Needs Analysis

OVERVIEW I OVERVIEW IN N

Group members: 1. Nguyen Thi Hoan:

K18A

2. Hoan oang Viet iet Ha :

K18A 18A

3. Nguyen T. Ha My:

K18B

OUTLINE 1.

Definition of Needs Types of Needs

2. 3.

The importance of NA

4. Steps in Implementing NA 5.

Approaches to NA

1.

Definition of needs

 In the language-centered approach: it is the ability to comprehend and/or produce the linguistic features of the target situation. ³

´

Target needs: needs: what st needs to do in the target situation Learning needs: needs: what st needs to do in order to learn.

pes of needs Types 2. Ty Brindley

Objectives

factual information about the learner

Subjective

cognitive & affective needs of the learner in language learning

Perceived

the educators make judgments about in other people¶ people¶ss experience

Felt

the ones that learners have

(1989)

Ber wick (1989)

Note: 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 needs Brindley Target situation/

what

learners need

(1989)

goal-oriented &learning

to do

Process-oriented

derived from learning situation

Product- oriented derived from the

goal or target situation

2. Types of needs Hutchin Necessities -son & Waters (1987)

Wants

Lacks

determined by the demands of the target situation. What the learner has to kno w to function effectively in the target situation µa

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¶ what

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

3. The Importance of I of Implementing N.A Useful

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 & allo ws 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 analysis

Who will conduct the study Available resourses, Time frame or Comfort level with performing research

Needs analysts Outside consultants Practitioners Educational members

What Kinds K inds of I of Information needs to be collected?

Demographic Data Social Organizations Cultural Organizations Educational Organizations Recreational Organizations Approaches

How will the information be collected? Interviewing key informants

Holding a community forum Researching social indicators Performing field surveys sing  U

more than one of the aforementioned data collection methods

Techniques

TECHNIQUES I N IMPLIMENTI NG A NEEDS ANALYSIS 1. QUESTIONNAIRES

2. STRUCTURED INTERVIEWS

6. DISCUSSIONS

4. ANALYSIS OF AUTHENTIC TEXTS

5. ASSESSMENT

3. OBSERVATION

7. RECORD KEEPING

QUESTIONNAIRES Narrower than questionnaires in scope Determine facts or attitudes

Checklists

Questionnaires are more wide ranging than checklists Used for quantitative information

Questionnaires 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 out & Selected Questions

Thought

Key questions for interviewees

Comparisons easy to make

+

Additional detailed Questions

More clarification & detail

Useful technique

Tips of Good Interview Agreed Time Limit

Interview Recorded

Active Listening

Summarizing &

(hearing + processing)

asking open questions

A good interview

OBSERVATION A wide range of activities Watching a particular task being performed

Shadowing* individuals at work

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

Used for PSA & TSA

ANALYSIS OF AUTHENTIC TEXTS

Written Documents

Audio

Video recording

Lectures

Meetings Phone Interaction

Classroom activities

ANALYSIS OF AUTHENTIC TEXTS Spoken data for needs analysis is less accessible than written documents. 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 Analysis

IMPORTANT TERMS 1.

Objective and perceived

A. Derived from the goal or target situation

needs 2. Subjective and felt needs

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

3. Product

±

oriented needs

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

4. Process

±

oriented needs

D. Derived from learning situation .

IMPORTANT TERMS Fill 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.

-

Criteria

1.

Approaches to Needs Analysis

Target situation analysis

-

2. Learning needs Analysis

needs

(Necessities Analysis) Objective, perceived and productoriented needs

Subjective, felt and process ± oriented needs

Focus

W hat

the learner needs to do in the target situtation

W hat

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

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.

Type of

(Wants Analysis)

the learner needs to do in order to learn

APPROACHES TO NEEDS 1. Why are the learners taking Framework 1. W hy is language needed? 2. How will the language be ISthe course? ANALYS

TARGET SITUATION ANALYSIS FRAMEWORK (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

LEARNI NG NEEDS ANALYSIS FRAMEWORK (Hutchinson and Water (1987))

Why

are the learners taking the course?

How do the learners learn?

What

Who

sources are available?

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?

LEARNI NG NEEDS ANALYSIS FRAMEWORK (Hutchinson and Water (1987)) Why



What

Who


are the learners?

-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?

LEARNI NG NEEDS ANALYSIS FRAMEWORK (Hutchinson and Water (1987)) Why

are the learners taking the course? -Number


What

Who


are the learners?

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.

LEARNI NG NEEDS ANALYS IS FRAMEWORK (Hutchinson and Water (1987)) Why



What

Who


are the learners?

-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 ANALYSIS 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.

Present situation

Deficiency analysis (Lacks analysis) analysis)

Target situation

GAP

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 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

ANSWER S QUESTION 1: Mean Analysis

ANSWER

QUESTION 2:

Mean Mean Analysis Analysis

QUESTION 3: Mean Target Mean Analysis Situation Analysis Analysis

ANSWER S

QUESTION 4:

Target Situation Analysis

ANSWER S QUESTION 5:

Learning Situation Analysis

ANSWER S QUESTION 6:

Present Situation Analysis

ANSWER S

QUESTION 7:

Present Situation Analysis

ANSWER S 1.QUESTION 1:

Learning Situation Analysis

Needs Analysis

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