This document discusses needs analysis for curriculum design. It defines needs analysis as gathering information about learners' needs and analyzing it to form goals and decisions for what to teach. The chapter covers various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It also discusses when needs analysis should be conducted, tools for discovering needs such as questionnaires and observation, and provides an example of needs analysis for an English for Academic Purposes course. The overall purpose of needs analysis is to identify what learners need and want to learn to ensure the course is relevant.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
Understanding Authenticity in Language Teaching & Assessment Omaima Ayoub
Authenticity in language teaching and assessment has been a key concept for TESOL researchers and practitioners. The definition of authenticity itself is quite complicated and has therefore been debated in the literature. In this presentation, the author sheds some light on the concept of authenticity and identify the types and parameters of authenticity in language teaching and assessment. She also explains how language testing fits within the broader scope of assessment and its two major types: formative and summative.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Understanding Authenticity in Language Teaching & Assessment Omaima Ayoub
Authenticity in language teaching and assessment has been a key concept for TESOL researchers and practitioners. The definition of authenticity itself is quite complicated and has therefore been debated in the literature. In this presentation, the author sheds some light on the concept of authenticity and identify the types and parameters of authenticity in language teaching and assessment. She also explains how language testing fits within the broader scope of assessment and its two major types: formative and summative.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
LESSON PLAN
Name:
Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s):
Topic or Unit of Study:
Grade/Level:
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)
MATERIALS AND RESOURCES
Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)
Resources:
Supplementary information and/or places where you found information for the lesson
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)
1. Presentation of New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)
1. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)
1. Independent Student Practice:
(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)
1. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).
The 5 Stages of the Writing Process
In today’s world, good writing is essential especially for both employers and employees. It is therefore vital for students to be well-prepared as far as authentic writing is concerned so as to be competitive as they enter the job market. Writing is a skill. Th ...
Applied Linguistics-21st century discipline.pptxVATHVARY
Define what applied linguistics is;
Discuss the history and development of the discipline and identify linkages between the discipline with the other ones, including linguistics, psychology, socio-linguistics, etc.
Describe the field of applied linguistics as a twenty-first century discipline and its future trends.
Chapter 1_An Overview of Applied Linguistics.pptVATHVARY
Describe the scope and definition of applied linguistics.
Identify the different subfields within applied linguistics.
Discuss the historical development and key figures in applied linguistics.
Analyze the methodologies used in applied linguistics research.
Apply knowledge of applied linguistics to real-world language issues.
Define motivation
and compare the behavioural
humanistic, cognitive, and social
perspectives on motivation.
Discuss the important
processes in motivation to achieve.
Explain how
relationships and sociocultural contexts
can support or undercut motivation.
Recommend how to
help students with achievement
difficulties.
CH 12 Planning, Instruction, and Technology.pptVATHVARY
Explain what is involved in
classroom planning.
Identify important forms of
teacher-centered instruction.
Discuss important forms of
learner-centered instruction.
Summarise how to effectively
use technology to help children learn.
CH 3 Lesson Plan for Young Learners-VARY.pptxVATHVARY
Discuss definitions , characteristics and principles of teaching English to young learners;
Define what the lesson is;
Identify the key elements of lesson plan;
Describe lesson goals and objectives, procedures and evaluation of the lesson;
Discuss some effective techniques and activities in teaching YL’s lesson.
Define the term'speaking'.
Create materials and speaking activities for different level of learners based on the following task and activity types: information gap and jigsaw activities, picture-based activities, storytelling, games, extemporaneous speaking, role-plays and simulations, etc.
Apply the learned strategies and techniques in the classroom and beyond.
CH_16_Making successful presentations at work.pptxVATHVARY
Describe conditions to consider when planning a presentation.
Describe the types of presentations that are typical in a business environment.
Discuss the guidelines for making an informal briefing at work.
Describe parts of a formal presentation and evaluate them based on various factors.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
CH 14_Writing Effective Short Reports.pptxVATHVARY
14.1 Why Short Reports Are Important
14.2 Periodic Reports
14.3 Sales Reports
14.4 Progress Reports
14.5 Employee Activity/Performance Reports
14.6 Trip/Travel Reports
14.7 Test Reports
14.8 Incident Reports
Conclusion: Some Final Thoughts on Short Reports
CH 3 Social contexts and Socioemotional development.pptxVATHVARY
Describe two contemporary
perspectives on socioemotional development.
Discuss how the
social contexts of families, peers, and
schools are linked with socioemotional
development.
Explain these aspects of
children’s socioemotional development:
self-esteem, identity, moral development,
and emotional development.
CH 2 Cognitive and Language Development.pptVATHVARY
Define development and
explain the main processes, periods, and
issues in development, as well as links
between development and education.
Discuss the development of
the brain and compare the cognitive
developmental theories of Jean Piaget and
Lev Vygotsky.
Identify the key features of
language, biological and environmental
influences on language, and the typical growth
of the child’s language.
Learning Objectives
13.1 Describe the types of situations for which
you might need to write a business
proposal.
13.2 Differentiate between various types of
proposals in a business environment and
describe how this impacts tone, style,
organization, and approach.
13.3 Summarize the eight guidelines for writing
a successful proposal.
13.4 Apply the guidelines for writing proposals
to draft an effective internal proposal.
13.5 Apply the guidelines for writing proposals
to create an effective sales proposal.
CH 1 Educational Psychology_A Tool for Efffective Teaching.pptVATHVARY
Describe some basic ideas about the field of educational psychology.
Exploring Educational Psychology
Historical Background
Teaching: Art and Science
Identify the attitudes and skills of an effective teacher.
Effective Teaching
Professional Knowledge and Skills
Commitment, Motivation, and Caring
Why Study Educational Psychology?
### Summary
This section explores how project management can effectively facilitate change and innovation within organizations. It highlights the complexity of managing change and the importance of making decisions at various levels. Project management, initially developed for large-scale projects, is presented as a valuable methodology adaptable to smaller-scale initiatives within Local Training Organizations (LTOs). The section also emphasizes that project management principles offer broader management lessons.
Three case studies illustrate different applications:
1. Designing a new academic writing course at a US university.
2. Developing e-learning materials for a not-for-profit LTO in Poland.
3. Reorganizing a computer lab at a Middle Eastern university.
These examples demonstrate the versatility of project management in diverse educational and organizational contexts.
CH 9 Summarizing at Work 12th edition.pptxVATHVARY
Identify what a good summary is;
Compare executive summary and evaluative summary;
Examine abstract and its two types including informative abstract and descriptive abstract
Discuss the news release.
CH 3 Human resource management_ELT Management.pptxVATHVARY
### Learning Objectives for Human Resource Management in Language Teaching Organizations (LTOs)
1. **Identify HRM Challenges in LTOs**: Students will be able to describe common human resource management issues faced by Language Teaching Organizations, including cultural adaptation, staff motivation, and internal conflicts.
2. **Analyze Staff Motivation Factors**: Students will learn to analyze the factors that motivate staff within LTOs, understanding how organizational culture and treatment within the workplace impact employee morale and performance.
3. **Evaluate Performance and Development Strategies**: Students will be able to evaluate various methods for assessing staff performance and facilitating professional development, ensuring that employees have opportunities for growth and advancement.
4. **Understand Effective Staffing Practices**: Students will learn about effective staffing practices, including hiring and firing procedures, and how to comply with local labor laws to maintain a stable and compliant workforce.
5. **Address Fundamental HRM Questions**: Students will be able to answer key HRM questions, such as why employees choose to work for an organization, why they apply for jobs, and why they decide to leave, using these insights to improve HR practices within LTOs.
CH 2 Organizational Behaviour and Management_LTOs.pptxVATHVARY
Summary: Introduction to Language Teaching Organizations (LTOs)
Language Teaching Organizations (LTOs) encompass a wide range of institutions varying in size, purpose, and structure. As defined by Dawson (1986), organizations share common characteristics despite their diverse forms. The following examples illustrate this diversity in LTOs:
Small Private Language School in Europe: Focused on teaching English and other languages to middle-class residents, this school is staffed by its founder and a small team.
English Language Support Unit in a Middle Eastern University: A non-faculty department offering academically focused English classes to incoming students.
School Supporting Refugee Resettlement in the US: Funded by federal and state governments, this school provides English and vocational courses.
English School in Japan: Part of a large nationwide chain, employing a significant number of teachers and administrative staff.
Intensive English Program (IEP) in the US: An outsourced business serving non-native English speakers on a university campus, unaffiliated with the university.
British Council Teaching Centre in a Provincial City: Semi-autonomous, but part of a global organization with managerial oversight from the capital.
Language School in a European Capital: Established 20 years ago, now employing over 50 teachers across five branches.
These examples demonstrate that despite their varying contexts and operational structures, all these institutions fit the definition of an organization.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. The aim of this part of the curriculum design
process is to discover what needs to be learned and
what the learners want to learn.
MR. VATH VARY
3. Contents
The Various Focuses of
Needs Analysis
Discovering Needs
When to do Needs Analysis
Evaluating Needs Analysis
Issues in Needs Analysis
Summary of the Steps
MR. VATH VARY
4. Preliminary
discussion
Do the learners you teach have
specific needs to learn English?
How do you assess their needs?
How does a Needs Analysis
contribute to specifying
goals, developing a
syllabus, choosing
materials, creating
assessments and
evaluating a course?
MR. VATH VARY
5. What is
Needs
Analysis?
Needs analysis (also known as
Needs Assessment):
refers to the process of gathering
information about learners’ needs and
then analyzing it to formulate clear
goals and make decisions about what
to teach.
involves gathering two kinds of
information: about learners at the start of a
programme or course and about possible or
expected final outcomes (Graves, 2016).
was introduced to language teaching through
the ESP movement and vocationally-oriented
program (Richards, 2001)
MR. VATH VARY
6. Needs
Analysis
identifies the
goals and
content of a
course
examines what the
learners know
already and what
they need to know
ensures the
course contains
relevant and
useful things to
learn.
• It is the GPS of language curriculum design.
• It shows you where you are now, where you want to be,
and how to get there.
MR. VATH VARY
7. The Various Focuses of Needs Analysis
Target needs: what the learner
needs to do in the target situation
(what students need to learn and for
what purposes):
Necessities, Lacks & Wants
Learning needs: what the
learner needs to do in order to
learn.
How are we going to get from our starting
point to the destination?
refer to learning styles, motivations to learn,
thinking styles, preferences and types of
intelligences they use when learning.
MR. VATH
VARY
Hutchinson
and Waters
(1987)
divide needs
into:
8. The Various
Focuses of
Needs
Analysis
Another Needs’ major division:
Present knowledge and
required knowledge
objective needs and
subjective needs.
Lacks fit into present
knowledge, Necessities fit
into required knowledge,
and Wants fit into subjective
needs.
MR. VATH VARY
9. The Analysis of target Needs can look at:
Types of
Needs
Questions Meanings Examples
Necessities
What is
necessary in the
learners’ use of
language?
• What the learner has
to know to function
effectively (required
knowledge)
• Do the learners
have to write
answers to exam
questions?
Lacks
What do the
learners lack?
• What the learner
knows and does not
know already or
where the learners
are at the present
(present knowledge)
• Are there aspects
of writing that
were not practiced
in their previous
learning (L1, L2)?
Wants
What do the
learners wish to
learn?
• what the learner
views about what
they need and what
they think useful for
them(subjective
needs)
• Do the learners
need to know
what they want to
learn?
MR. VATH VARY
https://espeed2016.blogspot.com/2016/06/chapter-6-need-analysis.html?m=1
10. Objective needs
include information about who the
learners are, their language ability,
and what they need the language for.
Learners’ background: country, culture,
education, family, profession, age,
language, current language proficiency ,
etc.
Means of Gathering Objective Needs
Information:
questionnaires, interviews, observation,
informal consultation with teachers and
learners, tests, and data collection (e.g.
gathering exam papers or text books and
analysing them)
The Various
Focuses of
Needs
Analysis
MR. VATH VARY
11. Subjective needs
include information about learners’ attitude
toward the target language and expectations
the learners have with respect to what and how
they will learn (Graves, 2000).
Learners’ attitude toward the target
language, learning, and to themselves as
learners
Learners’ expectations of themselves and of
the course, purpose and preferences of how
they will learn
Means of gathering information:
learner self-assessment using
lists and scales, questionnaires,
and interviews.
The Various
Focuses of
Needs
Analysis
MR. VATH
VARY
12. When to do
needs analysis?
Pre-course:
takes place prior to the start of
the course and can inform
decisions about content, goals
and objectives, activities, and
choice of materials.
Initial
takes place during the initial
stage of a course, the first few
sessions, the first week or weeks,
depending on the time frame of
the course.
Ongoing
takes place throughout the
course; focuses on shared
experiences changing the course
as it progresses
MR. VATH VARY
13. The outcomes of needs
analysis must be useful for
curriculum design.
Table 3.1
covers many of the questions that are
usually raised in an analysis of target
needs, organised under four learning goals
because needs analysis must lead to
decisions about what will be learned
during a course.
can be used to make sure that a needs
analysis is gaining information on a
suitable range of learning goals.
Needs
Analysis
MR. VATH
VARY
14. Table 3.1 Questions for focusing on needs
Goals Questions Types of information in
the answers
Language
What will the course be used
for?
How proficient does the user
have to be?
What communicative activities
will the learner take part in?
Where will the language be
used?
Sounds
Vocabulary
grammatical
structures
Functions
set phrases and set
sentences
tasks
Ideas What content matter will the
learner be working with?
Topics
themes
texts
Target Needs
MR. VATH VARY
15. Table 3.1 Questions for focusing on needs
Goals Questions Types of information
in the answers
Skills
How will the learner use the
language?
Under what conditions will
the language be used?
Who will the learners use the
language with?
Listening
Speaking
Reading
Writing
degree of accuracy
degree of fluency
Text What will the language be
used to do?
What language uses is the
learner already familiar with?
genres and
discourse Types
sociolinguistic
skills
Target Needs
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16. Discovering Needs: Needs Analysis Tools
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Table 3.2 can be used to
check that a wide
enough range of
information-gathering
methods is being used.
17. Proficiency relates to present knowledge
and situations of use involves the study of
situations and tasks that learners will need
to engage in using knowledge gained from
the course.
Self-report can take a variety of forms. It
may involve:
written responses to a structured set of
questions or to a sentence completion task.
diary writing or some other form of extended
written report.
group activities such as voting, ranking,
brainstorming, or problem solving.
Discovering
Needs
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18. Observation and analysis may
involve process and product.
Observation of skilled and unskilled
writers performing target tasks may
reveal important areas that need
attention during a course.
Analysis of the written products of
target tasks such as university
assignments or exams can reveal the
type of language needed to perform
the tasks well.
Discovering
Needs
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19. Let us look at possible tools in more detail by
taking the case of an English for Academic
Purposes (EAP) course which is preparing
learners of English for university study.
Necessities: Sources of information:
listen to lectures, take part in tutorials, write assignments
and tasks, and sit exams.
doing a vocabulary analysis of good assignments, using a
program like the Frequency programme
look at past assignment topics to see the kinds of discourse
that learners would have to handle.
interview university staff who are involved in setting and
marking such assignments to see what they expect in a
good assignment.
to look in course outlines and other departmental
information to see if there are any guidelines on writing
assignments.
look at the timeframe involved in writing an assignment.
An Example
of Needs
Analysis
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20. Lacks: Sources of information:
To looking at where learners are at present.
To look at an assignment or two that the learners have just
written. The assignment can be analysed from an information
perspective, from a grammar perspective and from the
discourse perspective.
To look at the parts of the writing process and to see what
degree of skill in each part is reflected in the assignment.
To look at the learners in the process of writing an assignment.
Observing students writing can give some insight into these
conditions and the learners’ control over parts of the writing
process.
Information about lacks could come from the university
lecturer who marks such assignments. What do they see as the
strengths and weaknesses of the assignment that the learner
has written?
The learners themselves are also a very useful source. to
question the learner about the assignment task using a set of
interview questions.
To get the learner to talk about the assignment task
encouraging them to say what they think they have to do to
answer the assignment.
An Example
of Needs
Analysis
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21. Lacks: Sources of information:
To gather data about the learners’ general
proficiency, we can interview them, get
them to sit tests such as vocabulary tests,
grammar tests, writing tests and
comprehension tests, or we can get them to
do self-assessment using a specially
prepared checklist.
Learners’ scores on standardised proficiency
tests like the TOEFL test or the IELTS test can
be a very useful source of information when
they provide information about separate
aspects of language proficiency such as
writing or speaking.
An Example
of Needs
Analysis
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22. Wants: Sources of information:
Learners have their own views about
what they think is useful for them.
We can gather such information through
an interview or a questionnaire.
A well-designed questionnaire can be a
very useful source of information which
can be reused for later courses.
Talking with students both past and present,
Surveying the environment,
Looking at pieces of work,
Talking with teachers, employers and assessors,
Using personal experience and commonsense
An Example
of Needs
Analysis
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24. Evaluating
Needs
Analysis
Reliable needs analysis:
Involves using well-thought-out,
standardised tools that are applied
systematically.
Observation:
of people performing tasks
throughout the course:
by using a checklist, or recording
and apply standardized analysis
procedures.
The more pieces of observation and
the more people who are studied,
the more reliable the results.
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25. Evaluating
Needs
Analysis
Valid needs analysis
involves looking at what is relevant and important.
type of need and type of information
Before needs analysis begins, do a ranking activity to
decide what type of need should get priority in the
needs analysis investigation.
Practical needs analysis
is not expensive,
does not occupy too much of the learners’ and
teacher’s time,
provides clear, easy-to-understand results
and can easily be incorporated into the curriculum
design process.
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26. Issues in Needs Analysis
Common core
and specialised
language
Critical needs
analysis
Narrow focus –
wide focus
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27. Issues in
Needs
Analysis
Common core and specialised language
Common core (2,000 word families)
General academic (570 word families)
Specialised/Technical (approximately 1,000 word families)
Study of vocabulary occurrence shows that this gives the
best return for learning effort.
Narrow focus – wide focus
Detailed systems of needs analysis have been set up to
determine precisely what language a particular language
learner with clear needs should learn
Narrow focus include:
the faster meeting of needs, the reduction of the quantity of
learning needed, and the motivation that comes from getting
an immediate return from being able to apply learning.
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28. Issues in
Needs
Analysis
Common core and specialised language
What are the content selection stages that a special purposes
language course should follow?
First focus on: Common core (2,000 word families)
Then focus on: General academic (570 word families)
common to a wide range of disciplines
Study of vocabulary occurrence shows that this
sequence of goals gives the best return for learning
effort.
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29. Issues
in Needs
Analysis
Critical needs analysis
needs analysis is affected by the ideology
of those in control of the analysis:
questions they ask, the areas they
investigate, and the conclusions
they draw
influenced by their attitudes to
change and the status quo
It is worth considering a wide range of
possible viewpoints when deciding on the
focus of needs analysis, and seeking others’
views on where change could be made.
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30. Summary
of the Steps
Discover learner needs by
considering lacks, wants and
necessities or some other
framework.
Decide what course content and
presentation features will meet
these needs.
Needs analysis makes sure the course meets
the learners’ needs.
Environment analysis looks at the way the
course needs to fit the situation in which it
occurs.
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