Active Learning through a Task-Based ESP Syllabus for Algerian Archaeology Students

Abstract

Learning the English language is essential for archaeologists as they need to be good at communicating with an extensive range of audiences. This paper aims to design an English for Specific Purposes syllabus since there is no appropriate English syllabus that fits students’ needs in the field, the researcher looked for the English language needs and the ESP syllabus that would respond to the students’ requirements. This study employed a case study of seven Archaeology Master One students at Tlemcen University (Algeria) to investigate this research . First, these students’ needs were identified and analyzed quantitatively and qualitatively through a questionnaire and three structured interviews. The findings in this research permit the researcher to suggest an English course with appropriate syllabus and adequate tasks. The results revealed that in terms of learning needs, archaeology students were highly motivated to learn English, yet they lacked self-confidence. Regarding the target needs, archaeology students needed to develop the four language skills and required to complete appropriate English language tasks to achieve communicative purposes. Therefore, the researcher suggested task-based ESP syllabus to answer students’ English language needs in the field.