Análise de necessidades de Inglês para Fins Específicos (IFE) nos cursos da UFAM em Itacoatiara: um estudo de caso

Abstract

The Teaching-Learning of Languages for Specific Purposes (LSP) is a prolific field of investigation, of which the Needs Analysis for English is one of the most relevant, despite the lack of research in this regard at the Federal University of Amazonas (UFAM). Thus, this work, inserted in the field of Applied Linguistics (AL), had as main objective to investigate the linguistic needs (listening, speaking, reading and writing) of teaching-learning English for Specific Purposes (ESP) of students from Software Engineering, Information Systems, Production Engineering, Sciences: Chemistry and Biology, Sciences: Mathematics and Physics, Sanitary Engineering and Industrial Chemistry of the Institute of Exact Sciences and Technology (ICET) of UFAM, located in the municipality of Itacoatiara (AM), and of in a specific way, to map, from these identified skills, the contents that can be suggested to carry out this teaching-learning of ESP, in addition to identifying if and how the syllabus and objectives of the instrumental English subject meet the assumptions of ESP and propose an adequacy of these. The theoretical support for ESP was based on Celani (2005), Celani et al. (1988), Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Monteiro (1999; 2009), Ramos (2004; 2005; 2008; 2009; 2017), Robinson (1991), among others. As for the needs analysis, we resorted to Huhta et al. (2013), Hutchinson and Waters (1987) and Long (2007). This research was qualitative (ALVES, 2007; CARDANO, 2017; MOREIRA, 2011) and was configured as a case study (ALVES, 2007; CERVO; BERVIAN; SILVA, 2007; CHIZZOTTI, 2006a; GERRING, 2019; YIN, 2005) and had as generation tools a profile and an investigative questionnaire with the three groups of participants. For data analysis, Content Analysis was adopted (BARDIN, 2016; CHIZZOTTI 2006b). The research context was the ICET/UFAM Campus Itacoatiara (AM) and had as participants the teachers and students involved in this teaching-learning. The results showed that the reading skill is the most widely used, although the other linguistic skills (listening, speaking and writing) are used to a lesser extent. With regard to the instrumental English discipline, it was found that there is coherence between its syllabi and objectives and the ESP postulates.