Approaches to NA
Learning objectives • To determine the processes to conduct NA • To identify the types of information to be collected during NA • To differentiate the different methods of collecting NA
Purpose of NA • To gather information about • In order to make decisions about what & how the course will be taught, & how it will be evaluated
Who collects NA • Learners • People working or studying in the field • Ex-students
• • • •
Employers Colleagues ESP researchers Clients
How to collect NA • Questionnaires • Analysis of authentic spoken or written texts • Structured interviews • Language tests • Observations • Discussions
Processes 1. Deciding what information to gather and why 2. Deciding the best way to gather it: when, how and from whom 3. Gathering the information 4. Interpreting the information 5. Acting on the information 6. Evaluating the effect and effectiveness of the action 7. Repeat 1.
Types of information gathered after assessing needs • • • • • •
Present Who the learners are Level of language proficiency Level of instructional competence Interests Learning preferences Attitudes
Future
• The learners’ goals and expectations • Target contexts – situations, roles, topics & content • Communicative skills needed and tasks • Language modalities they will use
Who are the learners • • • • • • •
Age? Gender? Educational background? Profession? Nationality? Single or multicultural group? Languages they speak?
The learners’ level of language proficiency • Proficiency in the four skills? • Grammar, vocabulary, pronunciation? • Are they literate in their own language? Help to make choices about kinds of texts to use, skills to develop, elements of grammar to emphasise.
The learners’ level of instructional competence • Experience in the target or other cultures? • Level of understanding and skills on sociocultural and sociolinguistics aspects of the target language? Help to make choices about kind of material to use, and the sociolinguistics and sociocultural skills to develop.
Interests • Topics or issues they are interested in • Any personal or professional experience do they bring? To gear the course toward students’ experience and interests. Help teachers to design the course around the topics that will engage the learners.
Their learning preferences • How do they expect to be taught and assessed? • How do they prefer to learn? • How well do they work in groups? Types of activities comfortable to students What need to be developed between students’ expectations and teacher’s approach and beliefs
Their attitudes .. • As learners? • Toward the target language and culture? Help teachers to know whether the learners feel confident using the target language, comfortable making mistakes, feel positive about being in the classroom