1. Midterm Presentation- HOSPITALITY LANGUAGE IN DIFFERENT PLACE Min-Han Tsai (Tony) AFL 1A

2. Hospitality language as a professional skill The design implementation, and evaluation of an English tour guide project Between the ESP classroom and the workplace: bridging the gap

3. Hospitality language as a professional skill Arrival-departure hospitality cycle Investigate hospitality practices Define the notion of hospitality language Pedagogical implications

4. Hospitality language as a professional skill Arrival-departure hospitality cycle

6. Hospitality language as a professional skill Define the notion of hospitality language Prescriptive-didactic category, covering manuals and instructional materials Descriptive-documentary form(cultural history of hospitality, the operations of the various activities in the hospitality industry and accounts of hospitality) Analytical-disciplines(structure, operation and behavior of the hospitality industry )

7. Hospitality language as a professional skill Investigate hospitality practices A case study of reception encounters at four hotels in Southamption was carried out. An ethnographic approach was adopted in this study of the hotel situation. Four receptionists and two hotel managers were interviewed. Recording of conversation yielded about 32 hours of taped data.

8. Hospitality language as a professional skill Pedagogical implications The teaching of hospitality language, either pre-service or in-service seems to have been neglected. Hospitality language should be included in all hospitality programmes at least so as to raise awareness of issues in cross-cultural communication. The conversations recorded in this study, although probably not suitale for pedagogical applications in their current form, could nevertheless be modified or adapted to provide some useful models. Three essential elements of hospitality for front-line staff.(An attitudinal, functional language and cultural knowledge element )

9. The design implementation, and evaluation of an English tour guide project Introduction

10. The design implementation, and evaluation of an English tour guide project Theoretical frameworks for designing the project-content-based instruction and hospitality language. CBI-authentic materials, tasks, vocabulary, forms and registers Hospitality language- Prescriptive, descriptive and analytical Designing the project

11. The design implementation, and evaluation of an English tour guide project Needs analysis and the aims of the training courses The City Government The university The students The visitors

12. The design implementation, and evaluation of an English tour guide project Course aims

13. The design implementation, and evaluation of an English tour guide project Description of the course syllabus, materials and teaching methods The course syllabus Materials Three books formed the framework for the course of “Introduction to Urban Marketing”.They are Hospitality and Travel Marketing (Morrison, 2001), Tourism Marketing (Tsao, 2001),and Blooming Kaohsiung (Chang, 2005)

14. The design implementation, and evaluation of an English tour guide project Description of the course syllabus, materials and teaching methods Teaching ethods CBI and hospitality language were the theoretical basis for designing and executing the program. The overall teaching approach to the courses was essentially “task-based” and “topdown”. It focused more on meanings than on forms, on communicating and articulating ideas in meaningful contexts, and retrieving background knowledge and content schemata, rather than the simple decoding of basic grammatical rules and vocabulary teaching.

15. The design implementation, and evaluation of an English tour guide project Evaluation formative, summative, informal evaluation and media exposures. Conclusions ※ The CBI and hospitality language are appropriate models to develop a project of this kind. ※ Task-oriented instructional activities were beneficial. ※ Understanding different accents were instrumental for students. ※ Verbal and non-verbal skills were crucial in guided tours.

16. Between the ESP classroom and the workplace: bridging the gap Collecting data about the needs of employees and employers Using that data to evaluate classroom material-in this case an ESP textbook for English language learners who work in the local Moroccan hospitality industry Supplement the ESP textbook to make it more relevant to employment setting

17. Between the ESP classroom and the workplace: bridging the gap The importance of English for the hospitality industry French is Morocco’s unofficial second language, and it plays an important role in commerce and economics. Preparing students for careers in the hospitality industry and improving the language skills of current employees requires an ESP textbook that teachers can use to teach particular language skills and forms of communication.

18. Between the ESP classroom and the workplace: bridging the gap Step1:Survey of employers and employees A workplace needs analysis describes the entire context in which English is used, including the skills, settings, topics and relevant language functions. To collect data of language needs analysis for the hospitality industry is by interviewing employers and surveying and observing employees.

19. Between the ESP classroom and the workplace: bridging the gap Step1:Survey of employers and employees Results of interviews with employers- The interviews revealed that most of the managers do not consider learning another language a priority for themselves, although they do consider learning a foreign language as indispensable for their employees. Results of employee questionnaire- The employees surveyed indicated that they used their English language skills quite often and for a wide variety of purposes. Employee language proficiency- Employees use English as part of their daily routine possess an intermediate level of spoken English language proficiency and need improvement. Some employees also need to improve their English writing skills.

20. Between the ESP classroom and the workplace: bridging the gap Step2:Evaluting the ESP textbook A popular method to evaluate textbooks is through the use of checklists based on criteria such as grammar and vocabulary lessons, the appropriateness of topic, and the overall relationship to the syllabus (Ur1996; Sheldon 1998).

21. Between the ESP classroom and the workplace: bridging the gap Step2:Evaluting the ESP textbook Ongoing evaluation- It is important to note that needs analysis applies not only to the textbook but also to all aspects of a language program, including the teaching approach, activities, group work, and lesson plans. A needs analysis should take place at every stage- before, during, and after a course. This type of on going evaluation allows a language program to be continuously modified and improved(Genesee 2001).

22. Between the ESP classroom and the workplace: bridging the gap Step3:Supplementing the ESP textbook Based on the data from the employer and employees surveys, many chapters of International Express need to be supplemented with rewritten or adapted material to meet the needs of the English language learners in the hospitality industry. Teachers can take advantage of English language newspapers, magazines, and Internet content to supplement the textbook.

23. Between the ESP classroom and the workplace: bridging the gap Conclusion The steps to make teaching methods correspond with employment needs requires gathering data from stakeholders through observation, interviews, and questionnaires to describe the specific workplace language context. This data can then be used to evaluate the textbook and will lead to valid decisions for supplementing the textbook with extra material or activities.