Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP C...Abdeslam Badre, PhD
This is a descriptive article about the definition, value, and operational procedures of the design and implementation of needs analysis in foreign language teaching institutions.
Didactic guide for building the needs analysis of any ESP course. I hope this material cab be useful for identifyng the proficiency level of English in any group.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The slides in hand are detailed description of Need Analysis.they are about how to identify target need and learner's needs in order to perform a better way being an ESP practitioner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Examines what the learners know already
and what they need to know.
•What is necessary in the learners’ use of language?
•Ex: do the learners have to write answers to exam questions?Needs
•What do the learners lack?
•Ex: are there aspects of writing that were not practised in their previous
learning (L1, L2)?
Lacks
•What do the learners wish to learn?
Wants
Information
Lacks
Needs
Wants
3. What to gather?
Needs: Why are you learning English?
• The learning is focused on language that learners need
Lacks: What do you want to do with your English?
• The content is in appropriate degrees
Wants: How will you learn and use English in the future?
• The learning process is as what is expected
http://www.icaltefl.com/needs-analysis
4. Situation Needs vs Language Needs
Brindley 1984, p.31
Situation
Physical,
psychological, and
social needs
Language
Target linguistic
behaviors of
learners
5. Objective Needs vs Subjective Needs
Brindley 1984, p.31
Objective
Language proficiency, skill levels, etc.
Questionnaires, personal interviews, data
collection, self-report, observation,
consultation with teachers and learners
Subjective
Wants, desires, expectations
lists and scales, questionnaires, and
interviews.
6. Linguistic Content vs Learning Processes
Linguistic Content
Grammatical structures,
phonemes, morphemes,
utterances, etc
Learning Process
Affective domain:
Motivation, self-
esteem, etc
7. Types of Information
Problems (Identify problems being experienced)
Priorities (investigate topics, language uses, skills, etc)
Abilities (determine the abilities of students at entry)
Attitudes (addressed to the students on how well they like studying “grammar
points” as opposed to language functions such as “seeking information on the
telephone”)
Solutions (elicits ideas of perceived problems for solutions in terms of what
changes might bring about compromise and resolution).
(BROWN 1995: 43-44)
8.
9. Deciding kinds of Information
Choosing instruments
Lacks
Lacks: information about the
students writing skill.
Test
Needs
Information about what the
students need to learn
Test/observation/questionnaire
Wants
Information about how they will
learn
Interview/questionnaire
10. Findings
Test
Students are lack of
punctuation
Students are lack of
vocabulary
Interview
Students are eager
to learn writing
They want more
exercises
Questionnaire
Students used to
learn with course
book
Students do not
mind using
authentic material
11. Evaluating Needs Analysis
MOTIVATION
Do you need to learn the language to be able to achieve certain specific tasks
AIMS
Do you want to communicate in the written or the spoken language? or both?
Will it be enough if you just understand the language (at least in the first instance)?
FUNCTIONS
What kind of situations will you have to perform in? (telephone? lectures? seminars? shops?
etc.)
What functions of language will you primarily need? (explaining, persuading, seeking
information, contradicting etc.)
12. Evaluating Needs Analysis
INFORMATION
Which are the most important: technical vocabulary? the precise meaning of
intonation? correct pronunciation? a set of ready-made sentences to get by with?
ACTIVITIES
How much time can you devote to it? What are your learning habits? Do you like
working on your own? Is the Language Lab suitable? Do you need help?
(Dictionary, radio, newspapers, grammars, contact with native speakers, etc.) Do
you know native speakers who would agree to talk with you in their own
language? Do you make full use of other possibilities, e.g., the radio? sub-titled
film? etc.
13. Task 1 Needs analysis for a writing course
You have been asked to design a writing course for learners of English who intend to go on to university study
in English. As a part of the fact-finding stage you have decided to carry out a needs analysis.
(a) Decide what kind of information you are looking for and classify it into necessities, lacks or wants.
(b) List ways that you will use to gather the information for the writing course (questionnaires etc.).
(d) Write a sample item for each of the ways. (The questions)
You have now done your needs analysis and have decided how to gather the information you need.
1. List your findings.
2. List important principles about how you think writing should be learned.
3. Write the general goal for your course.
4. Choose types of activities that you will use in your course.
14. Analyzing information
Activities (class activities)
90 minutes, once a week, presentation, task, homework 2 hours, role play, telephoning, etc.
Information (language aspects)
Students are lack of punctuation, Students are lack of vocabulary The pronunciation is fair, need to learn intonation as well
Function (language functions)
Greeting, asking for directions, asking information, etc
Aims (skills)
To help students to learn grammatical structure of English To speak in English with focus on greetings, asking information, etc.
Motivation (Specific tasks)
Learning to enroll to a university Learning for a job position
Ex: writing Ex: speaking
15. References
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon:
Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle
Publishers.