Environment analysis is a strategic process that identifies external and internal factors that can impact an organization's performance. It aims to determine situational constraints that will strongly influence course goals, content, teaching methods, and assessments. For example, an analysis of a Japanese English course for 6-9 year olds found key constraints included limited class time, the learners' interest in English, their preference for Japanese, varied English proficiency levels, and prior learning as native speakers. This led to effects on curriculum design like emphasizing parent guidance, fun activities, continuity between lessons, teacher-centered and meaning-focused instruction, and language-focused exercises. Environment analysis involves systematically considering all relevant factors and their effects to fully account for them in course

1. Environment
Analysis

2. - is a strategic tool, it is
a process to identify all
the external and
internal elements,
which can affect the
organization’s
performance

3. Aim
- to find the
situational factors
that will strongly
affect the course

4. •Environment analysis (Tessmer,
1990) involves looking at the
factors that will have a strong
affect on decisions about the
goals of the course, what to
include in the course, and how to
teach and assess it.
•“situation analysis” or
“constraints analysis”

5. An Example
of
Environment
Analysis

6. Example :
•Japanese learners aged
six to nine years old who
had lived in English-
speaking countries while
their parents were
posted there.

7. Important Constraints
• Limited class time and contact time.
• Learner’s interest in learning English.
• Easy communication using Japanese than
in English.
• Range of levels of English proficiency to
be proficient for the age.
• Learners had been learning English in
much the same ways as native speakers.

8. Effects on Curriculum
Design
• Parent’s guidance to their children.
• Activities should be fun.
• Activities should carry over to the
next class.
• Activities should be largely
teacher-centered.
• Activities should be meaning-
focused.
• Language-focused activities

9. Environment Constraints
- Are any limitations on strategy
options due to political, external,
competition, social requirements and
expectations, cultural or economic
factors, technological or legal
requirements.

10. The language curriculum in
a situation where:
• the target language is recognized as one of a country’s
official languages (political and national context)
• there are relatively few native speakers (the language
setting)
• there are relatively few opportunities to use the
language outside the classroom (patterns of language
use in society)
• majority-language speakers doubt the target language
has contemporary relevance (group and individual
attitudes)

11. Understanding the
Constraints
• to examine the nature of the constraints in
the environment
• to examine previous research on the
constraints

12. Some of major constraints
• time available
• cultural background
• the effect of the first language on
language learning and special purposes

13. The Constraints of Time
• examining the local environment
• looking at previous research
• considering the effect of the constraint on the
design of the course

14. two ways:
• working within the constraint
• overcoming the constraint

15. Steps in Environment
Analysis
• Brainstorm and then systematically consider the range of
environment factors that will affect the course.
• Choose the most important factors (no more than five) and rank
them, putting the most important first.
• Decide what information you need to fully take account of the
factor. The information can come from investigation of the
environment and from research and theory.
• Consider the effects of each factor on the design of the course.
• Go through steps,1,2,3, and 4 again.