A Task-Based Syllabus for Post-Graduate Students of Genetics at Abou Bekr Belkaid University of Tlemcen

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GENERAL INTRODUCTION
Chapter One: English for Specific Purposes
1.1 Introduction
1.2 ESP Defined
1.3 ESP as a New Trend of EFL Teaching
1.4 Branches of ESP
1.4.1 English for Science and Technology
1.4.1.1 English for Academic Purposes
1.4.1.2 English for Occupational Purposes
1.4.2 English for Medical Sciences
1.5 ESP Teaching Process
1.6 ESP Course Design
1.6.1 Needs Identification and Analysis
1.6.1.1 The Process of NIA
1.6.1.2 Types of Needs
1.6.2 Syllabus Design
1.6.2.1 Definition of a Syllabus
1.6.2.2Types of Syllabi
1.6.2.3 The ESP Syllabus
1.6.3 Teaching Materials
1.6.4 Teaching
1.6.5 Evaluation and Assessment in ESP Teaching
1.7 Conclusion
Chapter Two: Situation Analysis and Data Collection
2.1 Introduction
2.2 Situation Analysis
2.2.1 The Status of English in Algeria
2.2.2 Description of the ESP Situation at Tlemcen University
2.2.2.1 The Department of Biology
2.2.2.2 Description of the Target Situation
2.2.2.3 The Teaching Time Load
2.2.2.4 Teaching Materials
2.3 Research Methodology
2.4 Sample Population
2.4.1 Students’ Profile
2.4.2 Teachers’ profile
2.4.2.1 Language Teachers’ Profile
2.4.2.2 Subject Specialists’ Profile
2.5 Data Collection Instruments
2.5.1 The Questionnaire
2.5.2 Teachers’ Interview
2.5.2.1 Language Teachers’ Interview
2.5.2.2 Subject Specialists’ Interview
2.5.3 Classroom Observation
2.6 Methods of Data Analysis
2.6.1 Quantitative Analysis
2.6.2 Qualitative Analysis
2.7 Conclusion
Chapter Three: Data Analysis and Interpretation of the Main Results
3.1 Introduction
3.2 Questionnaire
3.2.1 Analysis
3.2.2 Summary of the Results
3.3 Language Teachers’ Interview
3.3.1 Analysis
3.3.2 Summary of the Results
3.4 Subject Specialists’ Interview
3.4.1 Analysis
3.4.2 Summary of the Results
3.5 Classroom Observation
3.5.1 Course Conduct and Content
3.5.2 Students’ Language Lacks
3.6 Summary of the Results
3.7 Summary and Discussion of the main Results
3.8 Conclusion
Chapter Four: Syllabus Design for Genetics Students
4.1 Introduction
4.2 Syllabus Design Criteria
4.3 Syllabus Design Process
4.3.1 Task-Based Syllabus
4.3.2 General Principles and Characteristics of Task-Based Instruction
4.3.3 Components of the Task -Based Learning Framework
4.4 Setting Aims and Objectives
4.5 Sequencing Tasks and Grading Content
4.6 The Suggested Syllabus
4.6.1 Post Graduate Genetics Students’ Syllabus
4.6.2 Sample Unit 01
4.6.2.1 Aims and Objectives of the Unit
4.6.2.2 Unit Content
4.7 Conclusion
GENERAL CONCLUSION
BIBLIOGRAPHY
APPANDICES

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