الخلاصة:
Listening in ESP is more demanding than listening in EGP because it requires quick word recognition and understanding of specialized vocabulary. A Need Analysis is needed to identify learners’ specific listening difficulties and to determine whether teachers’ practices match these needs. This study examines how students and teachers view the skills that support effective word recognition in ESP listening comprehension. The prevailing hypothesis discussed in this study is : There would be a gap between the listening and word recognition needs required in ESP and those required in EGP, and the instructional priorities emphasized by teachers. A mixed method approach used two questionnaires to collect data, one for 130 students and the other one for 30 teachers at the English department of Badji-Mokhtar University- Annaba. The aim is to gain insight into the views of students and teachers about the different skills enhancing listening comprehension, particularly word recognition ability. Additionally, an interview of 30 students and 15 teachers was conducted to confirm the results of the questionnaires. The first two hypotheses are confirmed, but the last two are only partially confirmed. The respondents, on both sides, recognize that listening in ESP requires distinctive skills. However, the two sides significantly diverge in sub-skills prioritization, which indicates the need for an improved needs analysis. A mismatch between teacher instruction perspectives and student difficulties highlights the need for a continuous evaluation of learners to provide relevant syllabi based on their feedback. Furthermore, only a few students reported receiving instruction in comprehension strategies, indicating room for improvement in this area. The findings denote the importance of considering the specific context of ESP when designing listening instruction and provide insights for both teachers and curriculum developers. Enhancing word recognition and skill development in specialized listening comprehension is recommended.
