Needs Analysis

Needs Analysis: 

Needs Analysis

A Definition…: 

A Definition… “Needs analysis is the process of establishing the what and the how of a course.” Dudley-Evans,T. and St. John M-J. (1998) Developments in ESP, CUP

Early Approaches…: 

Early Approaches… A register approach : an attempt to define the specific vocabulary and grammatical structures associated with a specific field – eg. English for science and technology

Early Approaches…: 

Early Approaches… Council of Europe (1975-1980): projects aiming to define the needs of adult language learners in Europe Someone about to learn a foreign language “has only a vague idea, if any, of his future needs” and needs analysis should therefore be based on an analysis of the language needs of “persons already using the language in the same field..” Richterich, R. & Wilkins D.A, Systems Development in Adult Second Language Learning Council of Europe, cited in White,R.V. (1988) The ELT Curriculum, Blackwell

The Munby Approach: 

The Munby Approach Munby, J. (1978) Communicative Syllabus Design, CUP “informed by functional views of language and biassed towards a sociolinguistic interpretation of competent language use.” Hawkey “Syllabus Content Specification” in British Council (1979:8) Dunford House Seminar 1979: ELT Course Design, British Council

Munby’s Communication Needs Processor defined …: 

Munby’s Communication Needs Processor defined … Participant – age, sex, L1, current knowledge of English/other languages etc Purposive domain – eg occupational, receptionist in a multinational company Setting – physical (in the company reception, in her boss’ office, etc); psycho social (hierarchical, religious, culturally different, political etc) Interaction – with colleagues, superiors, clients, family etc Instrumentality – spoken/written, productive/receptive, F2F, telephone, e-mail etc Dialect – eg Understand and produce standard NZ-E; understand standard US-E. Target Level – eg range, complexity of forms; length of utterance; tolerance of error. Communicative Event – receiving visitors to the company; responding to and passing telephone calls etc Communicative Key –eg formal/informal, courteous/discourteous, patient/impatient

Slide7: 

This definition then led to the identification of the skills, notions and micro-functions necessary to meet the learner’s needs. Example Microskills for an EAP student Deducing the meaning and use of unfamiliar lexical items through an understanding of word formation and contextual clues Understanding conceptual meaning – eg quantity and amount; comparison and degree Example Microfunctions for a Company receptionist Greet Request Thank Invite

Microfunctions, Instrumentality and Communicative Key: 

Microfunctions, Instrumentality and Communicative Key Request Productive – (+ respectful) (+ efficient) Receptive – 1. (+ cordial) 2. (+ hostile)

Criticisms of the Munby Approach…: 

Criticisms of the Munby Approach… There was no indication of how the data for the needs analysis should be collected It didn’t lead to a detailed language specification It did not prioritise or suggest how priorities could be set It saw situational constraints and circumstances as something to be considered at a later stage

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“The Munby model does not address itself to the political, economic, administrative and personnel factors which inevitably influence planning and outcomes. In fact, Munby quite firmly states that the consideration of such constraints must be deferred until after the syllabus content specification, based on learner needs, has been arrived at. Although such and approach reduces the complexity of the syllabus design process,by deferring means analysis, it begins by ignoring the whole current situation, which may prove to be the most important factor in the whole equation.” White (1988 : 88) The ELT Curriculum, Blackwell

Criticisms of the Munby Approach…: 

Criticisms of the Munby Approach… Needs analysis becomes something done “to” the student “…Munby’s model seems to encourage a “hands off” approach, whereby the needs analyst, using the Communication Needs processor, analyses by remote control.” White, (op. cit p.89)

So why do people go on discussing him ?: 

So why do people go on discussing him ? Because he increased our awareness of the things we needed to take into consideration when designing courses – especially ESP and 121 courses.

How did needs analysis develop?: 

How did needs analysis develop? Greater emphasis on the learners’ own conception of their needs … - subjective needs - wants - felt needs

So where are we so far ?: 

So where are we so far ? Target Situation Analysis - objective needs; needs seen from the outside Learning Situation Analysis - subjective needs / wants / felt needs Present Situation Analysis - deficiency analysis : what the learners can’t do that the TSA demands Means Analysis - the time, facilities, personnel etc available for the course

So how do we do a TSA?: 

So how do we do a TSA? A group of multilingual pre-sessional students about to take courses at British universities A middle-aged Spanish woman whose daughter is married to an American and is about to have her first child. A group of multilingual students studying for FCE in Britain A manager at a local government organisation who has to attend meetings with partner authorities Two 8 year-olds having problems with English at primary school

So how do we do a TSA?: 

So how do we do a TSA? What do you already know about the language used in those situations? What can the student(s) tell you ? What can you find out ? – reading research, colleagues’ expertise, original research, interviews with people “in the know”, published materials

A TSA for a group of multilingual pre-sessional students about to take courses at British universities: 

A TSA for a group of multilingual pre-sessional students about to take courses at British universities Your own experience of university Reading on EAP courses Syllabuses from other courses? Published materials on EAP skills Interviews/Questionnaires for experienced EAP teachers Questionnaires/Interviews with the Ss’ future lecturers (see Richards, J. (1990:29) The Language Teaching Matrix, CUP for an example) Original research : analysis of set texts; sitting in on lectures, seminars etc to analyse expected performance; analysis of past written work.

A TSA for a middle-aged Spanish woman whose daughter is married to an American and is about to have her first child.: 

A TSA for a middle-aged Spanish woman whose daughter is married to an American and is about to have her first child. Your previous knowledge of teaching social English Your previous knowledge of talking to children Reading research into “motherese”. Analysis of children’s books and the language of “reading” to children Recording and analysing friends talking to/reading to children Interview /questionnaire for the student / her son-in-law.

A TSA for a group of monolingual students studying for FCE in their own country: 

A TSA for a group of monolingual students studying for FCE in their own country What does the exam include ?

A TSA for a manager at a local government organisation who has to attend project meetings with partner authorities: 

A TSA for a manager at a local government organisation who has to attend project meetings with partner authorities What can the student tell you about how the meetings are structured and run, what is discussed etc ? Reading research (including analysis of published materials) into meeting and presentation skills Analysis of documents relating to the meetings : minutes, published papers on the topic

A TSA for two 8 year-olds having problems with English at primary school: 

A TSA for two 8 year-olds having problems with English at primary school What’s the school / national curriculum for this year and the preceding years ? What textbooks have they been using and what is the syllabus? How far have they got ? What are the school’s and the parents’ expectations in terms of level of achievement in the various skills and systems areas?

And the LSA?: 

And the LSA? Interviews, questionnaires and tests for the learners on : Their motivation for and general feelings about the course Their priorities for the course objectives Their methodological preferences (see Richards op.cit p.27-28 for an example) Their learning styles

And the Means Analysis?: 

And the Means Analysis? How much time is available – for course development? For teaching the course? What’s the budget? What facilities/resources are available? Who are the teachers? Language proficiency? Training and experience? Current methodology? Workload? Expectation of role and responsibilities?

A note on questionnaires…: 

A note on questionnaires… Avoid “EFL-speak” – respondents have to understand what you’re getting at Make it clear whether you want to know about present, future or desired behaviour Ask respondents to prioritise

Can you do a needs analysis for a general purpose class?: 

Can you do a needs analysis for a general purpose class? Yes – but you may get a wide range of different needs and wants. Will you be able to satisfy them all? Will there be some in common? Will they be in conflict with the set syllabus / coursebook prescribed by the institution?

Resolving needs/wants conflict…: 

Resolving needs/wants conflict… Ss are given a list of predicted needs, wants – eg : By the end of this course I want to … a) understand English grammar better b) understand American and British films better c) be able to write e-mails to hotels booking holiday accomodation etc etc

Slide28: 

Ss rank the options from most to least important, writing 1 for the most important, 2 for the next most important etc The individual scores for each item are then totalled and a class ranking is decided – the lowest total score being the most important. These objectives can then form the basis of class work. Ss then tell the T about any items which for them are priorities but which are outside the class objectives. The T can then arrange for individualised work on these items for the students interested. Based on an idea in Shaw, P.A (1982) “AdHoc needs Analysis”in Modern English Teacher 10/1:10-15, cited in White op.cit p.168

Critical Needs Analysis: 

Critical Needs Analysis “ESP has most often been seen as a pragmatic venture that helps students become familiar with established communicative practices.” Basturkmen, H. (2006:141) Ideas and Options in English for Specific Purposes, Routledge See also : Benesch, S. (2001) Critical English for Academic Purposes : Theory, Politics, and Practice