tesl

1. Christina Torres
Gerry Stewart
NEEDS ANALYSIS

2. What are the three main parts of a target
Needs Analysis?
What types of tools could be used in order to
conduct a needs analysis?
Using your current or future classroom,
describe how you would use these tools to
conduct a target needs analysis.
QUESTION

3. Target needs: What
the learner needs to
do in the target
situation (Hutchinson
and Waters, 1987).
Lacks: What do
learners lack?
Wants: What the
learners want to know
Necessities: What
language skills do the
learners need to
know?
THREE PARTS OF A TARGET NEEDS
ANALYSIS
Needs Analysis
Lacks
Wants
Necessities

4. Objective Needs
Questionnaires
Interviews
Data
collection/analysis
Observation
Subjective needs
Learner self-
assessment
GATHERING INFORMATION
Present
knowledge
(Lacks)
Required
Knowledge
(Necessities)
Objective
Needs
Subjective
Needs
(Wants)
Table 3.1, (Nation & Macalister, 2010, p. 25)

5. HOW TO FOCUS ON NEEDS
Begin by determining
target learning goals
such as language,
ideas, skills, and text.
Choosing goals helps
decide what will be
learned in the
language course.
Table 3.2, (Nation & Macalister, 2010, p. 26)

6. “Pyramid procedure”
(Jordan, 1990)
Students given a list of
statements that may
match their “wants.”
1. Students rank the items
in the list individually
2. Discuss their individual
rankings in small
groups and re-rank
3. Discuss and rank the
list as a whole class.
ONGOING NEEDS ANALYSIS
Soy Culto Materials, (Alison Youngblood, 2012)

7. TOOLS FOR NEEDS ANALYSIS
Table 3.3, (Nation & Macalister, 2010, p. 27)
 The following chart
highlights methods and
tools for needs analysis
data collection.
 Resources such as
Corpora can be used for
determining
“necessities.”
 Assignments or test
scores can be used to
determine “lacks.”
 Questionnaires or
interviews can be used
to determine “wants.”

8. the content of this slide is being used to demonstrate a corpora tool which
determines the difficulty level of the words in a text this tool would be useful
in determining the appropriateness of certain materials for students in your
language classroom you may also choose to use the tool to determine the
vocabulary level of your students work
English Vocab Profiler: http://www.lextutor.ca/vp/

9.  Pair Work - Students work together with questions on a
chart to discover their weaknesses.
 Example - What do you have the most difficulty with in speaking,
listening, reading, and writing? Compare lists.
 Small Groups - Students work in a group competing
against other groups to determine knowledge of weekly
vocabulary words.
 Example - Vocabulary puzzles - Crossword, word searches
 Large Groups - Students are divided into two teams for a
spelling relay race to distinguish between known and
unknown spelling words. Used as review before spelling
test.
 Example - Teacher calls out the word, first two students go to the
board and write the first letter of the word, pass the marker to the
next student to write the second, etc.
CLASSROOM APPLICATION

10.  Nation, I., & Macalister, J. (2010). Language curriculum
design. New York: Routledge
 VocabProfiler. http://www.lextutor.ca/vp/
 Youngblood, A. (2012). Soy Culto Materials, Essential English
Course: Orange County Public Library
REFERENCES