English Language Needs Analysis Of Construction Trainees In Entoto Technical Vocational Education And Training (tvet) College

The main concern of this study was to explore English language needs of construction TVETrntrainees with particular reference to Entoto TVET College. To achieve this, questionnaires wererndesigned and distributed to trainees, major course instructors, construction graduates andrnemployers while interviews were conducted only with trainees and English language instructors.rnObservations were also conducted in classroom lectures and field practices. The data gatheredrnvia different instruments were compared and contrasted.rnFindings of the study indicated that trainees need to listen to lectures in English and take notes,rnlisten to class discussions, listen to instructors’ instructions, read trainees’ reference books,rnread construction manual guides, ask and answer questions, participate in discussions, give oralrnreports, write notes from books. Thus, all language skills are needed with relatively morernemphasis on listening and speaking. In addition, all genre types are needed for the traineesrnacademic study with their respective order of importance, i.e description first, exposition second,rnargumentation third and narration fourth.rnIn occupational settings, the graduates need to listen at meetings and conferences, read workrnprograms and schedules, read professional books, read manuals, give presentations, reportsrnand papers, give instructions, write reports and write specific work programs and schedules.rnHere, all the language skills are important with relative emphasis to reading and writing skillsrnThe study has also identified that the trainees have difficulties in giving oral reports, writingrnterm papers, answering questions, understanding lectures, writing field and lab reports.rnRelatively the trainees, however, are better in receptive skills than productive ones. Similarly,rnthe graduates have difficulties in reading manuals, giving presentations, reports, givingrnworkshops, delivering speech at meetings, conferences and seminars, giving instructions, writingrnreports, writing specific work programs and schedules.rnBased on the findings of the study, it has been recommended that syllabus designers need torndesign appropriate English syllabus and learning materials for construction TVET traineesrntaking in to account the trainees’ needs of English for study and occupational purposes, theirrndifficulties, their learning style preferences and wants and their educational background.

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