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THE SYLLABUS DESIGN OF ENGLISH FOR SECRETARY

Andreas Mari Sudarto
English Teacher of the Tarakanita Secretarial Academy, E-mail : marisudarto@yahoo.co.id

Abstract
Two major phenomena have characterized English language teaching for the past
two decades, firstly the paradigm shift between Audio Lingual Approach and
Communicative Approach, and secondly the emergence of English for Specific Purposes.
In redesigning the syllabus of English for Secretary, one should firstly consider current
trends in language teaching and secondly the clear concept of English for Specific
Purposes. This paper extensively discusses major trends in language teaching and mind-
maps the specific nature of English for Secretary. It is hoped that these two major
considerations will provide the theoretical background, perspective, and guidelines in
redesigning a fashionable syllabus of English.


1. INTRODUCTION
The unsatisfactory result of English language teaching in secretarial academies has
been voiced more often these days. This may primarily be due to inappropriate way the
syllabus has been designed and the way teaching materials have been selected. Examining
the English teaching syllabi of Tarakanita, Saint Mary, and Don Bosco secretarial academies,
one could identify two major problems. The first problem is that the syllabi reflect the
designers inadequate awareness of the current concepts in language teaching. The second
problem is the unclear mapping the designers have on English for Secretary.
This paper will therefore discuss two major issues: contemporary thoughts about
English language teaching and the concepts of English for Specific Purposes (ESP), under
which English for secretary is domiciled. It is hoped that this discussion will enlighten the
English teachers, especially those in secretarial academies, of what is happening in the
English language teaching field. They may then be aware of the paradigm shift existing in
ELT and they may then adopt the appropriate way of designing the syllabus, developing the
teaching materials, as well as interacting methods in the classroom. It is further hoped that
they no longer cling to the English teaching policies and methodologies they learned from the
college many years ago, as such policies and methodologies may have gotten out of fashion
today.
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The prime concern of this paper is to provide extensive discussions about ESP and
the way English for the Secretaries is categorized. English teachers in secretarial academies
may then have the right reference in choosing the materials to teach and in presenting the
materials in the classroom. Only after the specific purposes of the English language teaching
are identified can one begin to redesign the syllabi, develop the teaching materials, and
present the material appropriately.

II. CONTEMPORARY THOUGHTS ABOUT LANGUAGE TEACHING
Approaches to English language teaching have changed over time. One approach may
be popular for a particular time, but may then be replaced by another, which people think is
better. The choice of one approach over another is determined by careful intellectual
considerations inspired by seminars, studies, and researches on language teaching or learning.
When designing an ELT syllabus, one should be aware of the right approach to be adopted.
The Communicative approach (CA) is the one currently in fashion. The primary
reason for the birth of the CA was the dissatisfaction people felt about the old approach(s).
The critics towards the previously predominant Audio Lingual Approach (ALA) came from
two fronts. Firstly, it was Chomsky who in 1959 savagely attacked the basic theory and
nature of language learning on which ALA was based. Chomsky (1966:153; 1973:233-240)
rejected the structuralist approach and the behavioristic theory of language learning. He
claimed that language acquisition did not take place through habit formation, but through
innovation, formation of new sentences and new patterns in accordance with rules of great
abstraction and intricacy. Chomsky argued that language acquisition was far too complex to
take place through habit formation. Human beings ought to have some innate capacity to
learn the basic patterns of language.
Influenced by Chomsky, language experts like Richards (1985:59) and Larsen
Freeman (1987:3), favoured the conscious understanding of rules over the unconscious
learning through pattern practices. They believed that it was this unconscious
understanding of rules which ultimately led to the production of linguistic competence.
Language learning was no longer seen as habit formation, but a conscious focus on the
language involving the role of abstract mental processes.
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The second critic towards ALA came from socio linguist Hymes (1979:7-10) who
distinguished communicative competence from linguistic competence. To Hymes, language
competence did not merely refer to the unconscious knowledge of language structure, but
also to that of how to use it appropriately in a given social context. He claimed that habit
formation would not lead to language competence adequately, because communicative
competence actually involved the learners ability to appropriately use the language systems
within socio-cultural environments. Hence, Hymes added a new dimension in language
learning: the speaker-listener relationship. A child learned a language through contacts with
the community. He was not molded by conditioning and reinforcement. The learner was now
seen as a communicative being and the socio-cultural factors had explicit and constitutive
role to play in learning. The acquisition of language competence necessitated the socio-
cultural features.
Inspired by the above criticism launched against the ALA, new thoughts in language
learning had received favorable considerations. Linguists, teachers, syllabus designers,
textbook writers had considered the notions of communicative competence and performance,
language usage and use, language forms, notions, and functions which would be elaborated in
the following sections.

2.1 Competence and Performance
The concept of language competence and performance was originally introduced by
Chomsky (1965:8-10, 1973:212-213). He defined language competence as the speaker-
hearers knowledge of his language, the underlying system of rules mastered by the speaker-
hearer. He identified the actual use of a language performance of a person, although it might
not always, reflected his language competence.
Hymes (1979:5-6), however, identified competence as the overall underlying
linguistic knowledge and ability which included the concept of appropriateness and
acceptability in the application of such knowledge in social interaction. The acceptability and
appropriateness in the application of the language systems should be seen from the following
four parameters. The first parameter was whether or not something was formally possible.
Hymes further argued that an expression was formally possible if it was grammatically
correct; it was impossible if it was not. The second parameter was whether or not something
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was feasible. In this case, a sentence might be grammatically possible, yet might be hardly
feasible.
From the psycho linguistic view, human brain was such an entity that it could only
perceive and accepted a limited group of linguistic items. It could not, for instance,
accommodate very long sentences. The third parameter was whether or not something was
appropriate. A sentence might be grammatically, and psychologically feasible, yet might not
be appropriate to contexts. The last parameter was whether something was in fact done. To
Hymes, an expression had to be seen from its probability of occurrence. It should be seen if
it was linked to produce and interpret actually occurring reality. Language competence was
linked to accepted usage.
Hymess concept of competence has put language teaching in a new perspective. To
be able to use a language does not only involve the application of linguistic rules, but also the
sociological and psychological rules. In other words, the rules of language use play more
important role than the rules of grammar. The rules of grammar are useless without rules of
use. This concept of communicative competence suddenly shifts the focus of language
learning from grammatical-lexical features to sociological-philosophical or socio-cultural
features. English teacher should now be aware of the need to place linguistic theory within
general socio-cultural and psychological theories

2.2. Usage and Use
The concept of usage and use was discussed by Widdowson (1978:1-21). He argued
that the aim of language learning should not only be the ability to produce and understand,
speak and write sentences, but also to use the sentences to communicate effectively in life.
Language acquisition should not only be understood as learning how to compose and
comprehend correct sentences as isolated linguistic units of random occurrence, but also
learning how to use the sentences appropriately to achieve communicative purposes. This
implied that the ability to produce grammatical or correct sentences did not guarantee
communicative ability.
For Widdowson, to produce grammatically correct sentence was to manifest the
knowledge of a language system. He identified this knowledge as USAGE. And, in real life
situation, communication involved the implementation of this knowledge to achieve some
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kind of communicative purpose. This was what he called language USE, the manifestation of
abstract systems of language in a meaningful communicative behavior.
Language usage is now viewed as one aspect of performance which shows how well
the language user demonstrates his knowledge of linguistic rules. Language use is another
aspect, which shows how well the language user demonstrates his ability to use his
knowledge of linguistic rules for effective communication. Thus, language acquisition is
made evident through simultaneous manifestation of the language system as usage and its
realization as use.
Pattern practice which used to be the most important feature of ALA was basically
grammar or usage-oriented. A strong criticism to this drill came from Newmark and Reibel (
in Mark Lester, 1970, 228,252) who asserted that structure-oriented drills had shifted the
emphasis of language teaching from mastery of language use to the mastery of language
usage or structure. They argued that preoccupation with linguistic structure had distracted the
teacher and learner from considering that language learning was learning to use it in life.
Systematic organization of grammatical items which characterized ALA syllabus was
UNECESSARY and INSUFFICIENT.
They believed that presentation of instances of language in context was what was
both sufficient and necessary. They argued that the principles of learning between an adult
and a child were basically the same. A child learned a language through mainly social contact
in his life. In other words, Newmark and Reibel objected the painstaking process of learning
through grammar drills, and usage practices which characterized ALA.
In considering items for teaching materials or for syllabus design, Widdowson
(1978), therefore, suggested that items should not be selected because they occurred
frequently as instances of usage, but because they had high potential occurrence as instances
of use, relevant to the learners purpose in learning.
It is, therefore, important for a course designer to identify the particular kinds of
communicative instances, the particular ways of using the language, as a preliminary
preparation of the course. Hence, the designer should think of the areas of use as the basis of
items selection.
On the question of what areas of use most likely relevant, or most suitable for the
learners, Widdowson (1978) suggested that an attempt be made to associate the language
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taught with the situations existing outside the classroom, the real world. As an example, he
pointed out that the school was part of the childs real worlds. Widdowson asserted that the
most likely areas to be studied were those of other subjects on the school curriculum. This
did not only ensure the link with reality and the learners own experience, but also provided
language teaching with the most certain means of teaching a language as communication, as
use, rather than simply as usage.
Widdowsons suggestion implies that there should be a close relation between the
English language and the other subjects taught in a school. This is especially true in countries
where English is used as a first language. In countries where English is taught as a second or
foreign language, however, there should be an attempt to relate the teaching of English with
that of subject items. As a consequence, English teachers would have to be familiar with
other subjects taught in the school. By associating the English teaching with the teaching of
other subjects, the objective of language teaching is better achieved, as mastering a language
means knowing the signification sentences have as instances of usage and what value they
take as instances of use.
Winddowson further argued that the teaching of usage which used to preoccupy the
teaching of English under ALA did not guarantee the knowledge of use. On the other hand,
the teaching of language use did seem to guarantee the teaching of usage, as usage was the
necessary part of language use. Widdowson argument implied that the best way of teaching
English as communication was by associating it with the real world, among others with
topics drawn from other subjects on the school curriculum.

2.3. Language Forms and Meanings
Larsen (1984:3) defined the language forms as the actual words, phrases, clauses, and
sentences in a discourse. The grammatical, lexical and phonological structures of the
language were referred to as the surface structure, under which the meaning structure was
conveyed. The semantic proposition, placing emphasis on the mastery of language structures
might only lead to a situation where students developed the ability to produce grammatically
correct sentences, but might not be able to perform simple communicative tasks. The
teaching of English under ALA had led to such a situation, where we find that the students
might be structurally competent but communicatively incompetent.
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Learning a language, therefore, does not only aim at the ability to correctly
manipulate the structures of a language, but also to perceive, the meaning structure. This
involves the ability to know the right things to say at the right situation, to produce the
appropriate words and sentences in accordance with the communicative situation. In relation
to the above, J ohnson and Morrow (1981:01-11) proposed that an ELT syllabus included a
list of items of meaning or use. It was in this endeavor that the concepts of notions and
function entered the scene of language teaching.

2.4. Notions and Functions
In 1972 as part of the council of Europe work, Wilkins (1976:18) proposed that two
categories of meaning might be suitable for the purpose of making a syllabus design: notions
and functions. These terms, however, were confusing terms, as they were not provided with
clear definitions. Wilkins stated that notions had two categories: semantico-grammatical and
communicative-functional. J ohnson and Morrow (1981:2) defined notions as concepts and
they could be easily distinguished from functions.
As a rule of thumb, function can be identified by asking the question, What was the
speakers intention in saying it? Function is the purpose of an expression. The answer to
such a question can be things like to greet, to invite, to express sympathy etc. Hence, it
may be understood that functions in the context of language learning are answers to a
question of what learners need to do with the language. Notions are answers to the question
of what kind of meanings learners need to express in the language.
How functions and notions operate in language use was further illustrated by
Finocchiaro and Brumfit (1983:13) who stated that the functional and notional approach to
language learning placed major emphasis on the communicative purposes of a speech act. It
focused on what people wanted to do or what they wanted to accomplish through speech.
Notions were the vocabulary items that might answer the questions who, what, where, when,
how long, how far, how many, etc. Notions were identified as meaning-elements which
might be expressed through nouns, pronouns, verbs, prepositions, conjunctions, adjectives,
and adverbs (J ohnson and Morrow, 1981:14).
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The basic functions to be expressed depend solely on the intention of the speaker,
and, the specific notions employed by the functions depend on the following three major
factors:
a. The persons taking part in the speech event (are they male or female, are they of
the same age, what social role they play), and their social attitude toward each
other.
b. The place where the conversation takes. Is it in the speakers native land? In a foreign
country, in a place of worship, at a movie, in a park?
The setting of time: is it taking place in frequent or infrequent occurrence?
c. The topic or activity being discussed. The function, the situation, and the topic
determine the specific notions which complete the communicative purposes.

III. TEACHING ENGLISH FOR SPECIFIC PURPOSES
From the above discussion, it is now clear that communicative language teaching is
one which recognizes the analysis of future life situations of the learners as the crucial feature
of language learning. A communicative syllabus design is usually based on a complex and
comprehensive needs analysis. Being communicative can be interpreted as being specific
(being sensitive to the needs of the learners) in their learning of a language. Thus it was CA
that substantially contributed to the learning towards English for Specific Purpose (ESP).
Brumfit (1984:1) confirmed this when he stated that throughout the 1970s, the language
teaching theorists and practitioners excited themselves with course design for Specific
Purposes Language Teaching.
The following illustrates the way ESP came into being and the way it is categorized.

3.1. The Emergence of ESP
The birth of CA in the 1960s provided an opportunity for the emergence of ESP.
Although the teaching of ESP might have been initiated by people long before the birth of the
communicative approach, the first conference on languages for special purposes was not
convened until 1969 (Robinson, 1980:5).
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As stated by Hutchinson and Waters (1987:6), ESP was not a planned and coherent
movement. It was rather a phenomenon that grew out of a number of converging trends. The
first trend that brought about the emergence of ESP was the linguistic revolution
characterized by a shift in the focus of language learning from structural features to
communicative features (competence VS performance; usage VS use; forms VS functions,
etc).
The CA essentially concerns with the learners purposes in the use of language in
socio-cultural situations. This leads to the use of authentic (or seemingly authentic) materials
which ultimately ventures to the ESP areas.
The birth of ESP was cultivated by the enormous and unprecedented expansion in
scientific, technical, and economic movement on the international scale. This generated a
demand for English, as the language of the superpower. More and more people wanted to
learn English not for pleasure, prestige, or literary purposes, but rather because English was
the key to science, technology, and commerce. The purpose of learning English was then
more specified.
The new generation of learners knew what they learned English specifically for. The
oil boom taking place in the early 1970s resulted in a massive flow of funds and western
expertise to the oil rich countries. ELT suddenly enjoyed a booming business as well. This
was accelerated by the advancement of telephone and television technology.
The surge for cost effective courses led to an approach devoted to the specific
purposes of groups of learners. The practice of English for special purposes gradually spread
throughout the world because of the tremendous need to use English internationally in the
conducts of science, technology, trade, or commerce. Learners in the Middle East, Asia, and
South America were seeking English language proficiency in specific domains of use to
serve their specific needs.
Robinson (1983:160-161) commented on the close link between CA and ESP. She
stated that the spurt of exciting development taking place in ESP then could be seen as a
realization of the new Communicative Approach. CA and ESP are seen to have much in
common. The concept of needs analysis which was central in ESP was also seen as a central
tool in CA. She further elaborated that the use to which learners intend to put language was
frequently associated with occupational, vocational, academic or professional requirements.
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Without the knowledge of a foreign language, their work performance could be adversely
affected or restricted. Once the learners needs were clear, learning aims could be defined in
terms of these specific purposes to which the language would be put.
To further appreciate the place of ESP within the Communicative approach the
following is an attempt to define what ESP is.

3.2. Defining English for Specific Purposes
To produce a straight forward and simple definition of ESP is not quite an easy thing
to do. Instead, the following will illustrate the different views among language experts on
what ESP is. It is hoped that the nature and characteristics of ESP will accordingly be
revealed.
On the question of what ESP is, Carver (1983:131-137) contrasted it with TENOR
(Teaching English for No Obvious Reason). What he meant by TENOR was the teaching of
English without any specific reason, emphasizing it on the linguistic competence. Carver also
contrasted ESP with the common core English. The contrast might rest upon a confusion of
categories. ESP was categorized in term of purposes, common core English was
distinguished by its frequency of forms. This contrast implied a more positive distinction in
methodology. ESP was taught in a context of purpose, common core English was not. Carver
contrasted ESP with General English. General English was context dependent (good for all
context): ESP was presented in a specific contract. Hutchinson and Waters (1987:21) defined
ESP as an approach to language teaching which aimed to meet the needs of particular
learners. It was an approach directed by specific and apparent reasons for learning. Mackay
and Mountford (1978:2) defined ESP as the teaching of English for clearly a utilitarian
purpose. This purpose was usually defined with reference to some occupational requirements
(e.g. for international telephone operators, civil airlines pilots) or for vocational training
programs (e.g. for hotel and catering staff, or some academic or professional study).
The following are the characteristics of ESP programs:
- the close association of special purpose language teaching with adult learners, and
- the important auxiliary role that the English language is called upon to play in such cases.

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On the special purpose of language learning, Mackay and Mountford stated that
language learners required English as a means of furthering their specialist education or as a
means of performing a social or working role.
Commenting on the views of Mackay and Mountford on the special purpose
language learning, Robinson (1980:5-6) distinguished English for special purposes from
English for specific purposes. She argued that the word special suggested special languages
(restricted languages as that in telexes) while the words specific focused on the purpose of
the learner in learning the language and referred to the whole range of language resources.
She further defined a general English course as one which was education-for-life, culture and
literature oriented in which language itself was the subject matter and the purpose of the
course. She further clarified that ESP was an approach to ELT( English Language Teaching)
where the teaching of English was not viewed as an end in itself, but as an essential means to
a clearly identifiable goal. While a typical general English course was that given at secondary
schools, starting with beginners and bringing them to a reasonable competence in all areas of
the language, ESP was tailored to adopt this competence to the learners particular field of
work or study. Robinson concluded that an ESP course was purposeful and was aimed at the
successful performance of occupational or educational roles. This course was usually based
on a rigorous analysis of the students needs and should be tailor-made. As if summing up the
above views, Streven (1980:109) offered the following provisions for an ESP instruction:
- devised to meet the learners particular needs;
- related in themes and topics to designated occupations or areas of study;
- selective (i.e. not general) as to language content;
-when indicated, restricted as to the language skills included.

In regards to the syllabus design, Munby (1978:2-3) stated that ESP courses should
be those where the syllabus and materials were determined in all essentials by the prior
analysis of the communication needs of the learner.

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3.3. Mapping of English for Specific Purposes
In designing the English teaching syllabus for a secretarial academy, English teachers
who are entrusted with the task, are usually confronted with a question of the kind of English
the secretaries should master. Even after knowing the nature of ESP, teachers still feel like
entering a jungle of ESP terms. Hence, teachers still find terms like EST (English for Science
and Technology), EOP (English for Occupational Purposes), VESL (Vocational English as a
Second Language), EBE (English for Business and Economics) , Business English, English
for the office, English for commerce, English for executives, and many more. They are
confused and do not know how one is related with the other. The following, therefore, is an
attempt to provide a mapping of the specific English categories, directing the designer of
English for the secretary syllabus to the approximate direction.
There had been attempts made by language experts to categorize ESP, but
Hutchinson and Waters ESP tree was the most comprehensive and the easiest to understand
(1987:16,17) The family tree showed clearly the status of the citizens of ESP and its satellite
settlements in relation to the general world of ELT. The tree shows some of the common
divisions of ELT and the specific domain of the teaching of English for Secretary could then
be identified. (See Hutchinson and Waters ELT Tree)
(Tolong atur agar gambar pohon penuh ada di halaman berikut)
At the top of the tree, individual branches of ESP courses are shown, where English
for the secretary is one. Below this level, two major branches of EAP and EOP are shown.
These are the two divisions most ESP experts agree. Learners generally need English either
for work or for academic purposes. EAP stands for English for Academic Purposes. These
are the English courses for those pursuing further academic studies. EOP stands for English
for Occupational Purposes. EOP is also known as EVP (English for Vocational Purposes) or
VESL (Vocational English for Second Language).
The more general categories below this level are three large categories, EST (English
for Science and Technology), EBE (English for Business and Economics), and ESS (English
for Social Sciences).

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Figure 1: The ELT Tree (Hutchinson and Waters, 1987)
































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As we go down the tree, we can see that ESP is just one branch of EFL(English as a
Foreign Language) and ESL (English as a Second Language), which are the main branches of
ELT. A tree cannot survive without roots. Communication and learning have been
established as the roots of ELT.
Hutchinsons tree has certainly helped locate the position of English for the
Secretary. Assuming that one climbs up a tree to get at the English for the Secretary, he will
first of all find the big general trunk of language teaching or learning, where he will find ELT
as a further branch upward. Moving further upward, the climber will find two branches of
ELT: ESL and EFL. Which branch should the climber take? In the case of language teaching
in Indonesia, the climber should climb up the EFL branch. In Indonesia, English is learned as
a foreign language, not as a second language. A further climb up the EFL branch, the climber
will have to take the ESP branch and on the question of which ESP category English for the
secretary belongs to, the climber can easily identify it as a branch of EOP. The climber will
finally reach the destination.
After getting at the English for the secretary category, the next question the syllabus
designer should ask would probably be what other branches of EOP is English for the
secretary closely related with? As in a tree, the branches, the twigs and the leaves are
generally inter-mingled with those of other branches. Leaves and twigs are usually very
closely associated. Unfortunately Hutchinson and Waters do not seem to elaborate further.

3.4. Business English and Related Categories
As there has been too little research available, to satisfactorily define English for the
secretaries and underpin the related course design is not quite an easy thing to do. On the
question of what other EOP categories are English for the secretary closely associated to, St.
J ohn (1996:3-4) identified some types of English grouped under Business English. The
following illustration (figure 2) shows how business English is categorized.
Like Hutchinson, St. J ohn classified ESP into EST, EBE, and ESS. EBE was further
sub-categorized into EOP and EAP. The EOP sub-division was also known as ESBP (English
for Specific Business Purpose).
Business English, however, through time, evolves to be synonymous with ESBP.
Some people, however, choose to call this type English for business Professionals. English
for the secretary falls under this category, grouped together with English for the executives or
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management. Grouped under this category are Telephone English, English for Cashiers,
Office English, Import & Export English, English for Commerce, English business
Correspondence, English for Finance and Banking, English for travelers, etc.
Business English can be classified into oral and written. Oral Business English
covers oral business communication such as face to face and telephone conversation,
negotiation, interview, public speech, and public presentation. Written business English
covers written communication such as short messages, memorandum, notices, press releases,
forms, agenda, minutes of meeting, travel itinerary, reports, proposals, speech script, and
correspondence, including E-mail.

Figure 2: Mapping of Business English (St. J ohn, 1996)






















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5. English for Secretaries
Mackay and Mountford (1978:6) stated that what constituted language variation was
the use to which language was put in particular circumstances by particular users. English for
the secretary could then be identified as the English language used by secretaries and
administrative professionals in their communication process in the work place.
To teach English for the secretary is therefore to equip the secretary with the English
language skills needed to perform her communicative tasks in the work place. Salim and
Toren (1981: 13) stated that the secretarys communicative tasks related very much with the
functions of the secretary and thus depended on the positions level held.
In general secretarial positions are categorized into three groups: those holding
clerical or junior secretarial position, usually identified as secretary to lower managers; those
holding secretarial or junior administrative positions, known as secretary to middle managers;
and those holding executive or administrative Assistant positions, generally attached to
higher or top managers. In teaching English for the secretary, therefore, one should have a
clear picture of the communicative profile of each secretarial or administrative position level.
From the communicative profile of the secretary, the teachers should then identify the
language and communicative competence that the learners should acquire.
From a variety of course programs offered by a variety of secretarial colleges, the
following reflects the overall competence profile of secretaries or administrative staffs in all
levels. This may help syllabus designers of English for secretary in determining what
communicative competence profile is necessary for each group of secretaries.
To identify the language competence of each group of secretaries, it may be
necessary for the syllabus designer to refer to Munby s (1978) Taxonomy of Language
Skills. Further, to determine the communicative profile of secretaries in each level of
position, Munby provided an instrument by which a needs analysis could be made. Munbys
instrument basically identified the following aspects:
a. Who the participant is (in this case, the secretarys identity)
b. The purpose of communication
c. The setting of communication
d. Who the secretary is interacting with
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e. The instrument used in communication
f. The dialect to be used
g. The target level of language acquisition
h. Communicative events
An attempt has been made to identify the overall competence profile of
administrative professionals which may help syllabus designers in pin-pointing the
communicative competence required of secretaries in each level of position. This J ob
Competence Profile (Figure 3) has been drawn up by consulting a variety of course designs,
modules, and training programs for secretaries and administration staffs. It is hoped that the
designers will be in a position to identify the communicative knowledge and skills a secretary
will need to acquire to be successful in performing her secretarial and administrative duties.

IV. CONCLUSION
The introduction to the new concepts of language competence and performance,
language use and usage, language forms and meanings implies that a shift in emphasis took
place in language learning which consequently affects the ways ELT syllabi are designed.
What items are to be listed in a syllabus depends very much on the philosophy or outlook the
designer has on language teaching. The concepts of ESP further helps syllabus designer in
identifying the specific language needs of a secretary in her work place and therefore help in
determining the language items to be included in the syllabus.
ALA used to see language as consisting of hierarchically organized strata, each
dealing with linguistic items like phonemes, morphemes, and syntactical patterns (Larsen
Freeman, 1987:4). The syllabus for an English course was then organized around linguistic
structures, carefully graded in a sequence from simple to complex. The structural syllabus
designer would be in a position to know which grammar items his students had learned and
he would select the remainder of the structures. His syllabus would include all the
grammatical items which his students have yet to learn. Works on contrastive analysis will
help identify which structural features are to be learned first, and which may be learned later.
The current thoughts in language learning have accommodated the concepts of not
only forms but also notions and functions. Any syllabus designed to achieve communicative
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competence as its goal must include these three interacting dimensions. The task of designing
a communicative syllabus is consequently more complex than that of a structural syllabus.
The syllabus designer should carefully identify which forms, functions, and notions are to be
listed in a syllabus. J ohnson & Morrow (1981:6-7) identify meaning-based items (notions
and functions) from the language needs of the groups of learners. They define language needs
as the requirements which arise in the social lives of individual and groups. The forms,
notions, and functions are identified by looking at the situations in which the students will
want to use the foreign language. In the case of designing the English syllabus for the
secretary, one should identify the likely communicative situations a secretary will be
involved in performing her office tasks.
The first thing a syllabus designer should do in designing the syllabus of English for
the secretary is to identify the specific nature and the common set of the secretarys language
needs. By analyzing the typical office situations and the types of jobs a secretary may be
required to perform, a syllabus designer will be in a position to establish the common core
of the English materials relevant to the secretary. Munbys needs analysis instrument will
help the syllabus designer in accomplishing this task. Application of this instrument may
identify the learners profile of communication needs.
Once this is accomplished, the syllabus designer may then move on figuring out the
kinds of language skills they will have to master. Hence the designer will be able to
determine which language forms, notions, and functions are to be included in the language
activities. He may then be able to draw up a list of these items. This can be accomplished by
matching between the communicative profile and the taxonomy of language skills.
The last thing to do would be to determine the degree of skills with which a
successful learner will be expected to acquire. This has something to do with the question of
how well the learner has to do all that have been specified. For this purpose books on
secretarial duties will help the designer in determining tasks to be performed by secretaries in
each level of her position. The designer will then be able to draw up a language competence
profile for each level of the secretarial position. The English language competence profile
for junior secretarial position may be identified as foundation level; that of senior secretarial
and administrative positions may be identified as standard level; and that of top secretarial
and administrative positions as advanced level.
19
A syllabus design which accommodates current concepts of English language
teaching is hoped to be a starting point for improving the overall process of English language
learning in a secretarial academy. Providing the students with higher competence in English
is a major contribution in making them bilingual secretaries who will hopefully survive in the
global competition.

Figure 3a.: J OB COMPETENCE PROFILE I: SECRETARY TO LOWER MANAGER


Position Duties Skills/knowledge Qualities/Attitudes
*Audio typist

* Word Processing
Operator

*Clerical Assistant

*Admin Clerk

*Receptionist

*Front Desk
Operator

*Office Support
Assistant

* Data Entry-
Specialist

* Etc.
* Transcribing from
recorded messages,
typing and
producing texts,
providing support in
inputting from a
variety of resources
into a computer
database (data
entry), creating,
editing, and
proofreading a
variety of
documents

*Receiving/directing
and greeting
visitors/callers
screening/filtering
callers, identifying
potential security
problem, managing
the reception area.

* Receiving/passing
on messages,
handling
incoming/placing
telephone calls

* Performing other
clerical and
secretarial tasks,
* Keyboarding, fast
and accurate
typing, deciphering
poor handwriting,
proofreading,
following
instruction. Word
processing, English
language skills.

* Telephoning
skills, good
communication
oral and written
skills, knowledge
of people, human
relations,
managing desk
diary, telephone
technique, pleasant
voice, English
grammar ,
introductory
knowledge of
internet, telephone
technique and
etiquette.

* Knowledge of
business and office
procedures, good
business
communication
*Enjoy working with machines
and people.

Prepared to undertake routine,
repetitive work with high
concentration.

*Logical and having eye for
details, happy to work alone,
systematic, well organized,
conscientious, cooperative,
easygoing

*Interest in people, pleasant
personality, attentive to details,
discreet, tactful, alert, patience,
helpful, able to work under
pressure, well organized, having
desire to learn, enthusiasm,
prepared to undertake further
training, flexibility, minimum
need of supervision-

*Interpersonal/customer care
20
assisting other
admin staff with the
overflow of work

* Maintaining
Records
skills.


* Filing and
records keeping,
Operating business
machines


Figure 3b: JOB COMPETENCE PROFILE II: SECRETARY TO MIDDLE MANAGER

J ob Title (s) Duties/Responsibilities Skills/Knowledge Qualities/ Attitudes
*Private Secretary
Secretary to,

*Personal Assistant

*Exec. Secretary

*Admin. Assistant

* Exec Assistant

*Wide ranging and
varied: office
organization, general
administration,
Correspondence, Diary
Management.

* Organizing
Meetings, Arranging
travels, Maintaining
Records

*Receiving and
passing on messages
to facilitate the smooth
flow of
communication.

*Prepare routine
financial documents.

*handling mail,
operating a range of
office equipments,

*Participating in a
team to achieve
designated tasks,
following established
work schedule to
achieve designated
task.

*Arranging business
*Oral and written
business
communication.

*Typewriting and
word processing,
shorthand, minute
taking, proof
reading,
telephoning,

*Reception,
people/human
relations,
researching,
prioritizing,
delegation, foreign
language

*Knowledge of
enterprise, policies
and procedures,
team building
OH & S policies



*Tact and charm, loyal,
discretion, flexibility,
adaptability, initiative,
assertive, able to accept
constructive criticism, able to
anticipate needs.

* Good memory, having a
sense of humor, good to look
at, interest in people.


21
trips/relevant itinerary,
arranging meetings
and organizing events
to achieve
departmental objective


Figure 3c: JOB COMPETENCE PROFILE III : SECRETARY TO TOP MANAGER

J ob Titles Duties/Responsibilities Skills/Knowledge Qualities/Attitudes
*Corp. Secretary

*Office Services
Supervisor

*Office
Administrator

*Administrative
Officer

*Office Manager

*Business Manager
*Coordinating/ monitoring, and
evaluating the work undertaken
by a section or division.

*Specific elements of the duties
of an Office Manager, planning,
budgeting, directing and
controlling overall organization
of the office and staff

*Assessing requirements,
allocating resources, devising
system and procedures.

*Selecting equipment,
delegating duties. Identifying
training needs, plan, deliver and
review training for team
members, handling staff issues,
solving problems, ensuring good
working environment, liaising
with management.

*Providing information
regarding the product and
services of enterprise to meet
client needs,

*Monitoring daily financial
records, process payroll, prepare
for fin reports.
Monitor stock level to assure
adequate supplies, negotiate
with team members to allocate
and complete tasks to achieve
goals
*Good
communication
skills.

* People/staff
management,
leadership,
administration,
problem solving,
decision making.

* Team building,
time
management,
negotiating,
advisory,
reporting.

*Technical skills
(as appropriate)

* Supervision,
setting and
maintaining
standards
*Professionalism,
integrity, confidence,
capability, responsive to
change, and
approachable.

* Commanding respect,
firm but fair, inspiring
confidence, authoritative,
observant.

* Corporate vision and
mission oriented, goal
and objective driven,
total quality committed.
22
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