Ch3 Needs analysis

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Ch3 Needs analysis

• 9710008M Venus
• 9710009M Carl

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Introduction

• What are needs?
• Wants, desires, demands, expectation,
  motivations, lacks, constraints, and requirements
  
• 
  (Brindley 1984) P54
• What are needs analysis?
• Procedures for collecting information about
  learners needs
• When did needs analysis introduced into
  teaching?
• 1960s through the ESP movement
  (P28)

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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

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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

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The Purpose of needs analysis

• Needs also includes students rights
• Its schools responsibility to take into
  account the cultural, political, and personal
  characteristics of students . in order to plan
  activities and objectives that are realistic and
  purposeful. (Linse, 1993)
• Immediately needs 1. employment 2. students
  right
• Not so immediately needs 1. compulsory subject
• 2.
  consider best for ss

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The Purpose of needs analysis

• Needs also includes perceived and present needs,
  potential and unrecognized needs
• Needs analysis may take place
• 1. prior to
• 2. during
• 3. after a language program

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Examples of needs analyses conducted prior to a
language program

• Method
• Staff questionnaire
• background information about the course
  the
• lecturer was describing
• overview of problems experienced by ESL
  
• students
• linguistic demands of the course
• suggestions to which language skills
  should be
• focuses on
• modifications made in teaching or in
  examinations
• Students questionnaire

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What are needs?

• Needs
• 1. a linguistic deficiency
• 2. Its not a thing that exists and might be
  
• encountered real-made on the street
• 
  (Porcher 1977)
• 3. language needsneed to survive in a
• English-dominant society
• Planning an ESL curriculum involves
• identifying ss language needs, but seeks to
  enable them to critically examine and become
  active in shaping their own role in it. (Auerbach
  1995)

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The users of needs analysis

• Large-scale needs analysis
• curriculum officers in the ministry of education
• Teachers
• Learners
• Writers
• Testing personnel
• Staff of tertiary institutions
• Small-scale needs analysis
• Teacher
• Program coordinator

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The target population

• Language learners or potential language learners
• Policy makers
• Ministry of education officials
• Teachers
• Academics
• Employers
• Vocational training specialists
• Parents
• Influential individuals and pressure groups
• Academic specialists
• Community agencies

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The target population

• Subcategories of respondents
• students currently enrolled in a foreign
  language course
• students previously enrolled but no longer
  studying a language
• students who have never studied a foreign
  language
• An important issue in determining the target
  population Sampling
• Sampling involves asking a portion of
  potential population instead of the total
  population

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Administering the needs analysis

• Who will administer the needs analysis, collect
  and analyze the results?
• academic or research assistant
• colleagues in different department
• students who piloted the questionnaire
• academic staff of the university
• secretarial support

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• Procedures for conducting needs analysis
• Questionnaires
• Self-ratings
• Interviews
• Meetings
• Observation
• Collecting learner language samples
• Task analysis
• Case studies
• Analysis of available information

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• 1. Questionnaires
• a. advantages
• ?prepare easily
• ?make tables to analyze easily
• b. Two types
• ?Structured items (limited answers
  chosen)
• ?Unstructured items (open-ended answers)
• c. disadvantages
• ?superficial or imprecise probably
• ?need a follow-up to gain more
  understandings
• ?many badly designed questionnaires
• Advice to familiar with the principles of
• good questionnaire design.
  

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• 2. Self-ratings
• a. using scales to rate knowledge or
  abilities
• b. might be included as part of a
  questionnaire
• c. a disadvantage
• ?provide imprecise (impressionistic)
  information
• 3. Interviews (face-to-face or telephone)
• a. allowing for a more in-depth exploration
  of issues
• b. being useful at the preliminary stage
• c. disadvantages
• ?take time
• ?being proper for smaller groups

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• 4. Meetings
• a. allow to collect many information in a
  short time
• b. disadvantages
• ?Impressionistic (imprecise
  information)
• ?subjective
• ?more ideas of outspoken members
• 5. Observation
• a. learners behavior in a target situation
• b. a disadvantage
• ?perform not well while being observed
• c. specialized-training observer

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• 6. Collecting learner language samples
• a. written or oral tasks
• b. simulations or role plays
• c. achievement tests
• ?test the abilities in different domains
• d. performance tests
• ?test on job-related or task-related
• 7. Task analysis
• a. analyze many tasks the learners carry out
• ?future occupational or educational setting
• ?Assessment of demands of the task

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• 8. Case studies
• a. a single student or a selected group of
  students
• ?through a relevant work or educational
  experience
• ?in order to determine the characteristics
  of the situation
• 9. Analysis of available information
• a. various sources of available information
• ?books
• ?journal articles
• ?reports and surveys
• ?Records and files
• b. first step in a needs analysis normally

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• Designing the needs analysis
• 1. being made on the practical procedures
• a. collecting, organizing, analyzing, and
  reporting
• 2. avoiding information too much
• a. collect the information that will actually
  be used
• 3. Procedures for larger-scale needs analysis
• a. literature survey
• b. analysis of a wide range of survey
  questionnaires
• c. contact with others
• d. interviews with teachers
• e. identification of participating
  departments
• f. presentation of project proposal
• g. development of a pilot student and staff
  questionnaires

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• g. review of the questionnaires
• h. piloting of the questionnaires
• i. selection of staff and student subjects
• j. developing a schedule for collecting data
• k. administration of questionnaires
• l. follow-up interviews
• m. tabulation or responses
• n. analysis of responses
• o. writing up of report and recommendations

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• 4. Procedures for smaller-scale needs analysis
• a. initial questionnaire
• b. follow-up individual and group interviews
• c. meetings with students
• d. meetings with other teachers
• e. ongoing classroom observation
• f. test

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• Making use of the information obtained
• 1. Making a list
• a. consisting of information from different
  sources and summarized in ranking
• 2. Needing more analysis and research
• a. in order to develop aims and objectives
• 3. Some changes needed
• a. degree of importance of needs
• b. immediate or longer-term
• c. more consultation (discussion) needed
• 4. Stufflebeam et al. (1985) remind the goal of
  analysis
• a. bring meaning to the obtained information

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• 5. Take various views into account
• a. learners view
• b. academics view
• c. employers view
• d. teachers view
• 6. The function of the result of needs analysis
• a. provide the basis for evaluation
• b. offer the basis for planning goals and
  objectives
• c. assist with developing tests
• d. help with the selection of proper teaching
  methods
• e. provide the basis for developing a
  syllabus and materials
• f. provide other information used as part of
  a course

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• Thank you for listening !!