needs analysis in course design
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This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
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Needs Analysis
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
Needs analysis in syllabus design.pptx
The document discusses needs analysis for syllabus design in teaching English. It defines needs analysis and syllabus design, outlines the history and purposes of needs analysis, and classifications of needs. The document also describes steps for designing a syllabus based on needs analysis, provides an example research study on needs analysis conducted in Albania, and discusses the role of teachers in needs analysis.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Syllabus Design
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Needs analysis
This document outlines the importance of needs analysis in ESP (English for Specific Purposes) course design. It begins with a brief history of needs analysis in language teaching, noting its emergence in the 1970s. It then defines needs analysis and target needs versus learning needs. Several procedures for conducting needs analysis are described, including various data collection devices like questionnaires, interviews, and observations. The purpose of needs analysis in language teaching is to identify students' language needs to design effective courses. For ESP specifically, needs analysis is crucial because courses must teach the English skills students require for their fields. Conducting needs analysis ensures ESP courses are tailored to meet students' particular professional needs.
TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
Designing the Needs Analysis
Designing the Needs Analysis from Needs Analysis Chapter 3 from Jack C. Richards' book Curriculum Development in Language Teaching
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Needs Analysis
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
Needs analysis in syllabus design.pptx
The document discusses needs analysis for syllabus design in teaching English. It defines needs analysis and syllabus design, outlines the history and purposes of needs analysis, and classifications of needs. The document also describes steps for designing a syllabus based on needs analysis, provides an example research study on needs analysis conducted in Albania, and discusses the role of teachers in needs analysis.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Syllabus Design
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Needs analysis
This document outlines the importance of needs analysis in ESP (English for Specific Purposes) course design. It begins with a brief history of needs analysis in language teaching, noting its emergence in the 1970s. It then defines needs analysis and target needs versus learning needs. Several procedures for conducting needs analysis are described, including various data collection devices like questionnaires, interviews, and observations. The purpose of needs analysis in language teaching is to identify students' language needs to design effective courses. For ESP specifically, needs analysis is crucial because courses must teach the English skills students require for their fields. Conducting needs analysis ensures ESP courses are tailored to meet students' particular professional needs.
TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
Designing the Needs Analysis
Designing the Needs Analysis from Needs Analysis Chapter 3 from Jack C. Richards' book Curriculum Development in Language Teaching
Content Based Syllabus
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Second Language Acquisition (Error Analysis)
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Generative grammar
This document provides an overview of generative grammar and its evolution over time. It discusses the following models of transformational grammar: (1) Standard Theory, (2) Extended Standard Theory, (3) Revised Extended Standard Theory, (4) Relational Grammar, (5) Government and Binding/Principles and Parameters, and (6) Minimalist Program. Each model made contributions and revisions to the theory. The document also discusses strengths, weaknesses, and implications of generative grammar for language teaching.
Competency based language teaching
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Situational syllabus
Situational syllabi organize language teaching around real or imaginary situations where language is used. A situation involves participants engaged in activities in a specific setting. There are three types of situational syllabi based on informational content: the limbo situation with little setting details, the concrete situation with specific setting details, and the mythical situation based on fictional stories. Situational syllabi can lead more directly to communicative ability in specific settings but rely on predetermined routines rather than creative language use. They are also difficult to make fully authentic and can problematicly include cultural values.
Developments in English for Specific Purposes - Chapter 1 & 2
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
Applied linguistics revision of theories
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
Error analysis
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Grammar translation method
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
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This document discusses syllabus and curriculum design. It outlines the key steps in design: environment analysis, need analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation. It then discusses need analysis in more detail, including its purpose, approaches, who it is intended for, procedures used, and how the information can be used. Finally, it contrasts need analysis with situational analysis, which identifies internal/external strengths/weaknesses and opportunities/threats that may affect curriculum implementation.
NEEDS ANALYSIS.pptx
The document discusses the benefits of English for Specific Purposes (ESP) and the importance of needs analysis. It outlines 3 main benefits of ESP: 1) faster learning speed, 2) more efficient learning by focusing on specific needs, and 3) trainees are effectively prepared for their jobs upon completion. A key part of ESP is conducting a thorough needs analysis to determine what language items and skills trainees require. The document then provides details on how to analyze target needs, learning needs, and the various methods used to gather information about needs.
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Content Based Syllabus
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Second Language Acquisition (Error Analysis)
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Generative grammar
This document provides an overview of generative grammar and its evolution over time. It discusses the following models of transformational grammar: (1) Standard Theory, (2) Extended Standard Theory, (3) Revised Extended Standard Theory, (4) Relational Grammar, (5) Government and Binding/Principles and Parameters, and (6) Minimalist Program. Each model made contributions and revisions to the theory. The document also discusses strengths, weaknesses, and implications of generative grammar for language teaching.
Competency based language teaching
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Situational syllabi
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Situational syllabus
Situational syllabi organize language teaching around real or imaginary situations where language is used. A situation involves participants engaged in activities in a specific setting. There are three types of situational syllabi based on informational content: the limbo situation with little setting details, the concrete situation with specific setting details, and the mythical situation based on fictional stories. Situational syllabi can lead more directly to communicative ability in specific settings but rely on predetermined routines rather than creative language use. They are also difficult to make fully authentic and can problematicly include cultural values.
Developments in English for Specific Purposes - Chapter 1 & 2
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
Applied linguistics revision of theories
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
Error analysis
This document provides a summary of error analysis and its historical background. It discusses how error analysis evolved from contrastive analysis in the 1960s. Contrastive analysis predicted errors based on differences between a learner's native language and the target language but did not accurately predict all errors. Error analysis emerged in the 1970s as a superior alternative that studied all types of learner errors without relying solely on native language influences. The document outlines the typical steps in conducting an error analysis, including collecting language samples, identifying errors, describing errors, and explaining error sources. It also discusses theoretical perspectives like interlanguage theory and different types of errors learners may make. Finally, it notes that error evaluation was a supplementary step to determine which errors required instruction but
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Grammar translation method
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
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Developments in English for Specific Purposes - Chapter 1 & 2
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This document discusses syllabus and curriculum design. It outlines the key steps in design: environment analysis, need analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation. It then discusses need analysis in more detail, including its purpose, approaches, who it is intended for, procedures used, and how the information can be used. Finally, it contrasts need analysis with situational analysis, which identifies internal/external strengths/weaknesses and opportunities/threats that may affect curriculum implementation.
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The document discusses the benefits of English for Specific Purposes (ESP) and the importance of needs analysis. It outlines 3 main benefits of ESP: 1) faster learning speed, 2) more efficient learning by focusing on specific needs, and 3) trainees are effectively prepared for their jobs upon completion. A key part of ESP is conducting a thorough needs analysis to determine what language items and skills trainees require. The document then provides details on how to analyze target needs, learning needs, and the various methods used to gather information about needs.
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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.
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1. The document discusses needs analysis for an ESP (English for Specific Purposes) course. It focuses on analyzing target needs, or what language skills learners will need in their field, and learning needs, or how learners learn best.
2. Target needs are analyzed by observing the situations learners will use English and determining which language skills they currently lack. Learning needs consider why learners are taking the course, how they learn, available resources, their backgrounds, and course details.
3. Both target and learning needs are important to consider for ESP course design. A needs analysis should not be a one-time event but an ongoing process to ensure the course meets learners' needs.
Revise Need Analysis - Group 3.pptx
This document discusses needs analysis for language curriculum design. It defines different types of needs, including target needs, learning needs, wants, lacks, and necessities. Target needs examine what learners need to do in the target language situation, while learning needs focus on what is required to learn. Needs analysis tools include analyzing necessities, lacks, and wants. Necessities are skills needed for success, lacks identify current deficiencies, and wants reflect learners' views. Issues in needs analysis include balancing common and specialized language, narrow versus wide focus, and considering different perspectives in critical needs analysis.
THE SEVENTH MEETING_NEED ANALYSIS.pptx
The document discusses needs analysis, which emerged in the 1960s as part of the ESP movement. It involves procedures for collecting information about learners' needs. Needs include wants, desires, and requirements. Needs analysis can take place prior to, during, or after a language program to determine learner needs and gaps. Both small-scale and big-scale needs analyses can be conducted using questionnaires, interviews, observations, and collecting language samples from various stakeholders like learners, teachers, employers, and policymakers. The results are then analyzed and reported to aid curriculum development.
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This document discusses the key elements of an effective curriculum: objectives, content/subject matter, learning experiences/methods, and evaluation. It provides details on each element and their importance in curriculum design. Specifically, it explains that curriculum objectives define the goals and aims, content is the body of knowledge to be learned, methods are the teaching strategies, and evaluation assesses if the objectives were achieved. A needs assessment is also crucial to identify students' needs and ensure the curriculum aligns with these. The document emphasizes that considering students' needs leads to more effective learning.
Needs analysis - Hikmah, Hukma, Wafa
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
[Group 7] Stages of ESP Course Design: Identifying and Conducting Steps of Ne...
Group 7 analyzed the need assessment process for an ESP course. They identified the target population as students, teachers, and school personnel. The steps included identifying purposes, describing the population and environment, finding problems and solutions, assessing needs through classroom and extracurricular activities, and reaching conclusions. The analysis considered environmental, personal, language, and professional factors about learners as well as their current skills, lacks, needs, and how to communicate in their target situation. Instruments were used to assess these needs.
Need analysis
The document discusses the components of curriculum including need analysis, aims, goals, and objectives.
It defines need analysis as activities involved in collecting information to develop a curriculum meeting students' needs. Goals are general statements of a program's purposes focusing on what students should be able to do after completing it. Objectives are specific, measurable statements describing the knowledge, behaviors, or skills students will demonstrate by the end of a course. The document provides examples and discusses properly defining goals and objectives based on the results of a need analysis.
Assessing Needs
The document discusses needs analysis for language course design. It provides frameworks for analyzing the target situation and learning needs. Target situation analysis examines why, how, what, who, where, and when English will be used. Learning needs analysis considers why learners are taking the course, how they learn, available resources, the learners' characteristics, and course logistics. Proper needs analysis through appropriate data collection methods is presented as the foundation for developing an effective ESP curriculum.
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This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
seminar in language
This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
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An online information literacy course is being developed at UiT The Arctic University of Norway to teach students key skills like learning strategies, searching for information, evaluating sources, and referencing. The course emphasizes critical thinking and academic integrity, which are often overlooked in information literacy education. It takes a broader view of these concepts and aims to demonstrate their importance throughout the course rather than isolating them in specific sections. By focusing on purpose and highlighting benefits to students, the course aims to make information literacy more engaging and meaningful. It will be piloted in the fall of 2014 before full launch in early 2015.Instructional design
Instructional design is a science, discipline, and process that involves systematically analyzing learning needs, designing instructional experiences to address those needs, developing instructional materials, implementing instruction, and evaluating learning outcomes and the instructional process. Several instructional design models are presented, including the ADDIE model which involves analysis, design, development, implementation, and evaluation phases to create effective instruction that meets learners' needs. The document discusses tasks and outputs involved in each phase of the ADDIE model to illustrate the instructional design process.
Practice of Course Design
This document discusses the practice of course design and need analysis. It explains that need analysis examines what learners already know and need to know to ensure the course contains relevant content. The steps of need analysis are identified as: 1) identifying the audience and purpose, 2) describing the target population, 3) describing problems and solutions, 4) needs assessment, and 5) getting conclusions. An example is provided of analyzing learning problems in a classroom and finding solutions. Guidelines for a course book are also discussed, including its aims of encouraging discussion, developing fluency, improving accuracy, and consolidating progress.
pr 1 week 2.pptx
This document discusses various concepts related to qualitative research methods including empirical research, reliability, qualitative research, integrity, applied research, literature review, sampling, confidentiality, human protection, and critical analysis. It also examines kinds of qualitative research such as phenomenology, ethnography, case study, content and discourse analysis, and historical analysis. Finally, the document outlines characteristics, uses, strengths, and weaknesses of qualitative research.
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needs analysis in course design
- 1. NEEDS ANALYSIS Group 3 : 1. Ainnur Intan 2. Arledian Pangestu 3. Eliza Septiarini 4. Ferly Wahyuni 5. Palendja Etta
- 2. Introduction What are ‘Needs’? Wants, desires, demands, expectation,motivations, lacks, constraints, and requirements (Brindley1984) What is ‘Needs Analysis’? Procedures for collecting information about learners’ needs.
- 3. The purpose of needs analysis 1. To find out what language skills a learner needs 2. To help determine if an existing course adequately addresses the needs of potential students 3. To determine which students are most in need of training in particular language skills
- 4. The purpose of needs analysis 4. To identify a change of direction that people in a reference group feel is important 5. To identify a gap between what students are able to do and what they need to be able to do 6. To collect information about a particular problem learners are experiencing
- 5. The Aim of Need Analysis ‘ ’Discover what needs to be learned and What the learners wants to learn’’
- 6. The Various Focuses of Needs Analysis Hutchinson and Waters (1987) divide needs into target needs and learning needs. The analysis of target needs can loot at : 1. Necessities 2. Lacks 3. Wants
- 8. Objective needs : Teachers Subjective needs : Learners Objective and Subjective needs information Discovers by Questionaires, Interviews, Data collection, Observation and Consultation. Lacks fit into Present Knowledge Necessities fit into Required Knowledge Wants fit into Subjective needs
- 9. GUIDELINES
- 10. Needs Analysis Tools Questionnaires Self-ratings Interviews Meetings Observation Collecting learner language samples Task analysis Case studies
- 12. Analysis of available information • Books • Journal articles • Reports and surveys • Records and files
- 13. Necessities Is it neccesary to have a large vocabulary to write a good assignment? Do the learners prepare notes, draft and further draft? Did the course has helped the assignment writing of learners who studied it in previous years? Did learners who studied on the course do well in their later study?
- 14. Lacks Ways to gathering information about lacks: 1. Interview questions 2. Assignment task and Consultation
- 15. Wants Learners Have their own views about what they think is useful for them
- 16. Evaluating Need Analysis Reliability, validity and practicality 1. Reliable needs analysis involves using well-though- out, standardised tools that are applied systematically. 2. Valid needs analysis involves looking at what is rellevant and important. 3. Practical needs analysis is not expensive, does not occupy too much of learner and teacher’s time, provides clear, easy-to-understand results and can easily be incorporated into into the curriculum design process.
- 17. ISSUES IN NEEDS ANALYSIS There are several issues in needs analysis that have been the focus of continuing debate. Theree are briefly discussed here 1. Common core and specialed language 2. Narrow focus wide focus 3. Critical needs analysis
- 18. 1. Common core and specialised language What are the content selection stages that a special purposes language course should follow?
- 19. 2. Narrow focus wide focus Detailed system of needs analysis have been set up to determine precisely what language a particular language learner with clear needs should learn(Munby,1978)
- 20. 3. Critical needs analysis Benesh(1996)points out with some striking examples that needs analysis is affected by the ideology of those in control of the analysis.
- 21. Can Needs Analysis ever be objective? At what point are learning needs assessed/decided on? Conflict between wants and necessities? What tools do we use to assess needs, are they objective? How reliable are these tools?