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Need Analysis in English for Specific Purposes (.pptx

This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.

Education◦
Role of Needs Analyses in ESP Course Design MS. KOMAL SHAHEDADPURI RESEARCH SCHOLAR DEPARTMENT OF ENGLISH MAHARAJA KRISHNAKUMARSINHJI BHAVNAGAR UNIVERSITY Ph.D Coursework Paper-2
Roadmap of the Presentation Course Design in ESP Issues in ESP Course Design Role of Needs Analyses Type of Needs How to conduct needs analyses ? Types of Analyses
Course Design in ESP • According to Hutchinson and Waters ‘Course Design is the process by which the data about a learning need is collected and interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge and skill.’ • Principles of ESP course design • Content should lead language • The exercises on the material should be authentic, as well as the material itself • There should be massive exposure to content and language • Methods should draw inspiration from content teachers • Massive exposure, and extracting meaningful information should be the focus - NOT language points • A course designer should have three syllabuses: a content syllabus, a language syllabus, and a learning/skills syllabus. • Students need exposure to the multiple genres according to their specific discipline. These genres can differ widely in language and style.
Issues in ESP Course Design Varieties of English Language Lack of Needs Analyses Various approaches to language syllabus design Lack of ESP Training for teachers Varieties of contexts and discourses Different purposes to learn English Absence of systematic criteria to design ESP courses
Role of Needs Analyses • Needs Analyses is the first step of designing ESP course. It helps to find what (content) and how (methodology) of the course and then we can proceed to design it. • What do we mean by Needs ? It refers to the ability of comprehend and produce the linguistic features of the target language. • Why do learners need to learn English ? This should be starting question to any language course design. (General or Specific). According to Smoak, An ESP professional must be prepared to find out how language is used in real world situations and teach that language because ‘ESP is English instruction based on actual and immediate needs of learners who have to successfully perform real-life tasks. It is need-based and task oriented.’
Purposes of Needs Analyses oTo find out what language skills a learner needs in order to perform a particular role, such as sales manager, tour guide, doctor, engineer, bank manager or university student. oTo help determine if an existing course adequately addresses the needs of potential students. oTo determine which students from a group are most in need of training in particular language skills. oTo identify a gap between what students are able to do and what they need to be able to do. oTo collect information about a particular problem learners are experiencing.
Principles for analyzing learner needs Give first priority to communication needs Give equal importance to learning needs Take ‘context’ into account Invite multiple perspectives Employ multiple data collection methods Treat needs analysis as an ongoing activity
Types of Needs Target Needs refer to what the learners need to do in the target situation. (Ex. Workplace) According to Hutchinson and Waters, the term “target needs” is divided as Necessities refer to the demands of the target situation, that is, what the learner has to know in order to function effectively in the target situation. Lacks refer to what the learners do not know or cannot do in English. According to Jordan (1997), lacks are defined as the gap between the existing language proficiency of the learners and the one required at the end of the language course Wants referred as ‘Subjective Needs’ which are related to learners’ motivation, readiness and attitudes to learn. ESP course as a journey, what we have done so far is consider the starting point (lack) and the destination (necessities) and where the destination should be (wants).
Learning Needs  Refer to what the learner needs to do in order to actually learn/acquire the language.  Learning needs analysis looks for information about: the learners, their learning styles and strategies, language skills, selection of teaching materials, the setting and the time load.  Focus on how people learn the language that relates mostly to methodology.  Learning needs consist of input, procedure (activities), learning atmosphere, learners’ role and teacher’s role.  The learning needs may include educational background, motivation, interest, previous courses, preferred course length, and preferred learning arrangement, preferred methodology, learning styles, learning goals and expectations for the curriculum.
How to conduct needs analyses ? Steps to conduct Needs Analyses (Procedure) A. Get ready to do 1. Define the objectives 2. Decide the sample from the population 3. Decide approaches 4. Recognize Limitations 5. Select data collection procedures B. Do the research 6. Collect data 7. Analyse data 8. Interpret results C. Use the results 9. Determine objectives 10. Evaluate the report on the NA project (Application in course design)
Types of Analyses Target Situation Analysis Present Situation Analysis Discourse Analysis Genre Analysis
TARGET SITUATION ANALYSIS It stresses on identifying the learners’ language requirement in the occupational or academic situation they are being prepared for.  Why is the language needed?  How will the language be used?  What will the content areas be?  Who will the learner use the language with?  Where will the language be used?  When will the language be used? PRESENT SITUATION ANALYSIS It ascertains the students’ state of language development at the beginning of the language course  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?
DISCOURSE ANALYSIS Study written or spoken language in relation to its social context. Aims to understand how language is used in real life situations. Focus on • The purposes and effects of different types of language • Cultural rules and conventions in communication • How values, beliefs and assumptions are communicated • How language use relates to its social, political and historical context GENRE ANALYSIS It is an attempt to explain why members of specific discourse communities employ different and special ways of using language. Genre is a social action and a speech event that has communicative goal shared by the members of a particular discourse community. Genre Analysis is a process of looking at several samples of a particular genre to analyze their similarities and differences in terms of their purposes, macrostructure and language choice. Ex. Research article, conference proposal, business report, grant application, letter to the editor, reference letter, MA dissertation, MA dissertation proposal, lecture, seminar etc.
To sum up….. Needs Analyses is an integral part of ESP course design that helps to create more effective, reliable and applicable ESP courses for Second Language Learners. It provides relevance and validity between the activities in learning and the final achievement or goal. It should be conducted on regular basis in order to update ESP courses according to the changing needs or requirements of the learners.
References Hutchinson, Tom and Alan Waters. English for Specific Purposes : A learning-centred approach. Cambridge University Press, 1987. Kaewpet, Chamnong . "A Framework for Investigating Learner Needs: Needs Analysis Extended to Curriculum Development." Electronic Journal of Foreign Language Teaching Vol. 6 (2009): 209–220. Electronic. LAMRI , Dr Chams , Dr Abdelkader BENSAFA and Dr Faiza BOUABDALLAH-HEDDAM . "ENGLISH FOR SPECIFIC PURPOSE." n.d. faclettre.univ. <https://faclettre.univ- tlemcen.dz/assets/uploads/DOCUMENTS/cours%20en%20ligne/4- ESP%20handout%20S2.pdf#:~:text=According%20to%20Hutchinson%20and%20Waters%2C%20course%20design %20is,progress%20towards%20the%20specified%20goals%20will%20be%20measured.>. "Needs Analysis in ESP." n.d. SlideToDoc. <https://slidetodoc.com/needs-analysis-in-esp-na-definition-graves-2000- 2/>.
Nelson, Deepika , Julia Devardhi and Adinew Tadesse. "The Issues Involved in ESP Course Design." LANGUAGE IN INDIA vol.12 (2012). Plesca, Galina. "THE ROLE OF NEEDS ANALYSIS IN ESP CURRICULUM DESIGN." 2017. Academia.edu. <https://www.academia.edu/33684100/THE_ROLE_OF_NEEDS_ANALYSIS_IN_ESP_CURRICULUM_DESIGN>. "Principles of ESP course design." 2009. <http://www.scientificlanguage.com/esp/coursedesign.pdf>. "Register, Discourse and Genre Analysis When Teaching English for Specific Purposes." n.d. <https://www.123helpme.com/essay/Register-Discourse-and-Genre-Analysis-When-Teaching-281217>. Thepseenu, Benjaporn . "Needs Analysis for ESP Course Development: Thai Civil Engineering Students’." Asian Journal of Education and Training vol. 6 (2020): 433-442. "What is discourse analysis?" 23 August 2019. Scribbr. Ed. Amy Luo. <https://www.scribbr.com/methodology/discourse-analysis/>.