5.2.3 Perceptions of Tour Guiding Firms’ Managers on ESP Courses The tour guiding firms managers were in agreement that ESP was necessary for
prospective tour guides. They stressed the importance of acquiring proficiency in the language skills that will enable them to competently carry out their duties
at their prospective work stations. They also insisted that the ESP courses offered to the students should be tailored to suit the requirements of the target
situation and of course this can only be possible if needs analysis is carried out.
The managers suggested that the ESP courses offered in colleges should be designed by a central body so as to harmonise what is taught. The place of the
English language in the tourism industry was also emphasised by the managers whereby they stated that it is the most commonly used language. English acted
as a bridge between the tour guides and the tourists.
The central importance of needs analysis in ESP came to the fore in the interviews with the managers in that the tour guiding companies do not take
their employees for in-service courses. Consequently, the ESP courses offered to students in colleges should adequately prepare the students to enter the job
market.
5.3 Conclusions
In conclusion, it can be stated that the findings of this study, first prove that students pursuing tour guide course have perceptions on their learning and
target needs. The fact that the students rated themselves in various tasks gave
an insight to the researcher that the current crop of students know exactly where they are coming from and how to get to the destination. It can also be
observed from this study that learners are pretty aware of the crucial role English plays in both personality and career building. This means that any
needs analysis conducted should carefully consider the articulations of the students.
Second, the ESP teachers teaching tour guide students have perceptions on the learning and target needs. Based on their experience, the teachers are privy to
what the students need in order to learn the course and be competent in the target situation. This is done by trying to minimize the negative effects of the
learner‟s emotional reactions to learning and boosting the positive emotions. Teachers usually do these by structuring tasks that enable learners to show
what they do know and what they do not know. Teachers cannot be ignored in needs analysis since they more often than not conduct their own needs analysis
with each group of learners that they teach in order to be able to provide for the group‟s specific needs. The fundamental place of the teacher in needs analysis
can best be explained by Robinson 1980 who argues that the chief value of needs analysis is its ability to demonstrate the teacher‟s interest in the students
and to lead to some useful discussion.
Thirdly, managers who are the prospective employers of the tour guides under training also have their perceptions regarding the ESP course offered to the
students. It emerged that employers are concerned about the value that new
employees add to their companies and one cannot expect addition of value if learners were not prepared well for the target situation. The managers
appreciated the role played by the course and gave insights on the harmonisation of the course across all colleges.
Lastly, it has emerged from this study that needs analysis is a fundamental stage in syllabus design particularly in the tourism related courses. Needs
analysis is not just a cliché. ESP practitioners should believe in it, in both form and substance. Needs analysis is the means that justify the end and if it is not
conducted then the end product syllabus cannot be justified from the current researcher‟s perspective. The tourism industry demands competencies,
attitudes and knowledge. Consequently, ESP practitioners in tourism have to face the challenges from the rapidly developing and changing society. This can
only be done successfully by envisioning the change, engaging the changing process, updating their knowledge and having an open mind to the challenges
that may emerge thereof.
5.4 Recommendations
