This is a presentation of Needs Analysis in English.

1. The Benefits of ESP

2. A. LEARNING SPEED
 ESP results in faster acquisition of required linguistic
items. This is because it follows the pattern of native
speaker acquisition of language for specific purposes, in
which speakers learn what they need, when they need it,
in authentic, content-based contexts. ESP not only
follows this pattern, but improves upon it by providing
an opportunity to learn in an accelerated, intensive
context

3. B. LEARNING EFFICIENCY
 On an ESP course trainees make the maximal use of their
learning resources, all of which are brought to bear on
acquiring specific, pre-identified linguistic items and skills.
Obviously, the needs analysis is of vital importance here,
since it enables trainers to determine the specific
requirements of trainees.

4. C. LEARNING EFFECTIVENESS
 On completion of an ESP course, trainees are ready to use language
appropriately and correctly in job related tasks, tasks which have been
identified prior to the course by means of a needs analysis. So, upon
completion of the course, English is usable immediately in the employment
context.
 In addition, trainees are prepared for further job-related training in English.
Such preparation will result in greater academic performance since no time
is wasted in acquiring necessary language.

5. NEEDS ANALYSIS

6. What is Needs Analysis?
 Needs analysis can be a vital asset for teachers of English for specific
purposes (ESP) to identify their learners’ key requirements or needs and
determine the areas in which they are lacking skills.

7. What is Needs Analysis?
 According to Iwai et al. (1999), the term needs analysis
generally refers to the activities that are involved in
collecting information that will serve as the basis for
developing a curriculum that will meet the needs of a
particular group of students.

8. What is Needs Analysis?
 Hutchinson and Waters (1987) define needs as necessities,
wants and lacks, Brindley (1989: 56) describe it as “the gap
between what the learners’ actual needs are and what
should be taught to them.”
 Therefore, it can be said that needs are what learners will
be required to do with a foreign language in a target
situation, and how learners might best master the target
language during the period of training.

9. What is Needs Analysis?
 Analysis is essentially seen as the exploration process of
communicative tasks, that is, what the learners need to do
with the target language.

10. 1.) Target Needs
 Something of an umbrella term, which in practice hides a
number of important distinctions.
Necessities
Lacks
Wants

11. a. Necessities
 Type of need determined by the demands of the target situation, that is,
what the learner has to know in order to function effectively in the target
situation.

12.  Business letters
 Linguistic features-discoursal
 Functional
 Structural
 Lexical
Which are commonly
used in the situations
identified.
 To communicate effectively at sales
conferences
 To get the necessary information
from sales catalogues and so on.

13. The following example of this procedure is
adapted from Munby (1978), and it shows the
necessities for a learner who works as a head
waiter in a hotel:

14. Sample
‘communication activities’
Related ‘micro-functions’ Language forms (productive)
7.1.1 Attending to costumers’
arrival
7.1.1 1. Intention
2. prohibit
3. direct
etc.
o I will bring the menu
o I am afraid we are full/closed.
o Please follow me/Will you sit
here please.
7.1.2 Attending to customers’
order
7.1.2 1. suggestive
2. advice
3. describe
etc.
o May I suggest the….? (etc)
o May I recommend the..? (etc)
o You may find the…..too
hot/spicy.
7.1.3 Serving the order, etc 7.1.3 1. question o ……. For you, sir/madam?
The………….?

15. b. Lacks
 To identify necessities alone, however, is not enough, since the
concern in ESP is with the needs of particular learners.
 A need to know what the learner knows already, so that you
can decide which of the necessities the learner lacks.

16. b. Lacks
 The target proficiency needs to be matched against the
existing proficiency of the learner.
 The gap between the two can be referred to as the learner’s
lacks (Huchinson, Waters and Breen, 1979)

17. c. Wants
 Are learners‟ personal expectations and hopes towards
acquiring English, i.e. what they would like to gain from
the language course. Usually these needs are very
personal; therefore they are sometimes called 'subjective'.
 In fact, these wants are very real, and may conflict with
the necessities as perceived by the employer.
 Therefore ways must be found to accommodate them.

18. c. Wants
 In this respect, individuals‟ wants cannot all be accounted
for; however, the wants of the majority can be discussed
and partially met.

19. 2.) Gathering Information about Target
Needs
 It follows from the above account that the analysis of target needs
involves far more than simply identifying the linguistic features of
the target situation.
 There are number of ways in which information can be gathered
about needs.

20. The most frequently used are:
 Questionnaires;
 Interviews;
 Observation;
 Data collection e.g. gathering text;
 Informal consultations with sponsors, learners and others

21.  In view of the complexity of needs which we have seen, it is desirable to use
more than one of these methods.
 The choice will obviously depends on the time and resources available.
 Needs analysis is not a once-for-all activity. It should be a continuing
process, in which the conclusions drawn are constantly checked and re-
assessed.

22. The simple framework below outlines the kind of
information that the course designer needs to gather
from an analysis of target needs.

23. The simple framework below outlines the kind of
information that the course designer needs to gather
from an analysis of target needs.

24. The simple framework below outlines the kind of
information that the course designer needs to gather
from an analysis of target needs.

25.  When will the language be used?
- concurrently with the ESP course or subsequently;
-frequently, seldom, in small amounts, in large chunks.

26. 3.) Learning Needs
 What the students need to do in order to learn.
 Learning needs involve an answer to the question: How are we
going to the destination?. They can be defined as: "Factors that
affect the learning like attitude, motivation, awareness,
personality, learning styles and strategies, together with the
social background"

27. 3.) Learning Needs
 Learning needs concerns about the route between the
starting point (lacks) and the destination (necessities),
although it is also seen that there might be some
dispute as to what that destination should be (wants).

28. • For example, learners may be greatly motivated in the
subject or work, but may completely lose interests with
the long, boring, and old teaching material.
• The learning process should be enjoyable, fulfilling,
manageable, and generative.
• It is not concerned with knowing, but with the learning.

29. The concept of “learning needs” put forward by
Hutchinson & Waters and their analysis of “learning
needs” have been proved to be fairly useful in practice
because learning needs clarify the means through
which learners proceed to achieve their target needs
starting with realizing their lacks.

30. • As a result, in the process of leaning, learner's needs
should always be taken into consideration.
• Course designers need to analyze the learner’
learning needs according to their motivation, the
conditions of the learning situation, and their existing
knowledge and skills.

31. 4.) Analyzing Learning Needs

32. 4.) Analyzing Learning Needs