learner need analysis, integrated learning, future journalists, personally oriented, personally oriented pragmatic approach


The presented study reveals the theoretical prerequisites for the expediency of applying personally oriented and pragmatic approaches to the integrated learning of English for special purposes, in particular, when studying the learner needs of future journalists. The necessity to explore the specific learner needs in the field of professionally oriented English communication (POEC) of future journalists is determined by the requirement to adapt the language policy in higher education institutions in accordance with the demands for interrelated vocational and professional English language training of a future specialist. The formation of the secondary professional English-speaking personality of a future journalist depends on support of communicative interaction in English at classes; strengthening of conscious language learning; providing the journalism contextualized input; integrated development of POEC skills; compliance with the social and cultural norms of English-language communication in the professional field of journalism and the development of intercultural tolerance. Understanding of the specifics of the POEC is facilitated by the involvement of linguistic and social categories of pragmatics in the context of foreign language learning, especially in the integrated learning of English for the special purposes (ESP) of future journalists, where the social dimension is equally significant as the cognitive one. Based on the consideration of the concept of learner needs and description of the main types, a questionnaire was drawn up for the analysis of the specific learner needs of future journalists in ESP. The questions relate to the objective and subjective educational needs, shed light on the peculiarities of students' perception of the necessity to develop English proficiency for successful journalism career, the frequency of performing specific types of job-related activities at ESP classes, awareness of preferred style, channel and medium of communication, and as well as pragmatic functions of journalist's speech. Levels of English language proficiency and knowledge of journalism terminology are taken into account, as well as the main challenges of learning and the relevance of the possibility of formation of particular skills of POEC within the traditional and integrated ESP.


Alcon, E. (2008) (ed.) Learning How to Request in an Instructed Language Learning Context. Bern: Peter Lang [in English].

Bardovi-Harlig, K. (2017). Acquisition of L2 pragmatics. In: S. Loewen, & M. Sato (eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge, 224-245 [in English].

Borovac, I. (2013). ESP in Journalism: Needs Analysis: diploma paper. University of Zagreb, Croatia [in English].

Brindley, G. (1986). The Second Language Curriculum: The Role of Needs Analysis in Adult ESL Programme Design. Cambridge: Cambridge University Press [in English].

Bruton, L., & Woźniak, M. (2013). English for physiotherapy, physiotherapy for English: A synergistic approach. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 13, 189-199 [in English].

Dar, M. (2011). From General to Specific English: A Case Study of NUML. Journal of NELTA, 15 (1-2), 28-42. DOI 10.3126/nelta.v15i1-2.4607 [in English].

Giannarou, E.K. (2021). Learner Needs Analysis in an ESP Class. Open Journal of Modern Linguistics, 11, 174-200. DOI 10.4236/ojml.2021.112015 [in English].

Gilabert, R. (2005). Evaluating the use of multiple sources and methods needs analysis: A case study of journalists in the Community of Catalonia (Spain). In M.H. Long (ed.). Second Language Needs Analysis. Cambridge University Press (2005182-199) [in English].

Ishihara, N., & Cohen, A.D. (2022). Teaching and Learning Pragmatics. Where Language and Culture Meet. (2 ed.). New York: Routledge. DOI 10.4324/9781003168188 [in English].

Leung, H.C.D. (2010). Analysing the English communication needs and difficulties of Journalism undergraduates in Hong Kong: unpublished doctoral dissertation. City University of Hong Kong, China [in English].

Liew, K.L., & Khor, C.P. (2014). ESP at tertiary level: Traditional ESP or integrated ESP? Retrieved from: http://dspace.unimap.edu.my/xmlui/handle/123456789/34587 [in English].

Silver, D. (2009). Towards an ESP syllabus – finding out what journalists really want. Encontro Nacional sobre o Ensino das Línguas Vivas no Ensino Superior, 5, 225-239. Retrieved from: http://ler.letras.up.pt/uploads/ficheiros/6276.pdf [in English].

Soler, E.A., & Flor, A.M. (eds.). (2008). Investigating pragmatics in foreign language learning, teaching and testing, vol. 30. Bristol, England: Multilingual Matters [in English].

Takahashi, B., & Parks, P. (2018). Journalists and Communicators’ Perceptions of Their Graduate Training in Environmental Reporting: An Application of Knowledge-Based Journalism Principles. Front. Environ. Sci, 5(94), 1-11. DOI 10.3389/fenvs.2017.00094 [in English].

Tarnopolsky, O., Kozhushko, S., Kliuchnyk, R. & Storozhuk, S. (2021). Secondary language personality and principled pragmatism in developing that personality in foreign language education at tertiary linguistic schools. Cogent Education, 8(1), 1898736. DOI 10.1080/2331186X.2021.1898736 [in English].

Yuanti, E.E. (2014). Designing an ESP speaking for journalism class – a case study. In Proceedings of the 61 TEFLIN International Conference, UNS Solo 2014, 254-257. Retrieved from: https://core.ac.uk/download/43024732.pdf [in English].

Zu, Y., & Quan, X. (2020). Research on Journalistic English Teaching Model in Big Data Era. Advances in Social Science, Education and Humanities Research, 484, 29-33 [in English].

Dyndarenko, О.А. (2018). Osoblyvosti integrovanoho navchannia profesijnoji anhlijskoji movy majbutnikh yurystiv [Peculiarities of integrated learning of professional English by future lawers]. Naukovi Pratsi. Pedahohika, 299, t. 311, 80-83. Retrieved from: https://journals.indexcopernicus.com/api/file/viewByFileId/713615.pdf [in Ukrainian].

Nikolajeva, S.Yu. (2018). Suchasni pidhkhody do realizatsiji mizhkulturnoji inshomovnoji osvity [Modern approaches to realization of the intercultural foreign language education]. Science and Education a New Dimension. Pedagogy and Psychology, VI (66) 162, 31-36. DOI 10.31174/SEND-PP2018-162VI66-06 [in Ukrainian].