Needs z
analysis
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Key stages in ESP
Needs analysis
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Key stages in ESP
Course (and syllabus) design
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Key stages in ESP
Materials selection (and production)
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Key stages in ESP
Teaching and learning
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Key stages in ESP
Evaluation
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The key stages overlap and are interdependent
Wh at is NA? z
The process of establishing the what and how of a course
What is evaluation? The process of establishing the effectiveness
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NA
the basis of training
programmes and aiddevelopment programmes
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Concept of ‘needs’
In general, ‘need’ = gap between
what is and what ought to be Needs = objective vs. Subjective
(Brindley, 1989) Needs = perceived vs. felt
(Berwick, 1989)
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Concept of ‘needs’
Needs = target situation / goal-
oriented and learning Needs =process-oriented vs.
product-oriented (Brindley, 1989) necessities, lacks and wants
(Hutchinson & Waters, 1986)
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Objective & perceived needs Derived by
outsiders from facts From what is
known & can be verified
Subjective & felt needs Derived from
insiders Correspond to
cognitive and affective factors
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LOs
1. To be able to follow
instructions accurately (O/P) 2.To feel (S/F)
confident
roductP oriented needs
Processoriented needs
Derive from the goal or target situation
Derive from the learning situation
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General Categories of Needs z
Goal-oriented needs (‘objective’ needs)
Process-oriented need (‘subjective needs)
Goal-oriented needs (narrow interpretation): elements of language, and related knowledge, skills and strategies s/he will have to use for study and/or occupational purposes
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 Process-oriented needs (broad
view): needs of the student qua (as) language learner i.e. skills, strategies, styles of learning, language proficiency, desires, etc.
PROCESS PRODUCTORIENTED ORIENTED – emphasizes the to enhance communicative product of language learning skills, focuses on the specification of the Eg: structural learning task and approach, activities that she/he situational will undertake Eg : procedural/task approach, notional/functional based approaches, learner-led syllabus, approach proportional approach
Product-Oriented Syllabus Focuses on what the learners will know as a result at the end of instruction session. The grammatical, situational and notionalfunctional are the examples of productoriented syllabus: ¡ The grammatical part includes teaching the systematic development of grammatical structures where the learners are exposed to these structures step by step. The internalization of grammar rules is considered a prerequisite to grasp the technicalities of a language.
•The situational part includes teaching the language through real-life situations emphasizing the learner to participate in different situations where L2 is being spoken. Examples of situations include, seeing the doctor, making an appointment, meeting people at the party, buying clothes and so on.
· A notional-functional syllabus is a practical
way of organizing language-learning syllabus, rather than an approach or method to teach and instructions are organized in terms of notions and functions. In this design, a ‘notion’ is a particular context in which people communicate. A ‘function’ is a specific purpose in a given context. For example, the notion of shopping requires numerous language functions, such as asking about prices or features of a product and bargaining.
Process-Oriented Syllabus Process-oriented syllabus focuses on the pedagogical processes leading to the language outcomes. The task-based, skillbased and content-based types of syllabus are included in it: ¡ Task-Based Syllabus - the purpose is to complete some complex and meaningful tasks which the learners perform together in a co-operative environment. Language competence is developed through the very process of performing of the tasks.
Skill-Based Syllabus - the learners are taught all the four specific skills (LSRW) that are considered necessary or useful in using a language. Gradual development of skills gives learners the confidence. But learners’ cognitive levels must be kept in mind in designing the skills. Skill-based syllabus groups linguistic competencies (pronunciation, grammar, vocabulary and discourse) together into generalized types of behavior, such as listening to the spoken language for the main idea, writing-well formed paragraphs, specific purpose writing and so on.
Content-Based Syllabus -the purpose is to teach some content or information in a language that students are also learning. Although the subject matter is of primary and vital importance, language learning occurs concurrently with content learning.
Target situation analysis (TSA) Includes objective, perceived, product-oriented
needs Learning situation analysis (LSA) Includes subjective, felt and process-oriented
needs Present situation analysis (PSA) to deduce lacks; estimates strengths and
weaknesses in language, skills learning experience
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Guess the answers!
1.
I need to see vocabulary written down.
2.
I have occasional meetings with British colleagues.
3.
I find it difficult to write persuasively.
4.
I pick things up by listening.
5.
Student
6.
I like problem solving.
7.
I get my tenses mixed up.
8.
I hate group work.
9.
I have to write reports.
X needs to read more widely
10. My problem is finding the right word.
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Review
https://prezi.com/97orx8nw sb/needsanalysis/?utm_campaign=share&utm_medi um=copy
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References
 Dudley-Evans, T. & St. John, M. J. (2013).
Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press