OVERVIEW IN OVERVIEW IN Group members: 1. Nguyen Thi Hoan: K18A 2. Hoang Viet Ha : K18A 3. Nguyen T. Ha My: K18B
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
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?
-Medium: speaking, writing, reading, etc.;-Channel: e.g.: telephone, face to face;-Types of text or discourse: e.g. academic text, lectures, catalogues, etc.
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?
-Subjects: e.g. medicine, biology, commerce, shipping, etc.- Level: technician, craftsman, postgraduate, etc.
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?
-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.
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?
-Concurrently with the ESP course or subsequently;- Frequently, seldom, in small amounts, in large chunks
LEARNING NEEDS ANALYSIS LEARNING NEEDS ANALYSIS FRAMEWORKFRAMEWORK
(Hutchinson and Water (1987))(Hutchinson and Water (1987))
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?
LEARNING NEEDS ANALYSIS LEARNING NEEDS ANALYSIS FRAMEWORKFRAMEWORK
(Hutchinson and Water (1987))(Hutchinson and Water (1987))
Why are the learners taking the course?
How do the learners learn?
What sources are available?
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?
LEARNING NEEDS ANALYSIS LEARNING NEEDS ANALYSIS FRAMEWORKFRAMEWORK
(Hutchinson and Water (1987))(Hutchinson and Water (1987))
Why are the learners taking the course?
How do the learners learn?
What sources are available?
Who are the learners?
-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.
LEARNING NEEDS ANALYSIS LEARNING NEEDS ANALYSIS FRAMEWORKFRAMEWORK
(Hutchinson and Water (1987))(Hutchinson and Water (1987))
Why are the learners taking the course?
How do the learners learn?
What sources are available?
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 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