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People's Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research


El tarf University English Department
Module : ESP

Needs Analysis
3rd year , Group 01

2016/2017
Group Members

Ati Nesrine
Ati Amina Salsabil
Alayat Haithem
Boulebnan Abd
lmoumen
Adjim Mokhtar
History of Needs analysis
Needs analysis procedure in the field of language teaching was
first used by Michael West in a survey report published in 1926
(White, 1988

Needs analysis was introduced into language teaching through


the ESP movement.

From the l960s, the demand for specialized language programs


grew and applied linguists increasingly began to employ needs
analysis procedures in language teaching

The term Need Analysis re-emerged during the 1970s as a


result of intensive studies conducted by the Council of Europe
team
History of Needs Analysis

By the 1980s, in many parts of the world a "needs-based


philosophy" emerged in language teaching, particularly in
relation to ESP and vocationally oriented program design

The Council of Europe team felt that successful language


learning resulted not from mastering linguistic elements, but
from determining exactly what the learner needed to do with the
target language.
What is needs analysis ?
A needs analysis refers to the activities involved in collecting
the necessary information for developing an effective curriculum that
meets students' particular needs (Iwai et al., 1999)
In order for this to take place, the teacher must identify learners
needs, and distinguish between :
Learning needs

Target needs
Lacks
necessities
Wants
How can We identify lacks , necessities , wants
Procedures for conducting needs analysis:

1) Determining if the goal is directly related to establishing the


purpose of the study
specifically in order to determine appropriate outcome.

2) By setting the limits on the target population, the researcher is


able to specify the target population of the investigation in order
to carry out more pragmatic decisions regarding costs, place and
length of the project.

3) Delimiting the framework of examination involves outlining the


limitations of the research mainly to increase its potency.
Procedures for conducting needs analysis:

4) Choosing the data collecting device includes picking out


proper information gathering instruments. Deciding the data
collecting device relies upon the environment, range and goals of
the research.

5) Gathering evidence consists of compiling the necessary


information via the data collecting device that will be used in this
process. Distinctive kinds of data collecting device, like
distributing surveys, performing personal interviews, or
conducting observations depend upon a different type of
approach and subsequently changing the upcoming stages.
Procedures for conducting needs analysis:

6) Evaluating the data, the analyst can use numerous aids in the
form of computer assisted investigation methods or simply based
on his own observations and calculations. Applying computer-
assisted investigation methods to interpret the data is more
practical as it significantly decreases time and the amount of
work, in contrast with observations and personal calculation that
demand lengthened contact with the target contexts and
qualitative analysis of the outcome.

7) By deciphering the outcome, the analyst interprets the data


developed from the technique of information analysis.
Afterwards, the analyst seeks to deduce suggestion regarding the
learners' language requirements by using the product of data
investigation.
Procedures for conducting needs analysis:

8) Lastly, the criticism of the research portion involves writing


down recommendations for additional studies and clarifying the
drawbacks of the research. Clearly this is not the only available
method to conduct an appropriate needs analysis. Nevertheless,
it has been applied numerous times and the ESP practitioner
willing to use it will not be compelled to deal with additional
errors arising from using a different method.
data collection devices:

The questionnaire
Self-ratings
Interviews
Meetings
Observation
The purposes of needs analysis :
Needs analysis in language teaching may be used for a number of
different purposes :

to find out what language skills a learner needs in order to


perform a particular role, such as sales manager, tour guide, or
university student.

to help determine if an existing course adequately addresses the


needs of potential students.

to determine which students from a group are most in need of


training in particular language skills.
The purposes of needs analysis :

to identify a change of direction that people in a reference group


feel is important.

to identify a gap between what students are able to do and what


they need to be able to do.

to collect information about a particular problem learners are


experiencing.
The Importance of Needs Analysis
In ESP
ESP is not just about teaching English, its about teaching the

specific English the students need to operate successfully in their

chosen field. Whether students are from the oil industry or the

construction industry, this principle remains the same. Needs

analysis is important to investigate students needs and wants in

order to make an effective ESP course syllabus.


Conclusion.
In conclusion, the results of the needs analysis help us as
teachers to identify the students prospective professional
needs, the students needs in terms of language skills and the
students deficiencies in the area of language skills. Only after
analysing the students needs and determining the objectives of
the language course, we can select a material that meets the
needs of the students. Thus, needs analysis is the foundation on
which we can develop curriculum content, teaching materials and
methods that can lead to increasing the learners motivation and
success.

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