esp Chapter 3

8/10/2019 esp Chapter 3

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Introduction

What are needs? Wants, desires, demands, expectation, motivations,lacks, constraints, and requirements

(Brindley 1984) P54 What are needs analysis?

Procedures for collecting information about learnersneeds

When did needs analysis introduced intoteaching?

1960s; through the ESP movement (P28)


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The Purpose of needs analysis

1. To find out what language skills a learnerneeds

2. To help determine if an existing course adequately addresses the needs of potentialstudents

3. To determine which students are most in needof training in particular language skills


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4. To identify a change of direction that peoplein a reference group feel is important

5. To identify a gap between what students areable to do and what they need to be able todo

6. To collect information about a particularproblem learners are experiencing


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Needs also includes students rights Its schools responsibility to take into account the

cultural, political, and personal characteristics ofstudents . in order to plan activities and objectivesthat are realistic and purposeful. (Linse, 1993)

Immediately needs : 1. employment; 2. students right Not so immediately needs : 1. compulsory subject

2. consider best for ss


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Needs also includes perceived and presentneeds , potential and unrecognized needs

Needs analysis may take place1. prior to

2. during3. after a language program


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Examples of needs analyses conductedprior to a language program

Method:Staff questionnaire:

* background information about the course thelecturer was describing

* overview of problems experienced by ESLstudents

* linguistic demands of the course* suggestions to which language skills should be

focuses on* modifications made in teaching or in examinations

Students questionnaire


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What are needs? Needs:

1. a linguistic deficiency2. Its not a thing that exists and might be

encountered real- made on the street (Porcher 1977)3. language needs need to survive in a

English-dominant society

Planning an ESL curriculum involves:identifying ss language needs, but seeks toenable them to critically examine and becomeactive in shaping their own role in it. (Auerbach1995)


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The users of needs analysis

Large-scale needs analysis curriculum officers in the ministry of education Teachers

Learners Writers Testing personnel Staff of tertiary institutions

Small-scale needs analysis Teacher Program coordinator


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The target population Language learners or potential language learners Policy makers Ministry of education officials Teachers Academics Employers Vocational training specialists Parents Influential individuals and pressure groups Academic specialists Community agencies


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The target population

Subcategories of respondentsstudents currently enrolled in a foreign language course

students previously enrolled but no longer studying a languagestudents who have never studied a foreign language

An important issue in determining thetarget population: SamplingSampling involves asking a portion of potential populationinstead of the total population


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Administering the needsanalysis

Who will administer the needs analysis,collect and analyze the results?

* academic or research assistant* colleagues in different department* students who piloted the questionnaire* academic staff of the university* secretarial support


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Procedures for conducting needs analysis Questionnaires Self-ratings Interviews Meetings Observation Collecting learner language samples Task analysis Case studies Analysis of available information

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1. Questionnairesa. advantages

prepare easilymake tables to analyze easily

b. Two typesStructured items (limited answers chosen)

Unstructured items (open-ended answers)c. disadvantages

superficial or imprecise probably

need a follow-up to gain more understandingsmany badly designed questionnaires* Advice: to familiar with the principles of

good questionnaire design.


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2. Self-ratingsa. using scales to rate knowledge or abilities

b. might be included as part of a questionnairec. a disadvantage

provide imprecise (impressionistic) information

3. Interviews (face-to-face or telephone)a. allowing for a more in-depth exploration of issues b. being useful at the preliminary stage

c. disadvantagestake time being proper for smaller groups


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4. Meetingsa. allow to collect many information in a short time

b. disadvantagesImpressionistic (imprecise information)subjectivemore ideas of outspoken members

5. Observationa. learners behavior in a target situation

b. a disadvantage perform not well while being observedc. specialized-training observer


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6. Collecting learner language samplesa. written or oral tasks

b. simulations or role playsc. achievement tests

test the abilities in different domainsd. performance tests

test on job-related or task-related

7. Task analysis

a. analyze many tasks the learners carry outfuture occupational or educational settingAssessment of demands of the task

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8. Case studiesa. a single student or a selected group of students

through a relevant work or educational experiencein order to determine the characteristics of the situation

9. Analysis of available information

a. various sources of available information books journal articles

reports and surveysRecords and files

b. first step in a needs analysis normally

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Designing the needs analysis1. being made on the practical procedures

a. collecting, organizing, analyzing, and reporting2. avoiding information too much

a. collect the information that will actually be used3. Procedures for larger-scale needs analysis:

a. literature survey b. analysis of a wide range of survey questionnairesc. contact with others

d. interviews with teacherse. identification of participating departmentsf. presentation of project proposalg. development of a pilot student and staff questionnaires

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g. review of the questionnairesh. piloting of the questionnairesi. selection of staff and student subjects

j. developing a schedule for collecting datak. administration of questionnaires

l. follow-up interviewsm. tabulation or responsesn. analysis of responses

o. writing up of report and recommendations

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4. Procedures for smaller-scale needs analysis:a. initial questionnaire

b. follow-up individual and group interviewsc. meetings with studentsd. meetings with other teacherse. ongoing classroom observation

f. test

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Making use of the information obtained1. Making a list

a. consisting of information from different sources andsummarized in ranking

2. Needing more analysis and researcha. in order to develop aims and objectives

3. Some changes neededa. degree of importance of needs

b. immediate or longer-term

c. more consultation (discussion) needed4. Stufflebeam et al. (1985) remind the goal of analysis

a. bring meaning to the obtained information

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5. Take various views into accounta. learners view

b. academics view c. employers view d. teachers view

6. The function of the result of needs analysis

a. provide the basis for evaluation b. offer the basis for planning goals and objectivesc. assist with developing testsd. help with the selection of proper teaching methodse. provide the basis for developing a syllabus and materialsf. provide other information used as part of a course

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Thank you for listening !!

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esp Chapter 3

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