The document discusses need analysis for English for Specific Purposes (ESP) courses. It defines the differences between ESP and general English, noting that ESP has specific, definable needs based on the target situation. The document outlines Munby's Communicative Needs Processor (CNP) model from 1978 as an influential early work on need analysis procedures. It distinguishes between target needs such as necessities, lacks, and wants, and emphasizes the importance of gathering information on target needs through methods like questionnaires, interviews, and data collection. Finally, it proposes frameworks for analyzing both target situation needs and learning needs to fully understand what language is needed and how learners learn.

1. NEED ANALYSIS
RUBYA SHAHEEN
ROLL # 4
ENGLISH FOR SPECIFIC PURPOSES
M.S LINGUISTICS

2. From each according to his abilities, to each according to his
needs
(Carl Marx)

3. IMPACT OF NEED BASED LEARNING
Needs
intelligence
outcomes
Abilities
Motivation

4. What is the difference between ESP and General
English?
In theory no difference but in practice a great deal.
In general English ,the needs are not specific.
In ESP course Language is used as a service rather than a subject.
Awareness of the target situation-a definable need to
communicate in English distingue the learner from the learner of
general English.

5. MUNBY’S CNP
COMMUNICATIVE SYLLABUS DESIGN1978
The most thorough and widely known work on need analysis.
He presents a highly detailed set of procedure for discovering target situation needs.
He calls it communicative needs processor(CNP).
It marked the watershed in the development of ESP.

6. WHAT ARE THE TARGET NEEDS?
lacks
wants
Necessiti
es
Target needs is something of an umbrella term which in practice hides a
number of important distinctions.

7. NECESSITIES
Determined by the demand of the target situation;
What the learner has to know in order to function effectively in the target
situation
What are the
necessities of a
Business person

8. LACKS
The target proficiency needs to be matched against the existing proficiency
of the learner.
The gap between the two can be referred to as learner’s lacks.
(Hutchinson , Waters and Breen 1979)
A Chinese graduate in chemistry

9. WANTS
 Learner may well have of the necessities of the target situation.
 He certainly have a better view of his lacks .
 It is quite possible learner’s view will conflict with the perception of other
interested parties: course designers , sponsors , teachers etc.

10. GATHERING INFORMATION ABOUT TARGET NEEDS:
 There are a number of ways of gathering information. The most frequently
used are:
 Questionnaire;
 Interviews;
 Observation;
 Informal consultation
 Data collection e.g. gathering text
 Keeping in view the complexity of needs more than one method should be
used.
 It is not once for all activity .it should be continuing process in which
conclusions drawn are continuously checked and re-assessed.
( Drobnik 1978)

11. A TARGET SITUATION ANALYSIS FRAMEWORK
Why is the language needed?
How will the language be used?
What will the content area be?
Who will the learner use the language
with?
Where will the language be used?
when will the language be used?

12. WHY IS THE LANGUAGE NEEDED?
 For study;
 For work;
 For training
 For some other purposes ,status examination
,promotion

13. HOW WILL THE LANGUAGE BE USED?
 Medium: speaking ,writing ,reading etc.;
 Channel: e.g. telephone, face to face;
 Types of text or discourse's .academic text,lectures,informal
conversations, technical manuals, catalogues

14. WHAT WILL THE CONTENT AREA BE?
WHO WILL THE LEARNER USE THE LANGUAGE WITH?
Subjects: e.g. medicine, biology, architecture, shipping, commerce,
engineering;
level: e.g. technical ,craftsman ,postgraduate, secondary school
 Native speakers or non –native ;
 Level of knowledge of receiver: e.g. expert , layman , student;
 Relationship: e.g. colleague , teacher ,customer , superior ,
subordinate

15. WHERE WILL THE LANGUAGE BE USED?
WHEN WILL THE LANGUAGE BE USED?
Physical setting: e.g. Office , lecture theatre , hotel , workshop ,
library;
Human context: e.g. alone , meetings, demonstrations, on
telephone
Concurrently with the ESP course or subsequently;
Frequently , seldom , in small amounts , in large chunks.

16. Learning needs
 Analogy of ESP Course as a Journey
Destination
(necessities
Starting
point
(lacks)
Route
(learning
Needs)
Learners
perception
(wants)

17. LEARNING NEEDS:
How the expert communicator learnt the language items.
Skills and strategies that he uses;
The needs potentials and constraints of the routes must also be taken
into account.
The example of engineering students;

18. TO BE CONTINUED
Learning styles
Auditory Visuals kinesthetic

19. TO BE CONTINUED
LEARNING MODELS:

20. Analyzing Learning Needs
A framework for analyzing learning needs
Why are the learner taking the course?
How do the learners learn?
What resources are available?
Who are the learners ?
Where will the ESP course take place ?
When will the ESP course take place?

21. WHY ARE THE LEARNERS TAKING THE COURSE?
 Compulsory or optional;
 Are status money or promotion involved?
 What do learners think they will achieve?
 What is their attitude towards the ESP course?
 Do they need to improve their English or do they resent
the time they have to spent on it?

22. HOW DO THE LEARNERS LEARN?
 what is their learning background?
 What is their concept of teaching learning?
 What methodology will appeal to them?
 What sort of techniques are likely to bore them?
 What resources are available?
 Number and professional competence of teachers;
 Attitude of teachers to ESP;
 Teachers ‘knowledge of and attitude to the subject
content;
 Materials
 Aids
 Opportunities for out of class activities

23. WHO ARE THE LEARNERS?
 Agegendernationality;
 What do they know already about English?
 What subject knowledge do they have?
 What are their interests?
 What is their socio –cultural background?
 What teaching styles are they used to?
 What is their attitude to English or the culture of ENGLISH
speaking world?

24. WHERE WILL THE ESP COURSE TAKE PLACE?
 Are the surroundings pleasant ,dull ,noisy,
cold etc.
 When will the ESP course take place?
 Time of day;
 Every day once a week
 Full time part time;
 Concurrent with need or pre-need

25. CONCLUSION:
 Need analysis is a complex process involving much more than simply
looking at what the learner have to do in the target situation.
 Both target situation needs and learning needs must be taken into
account.
 Analysis of target situation need is concerned with language use.
 We also need to know about language learning.
 So analysis of target situation can tell us what people do with language.
What we also need to know is how people learn to do what they do with
language.so we need a learning-centred approach to need analysis.