. Scope of the Study
1.6. Significance of the Study
1.7. Limitations of the Study
1.8. Definition of Terms
2. REVIEW OF RELATED LITERATURE
2.1. What is and is not ESP?
2.2. Types of ESP
2.2.1. English for Academic Purposes (EAP)
2.2.2. English for Occupational Purposes (EOP)
2.3. ESP and Language Needs
2.4. Classification of Language Needs
2.5. The Value of ESP in Boosting Oral Communication Skills
2.6. The Genesis of Language Needs Analysis
2.7. The Concept of Language Needs Analysis
2.8. Models of (Approaches to) ESP Needs Analysis
2.8.1. Target Situation Analysis (TSA)
2.8.2. Present Situation Analysis (PSA)
2.9. Information and Sources for Needs Analysis
2.9.1. Data Gathering Instruments for NA
2.9.2. Sources of Information
2.10. Procedures of Needs Analysis
3. RESEARCH METHODOLOGY
3.1. Design of the Study
3.2. Population and Sampling
3.2.1. Research Site
3.2.2. Participants of the study, Sampling Techniques and Sample Size
3.3. Data Collection Instruments
3.3.1. Questionnaires
3.3.2. Semi-structured interview
3.4. Reliability/Dependability and Validity/Trustworthiness
3.5. Data Collection Procedures/Process
3.6. Procedures of Data Analysis
3.7. Ethical Considerations
4. RESULTS AND DISCUSSION
4.1. Analysis of the Relevance of Oral Communication Skills in THM Occupational Contexts
4.1.1. The Importance Level of Listening Skills in Occupational Contexts
4.1.2. The Importance of Verbal Communication Skills in Tourism and Hospitality Careers
4.1.3. The Importance of Non-verbal Communication Skills
4.2. Analysis of Communicative Events within Tourism and Hospitality Occupational Settings
4.2.1. Listening activities done during host-guest oral communications
4.2.2. Speaking Activities during Guest-arrival and Familiarization Stage
4.2.3. Speaking Events during Service-delivery Stage
4.2.4. Speaking Activities Performed during Guest-departure Stage
4.3. Analysis of Oral Communication Skills and Problems of THMS
4.3.1. THMS’ Listening Skills and Problems
4.3.2. THMS’ Spoken Production Skills and Problems
4.3.3. THMS’ Spoken Interaction Skills and Problems
4.3.4. THMS’ Non-verbal Communication Skills and Problems
4.4. Analysis of Oral Communication Events Occurring in THMS’ Academic Routines
4.4.1. Listening Activities in THMS’ Academic Routines
4.4.2. Speaking Activities in THMS’ Academic Contexts
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1. Summary
5.2. Conclusions
5.3. Recommendations
Research Objectives and Core Themes
The primary objective of this research is to identify the academic and occupational oral communication skill needs of Tourism and Hotel Management students at Haramaya University, while concurrently assessing their current proficiency levels and exploring communicative events within their potential working environments to inform curriculum enhancement.
- Analysis of oral communication requirements in professional tourism and hospitality contexts.
- Identification of specific oral communication challenges faced by students in academic settings.
- Evaluation of existing English language proficiency gaps among students.
- Exploration of dominant communicative tasks performed in host-guest interactions.
- Recommendation for targeted English for Specific Purposes (ESP) course development.
Excerpt from the Book
1.1. Background to the Study
Momentous technological advancements, the enormous expansion of commerce and the swift increment in the travel of people in the 20th C. led to a world of international relations (Crystal, 2003; Holliday et al., 2010). This prompted the search for a language to be used as a lingua franca that could facilitate the communication among peoples with diverse linguistic and cultural backgrounds. Whatever the reason is, English has taken the dominance to serve as the lingua franca by becoming the leading language of education, tourism and travel, hotel businesses, technology and media (Graddol, 1997; Gatehouse, 2001; Crystal, 2003; Kim, 2008). Because of this noteworthiness, there has been lean towards learning English for Specific Purposes (ESP) since the 1960s (Hutchinson and Waters, 1987:6), and the learning-teaching of English as a foreign language has dramatically increased throughout the world.
Since 1960s, ESP has become a fast growing field of research in Applied Linguistics. A number of ESP founding fathers and researchers such as Munby (1978), Hutchinson and Waters (1987), Robinson (1991), Wright (1992), Dudley-Evans and St John (1998), Boon (2011) assert that ESP is critical to bridge the gap between learners’ current and target English language skills in their field of study and/or their prospective careers. In connection to this, Moattarian and Hassan (2014: 4) accentuate, “Due to the eminence of English as an international language and onward movements in technology and industry, there has been a worldwide increase in demand for developing ESP courses.” For example, it is well-noted that Tourism and Hotel English is an emerging ESP course (Hutchinson & Waters, 1987; Graddol, 1997; Al-Khatib, 2005).
Tourism and hospitality industry is indisputably important part of our lives, and it has palpably become one of the rapidly growing economic sectors in the world in general and in Ethiopia in particular (UNWTO, 2010; MoCT, 2015). The development of this sector, for example, creates employment opportunity, generates foreign exchange and increases government revenue.
Summary of Chapters
1. INTRODUCTION: Outlines the significance of English as a global lingua franca, specifically within the tourism and hospitality sectors, while stating the need for needs analysis for THM students.
2. REVIEW OF RELATED LITERATURE: Provides a theoretical foundation for ESP, defining its nature, categorizations, the importance of needs analysis (NA), and the models involved in identifying language requirements.
3. RESEARCH METHODOLOGY: Details the cross-sectional survey design as well as the sampling techniques, data collection instruments (questionnaires and interviews), and analysis procedures used to evaluate student and professional proficiency.
4. RESULTS AND DISCUSSION: Analyzes the findings regarding essential oral communication skills needed for occupational success and identifies the discrepancies between student proficiency and industry requirements in both academic and professional domains.
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the study's conclusions regarding the limitations of current student language skills and proposes the systematic integration of Tourism and Hotel English courses into the academic curriculum.
Keywords
English for Specific Purposes (ESP), Tourism and Hotel Management, Needs Analysis (NA), Oral Communication Skills, Target Situation Analysis (TSA), Present Situation Analysis (PSA), Communicative Events, Language Proficiency, Hospitality Industry, Student Academic Skills, Employability, Curriculum Design, Applied Linguistics, Listening Comprehension, Spoken Interaction.
Frequently Asked Questions
What is the fundamental focus of this thesis?
The thesis focuses on identifying the specific oral communication skills required by Tourism and Hotel Management (THM) students for both their academic progression and future careers in the hospitality industry.
What are the primary areas covered in the research?
The research covers theoretical understandings of English for Specific Purposes (ESP), methodologies for conducting needs analysis, an assessment of industry-specific oral communication demands, and the current language difficulties encountered by students.
What is the core objective of the study?
The primary goal is to close the gap between students' existing oral proficiency and the necessary communicative competencies required for effective interactions in professional tourism and hotel settings.
Which research methodology was utilized?
The study employed a cross-sectional survey design using an explanatory method, gathering quantitative data via questionnaires from 110 practitioners and 70 students, supplemented by qualitative semi-structured interviews with 3 subject-area lecturers.
What does the main body of the research address?
The main body examines the relevance of listening, verbal, and non-verbal communication skills in occupational contexts, while highlighting the common difficulties THM students face in these specific areas during their studies.
Which keywords best characterize this work?
Key terms include English for Specific Purposes (ESP), Needs Analysis, Oral Communication Skills, Tourism and Hotel Management, and curriculum development.
Why are listening skills in noisy environments emphasized?
The participants identified discerning information in vociferous places like airports and busy restaurants as a critical professional skill for staff like tour guides and receptionists, which current academic training lacks.
What conclusion does the author reach regarding current student proficiency?
The author concludes that most students currently lack the necessary fluency, accuracy, and confidence to meet professional standards, potentially impacting their future employability and the industry's overall service quality.
- Arbeit zitieren
- Yeneneh Wubetu (Autor:in), 2017, Academic and Occupational English Needs of Tourism and Hotel Management Students. Oral Communication Skills in Focus, München, GRIN Verlag, https://www.grin.com/document/1329059
