Needs Analysis

OVERVIEW IN OVERVIEW IN

Group members:

1. Nguyen Thi Hoan: K18A

2. Hoang Viet Ha : K18A

3. Nguyen T. Ha My: K18B

OUTLINEOUTLINE

Definition of Needs

Types of Needs

Steps in Implementing NA

The importance of NA

Approaches to NA

1.

2.

3.

4.

5.

1. Definition of needs1. Definition of needs

• In the language-centered approach: it is “the ability to comprehend and/or produce the linguistic features of the target situation.”

Target needs: what st needs to do in the target situation

Learning needs: what st needs to do in order to learn.

2. Types of needs2. Types of needsBrindley

(1989)

Objectives factual information about the learner

Subjective cognitive & affective needs of the learner in language learning

Berwick

(1989)

Perceived the educators make judgments about in other people’s experience

Felt the ones that learners have

Note: objectives & perceived: derived by outsiders from facts, from what is known & can be verified

subjective & felt: derived from insiders & correspond to cognitive & effective factors

2. Types of needs2. Types of needsBrindley

(1989)

Target situation/

goal-oriented &learning

what learners need to do

Process-oriented derived from learning situation

Product- oriented derived from the goal or target situation

2. Types of needs2. Types of needsHutchin-son & Waters

(1987)

Necessities determined by the demands of the target situation. What the learner has to know to function effectively in the target situation

Wants ‘a need does not exist independent of a person. It is people who build their images of their needs on the basis of data relating to themselves and their environment’

Lacks what the learner already knows, we decide what necessities are missing. There is a gap between the existing proficiency and the target proficiency.

3. The Importance of Implementing N.A3. The Importance of Implementing N.AUseful for learners, teachers & administrators

At the beginning : N.A used to determine types of program, & course content

During the program: N.A assures that learner and program goals are being met & allows for necessary program changes

At the end: N.A used to assess progress & plan future directions for learners and the program.

learners insist on learning & applying what has been learnt

( Knox, 1997)

4. Steps in implementing needs 4. Steps in implementing needs analysisanalysis

Who will conduct the studyWho will conduct the studyAvailable resourses,

Time frame orComfort level with performing research

Available resourses,Time frame or

Comfort level with performing research

Needs analysts

Outside consultants

Practitioners

Educational members

What Kinds of Information needs to What Kinds of Information needs to be collected?be collected?

Demographic Data

Social Organizations

Cultural Organizations

Educational Organizations

Recreational Organizations

Approaches

How will the information be How will the information be collected?collected?

Interviewing key informants

Holding a community forum

Researching social indicators

Performing field surveys

Using more than one of the aforementioned data collection methods

Techniques

TECHNIQUES IN IMPLIMENTING A TECHNIQUES IN IMPLIMENTING A NEEDS ANALYSISNEEDS ANALYSIS

1. QUESTIONNAIRES4. ANALYSIS OF

AUTHENTIC TEXTS

3. OBSERVATION

2. STRUCTURED INTERVIEWS

5. ASSESSMENT

6. DISCUSSIONS

7. RECORD KEEPING

QUESTIONNAIRES

Checklists

Questionnaires

Questionnaires are more wide ranging than checklistsUsed for quantitative information

Narrower than questionnaires in scope Determine facts or attitudes

Checklists are important to guide the content of questionnaires

QUESTIONNAIRES

Difficulties met in designing a questionnaire- Used with large number, only objective responses can be analysed- Striking the balance between enough answers & data, and time/boredom for responders is difficult- Wording the questions so that they and the responses are unambigous takes time.

STRUCTURED INTERVIEW

Useful technique

+Thought out & Selected

QuestionsAdditional detailed

Questions

Key questions for interviewees

Comparisons easy to make

More clarification & detail

Tips of Good InterviewTips of Good Interview

Agreed Time LimitInterview Recorded

Active Listening (hearing + processing)

Summarizing &asking open questions

A good interview

OBSERVATION

Watching a particular task being performed

Shadowing* individualsat work

A wide range of activities

Sitting in lectures, practical sessions, attending subject conferences, etc.

Used for PSA & TSA

ANALYSIS OF AUTHENTIC TEXTS

Written Documents

AudioVideo

recording

LecturesMeetings

Phone Interaction

Classroomactivities

Spoken data for needs analysis is less accessible than written documents.

ANALYSIS OF AUTHENTIC TEXTS

Determine the key features of communicative event or

genre that is new to us

TSA

Be samples of participants' language

PSA

ASSESSMENT

Classwork, Assignments,

Tests

Formal & Informal Judgements of

Students' Performance

Pre-course PSA

5. Approaches to Needs Analysis5. Approaches to Needs Analysis

IMPORTANT TERMSIMPORTANT TERMS1. Objective and perceived

needs

2. Subjective and felt needs

3. Product – oriented needs

4. Process – oriented needs

A. Derived from the goal or target situation

B. Derived by outsiders from facts, from what is known and can be verified.

C. Derived from insiders and correspond to cognitive and effective factors.

D. Derived from learning situation.

IMPORTANT TERMSIMPORTANT TERMSFill in the blanks with suitable word(s):

1.Necessities: the needs determined by the __________ of the target situation, that is, what the learner has to know to function effectively in the target situation.

2.Lacks: the ________ between target proficiency and existing proficiency of the learner

3.Wants: Learner’s ______ to what their needs are.

APPROACHES TO NEEDS APPROACHES TO NEEDS ANALYSISANALYSIS

Criteria 1. Target situation analysis(Necessities Analysis)

2. Learning needs Analysis(Wants Analysis)

Type of needs

Objective, perceived and product-oriented needs

Subjective, felt and process – oriented needs

Focus What the learner needs to do in the target situtation

What the learner needs to do in order to learn

Framework 1. Why is language needed?2. How will the language be

used?3. What will the content areas

be?4. Where will the language be

used?5. When the language be used?(Hutchinson and Waters (1987)) Establish what the learner are

expected to be like at the end of the language course

1. Why are the learners taking the course?

2. How do the learners learn?3. What sources are

available?4. Who are the learners?(Hutchinson and Waters

(1987)) Establish how learner wish

to learn => learner’s views of learning.

- Approaches to Needs Analysis -

TARGET SITUATION ANALYSIS TARGET SITUATION ANALYSIS FRAMEWORKFRAMEWORK

(Hutchinson and Water (1987))(Hutchinson and Water (1987))

Why is language needed?

How will the language be used?

What will the content areas be?

Where will the language be used?

When the language be used?

-For study;-For work;-For training;-For a combination of these;-For some of other purposes, e.g. status, examination, promotion








-Medium: speaking, writing, reading, etc.;-Channel: e.g.: telephone, face to face;-Types of text or discourse: e.g. academic text, lectures, catalogues, etc.








-Subjects: e.g. medicine, biology, commerce, shipping, etc.- Level: technician, craftsman, postgraduate, etc.








-Physical setting: e.g. office , lecture theatre, hotel, workshop, library, etc.;-Human context: alone, meetings, demonstrations, on telephone;- Linguistic context: e.g. in own country, abroad.








-Concurrently with the ESP course or subsequently;- Frequently, seldom, in small amounts, in large chunks

LEARNING NEEDS ANALYSIS LEARNING NEEDS ANALYSIS FRAMEWORKFRAMEWORK


Why are the learners taking the course?

How do the learners learn?

What sources are available?

Who are the learners?

-Compulsory or optional;-Apparent need or not;-Are status, money, promotion involved?-What do learner think they will achieve?-What is their attitude towards the ESP course?-Do they want to improve their English or do they resent the time they have to spend on it?







-What is their learning background?-What is their concept of teaching and learning?-What methodology will appeal to them?-What sort of techniques bore/alienate them?







-Number and professional competence if teachers;-Attitude of teachers to ESP;-Teachers’ knowledge of and attitude to subject content;-Materials;-Aids;-Opportunities for out-of-class activities.







-age/ sex/ nationality;-What do they know already about English?-What subject knowledge do they have?-What are their interests?-What is their social-cultural background?-What teaching styles are they used to?-What is their attitude to English or to the cultures of the English-speaking worlds?

3. PRESENT SITUATION 3. PRESENT SITUATION ANALYSISANALYSIS

Identify what learners are like at the beginning of the language course

Estimate strengths and weaknesses in language, skills and learning experience.

Sources of information: Students themselves

The teaching establishment

The user – institution

4. Deficiency analysis 4. Deficiency analysis (Lacks analysis)(Lacks analysis)

GAP

Present situation

Target situation

Deficiency analysis: Provide data about the gap between present and target extra linguistic knowledge, mastery of general English, language skills and learning strategies

5. MEANS ANALYSIS5. MEANS ANALYSIS

Information about the environment in which the course will be run.

What works well in one situation may not work in another.

5 factors relating to learning environment: Classroom culture

EAP staff

Pilot target situation analysis

Status of service operations

Study of change agents

ANSWERSANSWERS

QUESTION 1:

Mean Analysis

ANSWERANSWER

QUESTION 2:Mean

AnalysisMean

Analysis

QUESTION 3:Mean

AnalysisMean

Analysis

Target SituationAnalysis

ANSWERSANSWERS

QUESTION 4:

Target

SituationAnalysis

ANSWERSANSWERS

QUESTION 5:

Learning SituationAnalysis

ANSWERSANSWERS

QUESTION 6:

Present SituationAnalysis

ANSWERSANSWERS

QUESTION 7:

Present SituationAnalysis

ANSWERSANSWERS

1.QUESTION 1:

Learning Situation Analysis

ANSWERSANSWERS

QUESTION 9:

Target

SituationAnalysis

Needs Analysis

Documents

Transcript of Needs Analysis