HELLO, MY NAME IS HERNAN JAVIER MOHENO PEREZ AND THE TITLE OF MY

RESEARCH IS A CASE STUDY FOR A MULTIDISCIPLINARY TEAM OF A LUMINAIRE

COMPANY: AND EOP APPROACH.

I WOULD LIKE TO START QUOTING DAVID CRISTAL BY SAYING THAT ENGLISH

WAS APPARENTLY IN THE RIGHT PLACE AT THE RIGHT TIME.
USA IN THE 70S WAS THE FORMULA FOR THIS; THE LINGUISTIC AND
TECHNOLOGIC REVOLUTION HAPPENED THERE AND MOSTLY, BECAUSE OF THIS,
ENGLISH BECAME THE FACE OF THE CHANGE, THE MODERN WORLD, THE
GLOBALIZATION.
SUDDENLY, THE ENGLISH LANGUAGE WAS TAUGHT IN MANY COUNTRIES
AROUND THE GLOBE; LINGUISTICS STARTED TO DEVELOP DIFFERENT THEORIES
ABOUT ENGLISH TEACHING AND COURSES BECAME MORE AND MORE SPECIFIC
ACCORDING TO THE NEEDS OF A WORLD WITH COMPUTERS, APPLICATIONS,
OPERATING SYSTEMS, ROBOTS, ETC.
TECHNOLOGY PUSHED THE ECONOMICAL DEVELOPMENT AND
COMPANIES WERE SPREAD WORLDWIDE AS IS THE CASE OF MEXICO, A
COUNTRY WITH INTERNATIONAL COMPANIES RUNNING AND WITH AN
IMPORTANT BUSINESS RELATIONSHIP WITH THE UNITED STATES.
IN MY EXPERIENCE AS AN ENGLISH TEACHER, I HAVE SEEN COMPANIES
REQUIRED WELL TRAINED EMPLOYEES, OF COURSE, BUT WITH THE ABILITY TO
SPEAK THE LANGUAGE AND, FOR THIS, ENGLISH COURSES PAID BY THESE
COMPANIES ARE GIVEN TO THEIR WORKERS. THE COURSES AND THE
METHODOLOGY DEPEND ON THE COMPANIES OBJECTIVES AND NEEDS AND
BECAUSE I WORK CLOSELY TO THIS, I WANTED TO KNOW MORE ABOUT AND
CONTRIBUTE WITH MY OWN VOICE TO THE TEACHING FIELD.
THE OBJECTIVE OF THIS RESEARCH WAS TO ELABORATE A TAILOR MADE
SYLLABUS THROUGH OBTAINING DATA FROM IMMEDIATE NEEDS EMPLOYEES
HAVE IN ORDER TO ACHIEVE THEIR MIDDLE AND LONG TERM GOALS AND
SUPPORT THEM TO CONTINUE WITH THEIR PROFESSIONAL DEVELOPMENT.
NOW, THE APPROACH I FOLLOWED FIRST WAS ENGLISH FOR SPECIFIC
PURPOSES OR ESP BECAUSE WE ARE TALKING ABOUT PROFESSIONALS, ADULTS
AND I WAS LOOKING WHAT HUTCHINSON AND WATERS DEFINE AS ESP: A
LEARNER CENTER APPROACH WHICH ALL DECISIONS AS TO CONTENT AND
METHOD ARE BASED ON THE LEARNERS REASON FOR LEARNING.
CARVER CONTRIBUTED TO THIS IDENTIFYING THREE TYPES OF ESP, FIRST
OF ALL, THE RESTRICTED LANGUAGE, SECOND OF ALL, ENGLISH WITH
SPECIFIC TOPICS AND FINALLY ENGLISH FOR ACADEMIC AND FOR
OCCUPATIONAL PURPOSES. THE LAST TWO WERE CONSIDER AT SOME POINT
THE SAME BECAUSE THEY WERE RELATED TO STUDY THE LANGUAGE AND
BEING ABLE TO USE IT AT WORK UNTIL JORDAN MADE A DISTINCTION DIVIDING
EAP FROM EOP ARGUING THAT, EOP IS NEEDED IN A REAL WORKING
ENVIRONMENT NOT JUST, FOR INSTANCE, TO KNOW THE TECHNICAL
VOCABULARY YOU CAN SEE ON THE BOOKS, LIKE WITH THE EAP. THEN THE EOP
APPROACH WAS THE ONE I FINALLY DECIDED TO FOLLOW.

OK, NOW LETS TALK ABOUT THE CONTEXT AND PARTICIPANTS

THE RESEARCH WAS CARRIED OUT IN THE FACILITIES OF AN
INTERNATIONAL LUMINAIRE COMPANY SET IN PUEBLA. THREE EMPLOYEES WITH
DIFFERENT ENGLISH LEVELS OF A MULTIDISCIPLINARY TEAM SPECIALIZED IN
GEOGRAPHIC INFORMATION SYSTEMS EMBRACED THE PROJECT AND THE
REQUIREMENTS FOR IT.
I WANT TO POINT OUT THAT THEY WERE PREVIOUSLY ENROLLED IN AN
ENGLISH COURSE PAID BY THE COMPANY AND THE REASON THEY ACCEPTED
TO BE PART OF THE RESEARCH WAS THAT THEY WANTED TO ACHIEVE THEIR
IMMEDIATE NEEDS BUT FELT THE COURSE WASNT TAKING THEM THERE.
FOR THAT REASON, I WANTED TO KNOW THEIR PRIORITIES TO PERFORM
ACTIVITIES AT WORK, THAT WAS MY FIRST RESEARCH QUESTION AND THE
SECOND ONE WAS ABOUT THE TYPE OF SYLLABUS THAT COULD HELP THEM TO
OVERCOME HARD ENGLISH TASKS. WHAT THE MOST SUITABLE TYPE OF
SYLLABUS COULD WORK FOR THEM.
THEN, THE METHODOLOGY
I FOLLOWED THE CRESWELLS METHODOLOGY STEPS. THESE ARE: FIRST,
IDENTIFYING THE PROBLEM, SECOND, REVIEWING THE LITERATURE, THEN
SPECIFYING THE PURPOSE OF THE RESEARCH, NEXT COLLECTING DATA,
ANALYZING IT TO FINISH WITH THE RESULTS PRESENTATION AND
CONCLUSIONS. THE QUALITATIVE APPROACH WAS USED FOR THIS RESEARCH.
LETS MOVE ON TO THE NEEDS ANALYSIS INSTRUMENTS
THESE WERE TWO; A QUESTIONNAIRE AND A CHECKLIST. I ADAPTED AN ESP
QUESTIONNAIRE FROM THE ALEXANDRIA INSTITUTE OF ENGLISH TEACHING
INTO SPANISH BECAUSE AS I MENTIONED BEFORE, PARTICIPANTS HAD
DIFFERENT ENGLISH LEVELS. PARTICIPANTS WERE ABLE TO CHOOSE AND
SUGGEST THE ACTIVITIES THEY DEVELOP IN ENGLISH FROM THE MOST
IMPORTANT TO THE LEAST RELEVANT, THEY ALSO HAD THE CHANCE TO
CHOOSE THE ACTIVITIES THEY WANT TO HAVE IN AN ENGLISH COURSE AND
THE WAY THEY WANT TO PERFORM THEM.
ON THE OTHER HAND, I ALSO ADAPTED A CHECKLIST TO OBTAIN INFORMATION
THROUGH OBSERVATIONS I MADE FOR A FOUR WEEKS PERIOD AND I WAS
EVALUATING THEIR INFORMATION EXCHANGES AND OBTAINING DATA OF EACH
PARTICIPANT WITH THE USE OF JARGON, FLUENCY, EVIDENCE OF STUDY AND
MORE.
AFTER THE NEEDS ANALYSIS OF THE GATHERED INFORMATION, HERES AN
OVERVIEW OF THE RESULTS:
PARTICIPANTS IMMEDIATE NEEDS WERE: BEING ABLE TO SUPPORT IN
ENGLISH, DIFFERENT DEPARTMENTS OF THE COMPANY, CARRYING OUT
PRESENTATIONS AND PHONE CONFERENCES, OFFICE ACTIVITIES, FOR EXAMPLE
ANSWERING THE PHONE, REPLYING EMAILS AND BOOKING HOTEL ROOMS AND
FINALLY BEING PREPARED FOR AN INTERVIEW.
IN OTHER RESULTS, PARTICIPANTS WANTED TO DO ACTIVITIES TO REINFORCE
LISTENING THROUGH RECEIVING INSTRUCTIONS AND PERFORM THEM, ACTING

IN ROLE PLAYS, READING TEXTS IN ORDER TO LOOK FOR SPECIFIC

INFORMATION AND REPLYING EMAILS.
WITH ALL THE PREVIOUS INFORMATION, THE TYPE OF CONTENT
PROPOSAL WAS A MIX OF A SKILLS, FUNCTIONAL AND SITUATIONAL SYLLABUS,
IN THAT WAY, PARTICIPANTS CAN LEARN WHAT THEY REALLY NEED AND IN THE
WAY THEY WANT. HERES UNIT ONE AND TWO WITH AN EXTRA CATEGORY TO
TEACH THEM STRATEGIES TO DO THEIR ACTIVITIES WITH EXPERT
PERSPECTIVES.

AS A CONCLUSION
I CAN SAY THAT MAKING THIS RESEARCH HELPED ME TO RESPECT OTHER
PEOPLES OPINION AND MADE ME THINK ABOUT THE REAL NEEDS STUDENTS
HAVE AT WORK. MY PERSPECTIVE CANT BE THE SAME ONCE I TRIED TO ASSIST
STUDENTS AND THE GREAT THING ABOUT THIS PAPER WAS THE PARTICIPATION
OF THEM. THEY WERE EAGER TO SUPPORT THE PROJECT ALL THE TIME AND I
THINK COURSES LIKE THESE MUST BE ELABORATED MORE AND IM
ABSOLUTELY SURE PARTICIPANTS WILL APPRECIATE TO BE TAKEN INTO
ACCOUNT.
THIS WILL BE THE EXTRA THEY NEED TO BECOME BETTER PROFESSIONALS
AND AS I BETTER HUMAN BEINGS.
THANK YOU!