While the number of English-medium instruction (EMI) courses has increased in many EFL universities, relatively little attention has been paid to students who encounter language difficulties in EMI courses. In order to develop language support programs for Korean undergraduate students in foreign professors’ EMI courses, this study collected and analyzed the syllabi of target courses to identify what English language skills are necessary for these courses. Findings suggest that priority should be given to teaching research-oriented English skills such as academic writing skills, with particular emphasis on how to use primary and secondary sources. Furthermore,students need to acquire speaking skills based on an understanding of readings or lectures so as to participate in discussions and to make presentations. Given the greater number of opportunities to interact with foreign professors, it is necessary as well to teach the appropriate mode of speaking to them. This study also discusses the potential of syllabus analysis as a method to complement needs analysis and to develop language support programs for specific contexts.

Abstract
1. INTRODUCTION
2. RESEARCH BACKGROUND
3. METHOD
4. RESULTS AND DISCUSSION
5. CONCLUSION AND PEDAGOGICAL IMPLICATIONS
REFERENCES
APPENDIX

• Ji-Yeon Chang(Seoul National University)
• Wooyeon Kim(Seoul National University)
• Heewon Lee(Seoul National University) Corresponding author