Needs analysis part 2
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The document discusses a needs analysis for learners of English, focusing on their existing knowledge, deficiencies, and desires regarding language use, particularly in writing. It differentiates between various types of needs, such as objective (language proficiency) and subjective (wants and expectations), and suggests methods for gathering information, including questionnaires and interviews. Additionally, it outlines the findings related to learners' skills, motivations, and learning processes while proposing strategies for an effective writing course.
Needs analysis part 2
- 2. Examines what the learners know already and what they need to know. •What is necessary in the learners’ use of language? •Ex: do the learners have to write answers to exam questions?Needs •What do the learners lack? •Ex: are there aspects of writing that were not practised in their previous learning (L1, L2)? Lacks •What do the learners wish to learn? Wants Information Lacks Needs Wants
- 3. What to gather? Needs: Why are you learning English? • The learning is focused on language that learners need Lacks: What do you want to do with your English? • The content is in appropriate degrees Wants: How will you learn and use English in the future? • The learning process is as what is expected http://www.icaltefl.com/needs-analysis
- 4. Situation Needs vs Language Needs Brindley 1984, p.31 Situation Physical, psychological, and social needs Language Target linguistic behaviors of learners
- 5. Objective Needs vs Subjective Needs Brindley 1984, p.31 Objective Language proficiency, skill levels, etc. Questionnaires, personal interviews, data collection, self-report, observation, consultation with teachers and learners Subjective Wants, desires, expectations lists and scales, questionnaires, and interviews.
- 6. Linguistic Content vs Learning Processes Linguistic Content Grammatical structures, phonemes, morphemes, utterances, etc Learning Process Affective domain: Motivation, self- esteem, etc
- 7. Types of Information Problems (Identify problems being experienced) Priorities (investigate topics, language uses, skills, etc) Abilities (determine the abilities of students at entry) Attitudes (addressed to the students on how well they like studying “grammar points” as opposed to language functions such as “seeking information on the telephone”) Solutions (elicits ideas of perceived problems for solutions in terms of what changes might bring about compromise and resolution). (BROWN 1995: 43-44)
- 9. Deciding kinds of Information Choosing instruments Lacks Lacks: information about the students writing skill. Test Needs Information about what the students need to learn Test/observation/questionnaire Wants Information about how they will learn Interview/questionnaire
- 10. Findings Test Students are lack of punctuation Students are lack of vocabulary Interview Students are eager to learn writing They want more exercises Questionnaire Students used to learn with course book Students do not mind using authentic material
- 11. Evaluating Needs Analysis MOTIVATION Do you need to learn the language to be able to achieve certain specific tasks AIMS Do you want to communicate in the written or the spoken language? or both? Will it be enough if you just understand the language (at least in the first instance)? FUNCTIONS What kind of situations will you have to perform in? (telephone? lectures? seminars? shops? etc.) What functions of language will you primarily need? (explaining, persuading, seeking information, contradicting etc.)
- 12. Evaluating Needs Analysis INFORMATION Which are the most important: technical vocabulary? the precise meaning of intonation? correct pronunciation? a set of ready-made sentences to get by with? ACTIVITIES How much time can you devote to it? What are your learning habits? Do you like working on your own? Is the Language Lab suitable? Do you need help? (Dictionary, radio, newspapers, grammars, contact with native speakers, etc.) Do you know native speakers who would agree to talk with you in their own language? Do you make full use of other possibilities, e.g., the radio? sub-titled film? etc.
- 13. Task 1 Needs analysis for a writing course You have been asked to design a writing course for learners of English who intend to go on to university study in English. As a part of the fact-finding stage you have decided to carry out a needs analysis. (a) Decide what kind of information you are looking for and classify it into necessities, lacks or wants. (b) List ways that you will use to gather the information for the writing course (questionnaires etc.). (d) Write a sample item for each of the ways. (The questions) You have now done your needs analysis and have decided how to gather the information you need. 1. List your findings. 2. List important principles about how you think writing should be learned. 3. Write the general goal for your course. 4. Choose types of activities that you will use in your course.
- 14. Analyzing information Activities (class activities) 90 minutes, once a week, presentation, task, homework 2 hours, role play, telephoning, etc. Information (language aspects) Students are lack of punctuation, Students are lack of vocabulary The pronunciation is fair, need to learn intonation as well Function (language functions) Greeting, asking for directions, asking information, etc Aims (skills) To help students to learn grammatical structure of English To speak in English with focus on greetings, asking information, etc. Motivation (Specific tasks) Learning to enroll to a university Learning for a job position Ex: writing Ex: speaking
- 15. References Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge. Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.