N°021_Vol.4_02

Introduction: The phenomenon of English language teaching became popular during the first decades of the year 1950s, a period marked by a remarkable expansion of technology and trade. Indeed, during the oil crisis of the early 1970s, which led to a massive influx of capital, English became the dominant vehicular language (linga franca) in the field of business, media, technology, medicine, education, and research in Western countries (A. Teodorescu, 2010). African countries, during the same period, were also gaining independence in order to embark on a path of development. It was within this context that the teaching of English was introduced in Cote d’Ivoire. The primary goal was to train Ivorians capable of operating effectively in an international environment and thereby promote job creation. Initially, English instruction was general in nature. However, with its growing popularity and expansion, it became evident that General English could not meet all the needs of a country striving for economic development. The Ivorian authorities therefore considered it necessary to adopt English for Specific Purposes (ESP), which was better suited to the country’s professional and sector-specific requirements. Within the framework of technical education, the ultimate objective of learning English is to enable learners to function effectively in their specific fields, such as administration, business and office work. However, Terminal G1 students, who are directly concerned with the teaching of English for Specific Purposes (ESP), show a certain level of dissatisfaction and a lack of interest in the subject despite its social and professional importance. Indeed, after carefully examining the tasks and activities contained in their notebooks, as well as the complaints they regularly express, it is necessary to question whether the current curriculum is adequately aligned with their actual needs. The question behind this main interrogation is as follow: Does the curriculum take their specific needs into account? This study therefore aims to analyze the extent to which the ESP curriculum meets the actual needs of TG1 students, with a view to proposing possible improvements.  The questions underlying this study as well as the set objective, lead us to state that the syllabus of TG1 students does not take into account their real needs.  This paper is structured into three main parts. The first part is devoted to the methodological framework of the study. The second part focuses on the presentation and analysis of the results obtained. Finally, the third and last is dedicated to the interpretation of the findings, the discussion of the results, as well as the suggestions and recommendations formulated at the end of the study.