This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.

1. Group 3
1. Norce Nova Nurdin
2. Nursanti Setiorini
3. Nurlatifah
4. Evi Grace Silalahi
5. Onom Nathalia

2. NEED ANALYSIS

3. Factors Affective ESP Course Design
WHAT?
Language
Description
Syllabus
HOW?
Learning
Theories
ESP
COURSE
Methodology
WHO? WHY?
WHERE? WHEN?
Need Analysis
Nature of Particular Target and Learning Situation

4. 1. Target Needs :
- What are the target needs?
- Gathering information about target needs?
2. Learning Needs :
- Learning needs
- Analysing learning needs

5. Why do Learners need to
learn English?
Needs can be specified
ESP
“Concern on awareness
of needs”

6. 1. What are Target Needs?
“Target Needs”
What the learner needs to do in the target situation
Target Needs
Want
Necessities
Lack

7. Necessities
Observing what situation the learner will need to
function in and then analysing the constituent parts
of them
Lack
Need to know the learner already, so that you can then
decide which of the necessities the learners lack

8. Want
“…. Need doesn’t not exist independent of a person. It is people
who build their images of their need in the basis of data
relating to themselves and their environment.”
Objective
Subjective
View of needs can, and do, conflict, with a consequent de-stabilising
Effect on
Motivation

9. 2. Gathering Information about
Target Needs
There are a number of ways in which information can be gathered about needs :
Questionnaires
Data collection
Interviews
Observation
Informal
Consultations
Needs Analysis
Not a once-for-all activity
Continuing process
Conclusions drawn
Constantly checked and re-assesed

10. A Target Situation Analysis Framework
Why is the language needed?
How will the language be used?
What will the content areas be?
Who will the learners use the language with?
Where will the language be used?
When will the language be used?
Interpretations of needs can vary according
to the point of view of the particular
respondent

11. 3. Learning Needs
In ESP Classroom
Long Text
and Dull
Make it more interesting or
humorous
Generate the
motivation needed
In General English

12. The Target Situation
Not reliable indicator of what is
needed or useful in the ESP Learning
Situation
• Can determine destination
• As a compass to give general direction
Choose our route :
The vehicles guides available
(The conditions of the learning situation)
The learner’s mind
(Their knowledge, skill & strategies)
The learner’s motivation

13. 4. Analysing Learning Needs
To analyse learning needs, we can use a similar
checklist to that used for target situation analysis :
Why are the learners 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?

14. CONCLUSION
TARGET SITUATION NEED
Concerned with language use
LEARNING NEEDS
Approach to need analysis
Must be taken into account

15. Why do these learners
need to learn English?
What the different General
English and ESP?
What do we mean by
‘needs’?