|
 
 

÷
 :
1. Nguyen Thi Hoan: K18A
2. Hoang Viet Ha : K18A
3. Nguyen T. Ha My: K18B
 |

1. Definition of Needs

2. Types of Needs

3. The importance of NA

4. Steps in Implementing NA

5. Approaches to NA
 6  
 



Ñ n the language-centered approach: it is
the ability to comprehend and/or
produce the linguistic features of the
target situation.
©
 ]hat st needs to do in the
target situation


 ]hat st needs to do in
order to learn.
 a 



Brindley |  0
 0
 about the learner
(1989)
^ 
  00
   of the
learner in language learning

Ber]ick Ú  the educators

 
 about
(1989) in other people¶s experience
 the ones that    

 :
  : derived by outsiders from facts,

from ]hat is kno]n & can be verified
 
  derived from insiders & correspond to
cognitive & effective factors
 a 



Brindley
    
 ]hat learners need
(1989) 

  to do
 

Ú

  derived from

learning situation
Ú
 
  derived from the
goal or target
situation
 a 



Hutchin   determined by  
0   
-son &  . What the learner has to kno]
Waters to function effectively in the target
(1987) situation
m  ‰a need does not exist independent of a
person. t is people ]ho 2  

  0     on the basis of
data relating to themselves and their
environment¶

 ]hat the learner already kno]s, ]e

decide ]hat necessities are missing.
There is   2    
 0
 
     0
 

 








 

Ôseful for learners, teachers & administrators
At the beginning : N.A used to determine types of
program, & course content
During the program: N.A assures that learner and
program goals are being met & allo]s for necessary
program changes
At the end: N.A used to assess progress & plan future
directions for learners and the program.
V learners insist on learning & applying ]hat has been
learnt
( Knox, 1997)
£. Steps in implementing needs
analysis
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Demographic Data
Social Organizations
Cultural Organizations
Educational Organizations
Recreational Organizations

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ntervie]ing key informants
Holding a community forum
Researching social indicators
Performing field surveys
V Ô
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TECHN
ES N MPL MENT NG A
NEEDS ANALYS S
4. ANALYSIS OF
1. QUESTIONNAIRES
AUTHENTIC TEXTS

2. STRUCTURED
5. ASSESSMENT
INTERVIEWS

6. DISCUSSIONS
3. OBSERVATION

7. RECORD KEEPING
 QUESTIONNAIRES


  

 







   
 Checklists

ü

 




   


   



ü


Checklists are important to guide the
content of questionnaires
 QUESTIONNAIRES

Difficulties met in designing a

questionnaire
è 
  


  




  


è  





 

    






   
è
 

   
 



 

   
 


 STRUCTURED
INTERVIEW

    


  



ü
 · ü


!
 
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 Useful

 


technique



÷

  

Interview
Agreed Time Limit
Recorded

Active Listening Summarizing &

(hearing + processing) asking open questions

 


 OBSERVATION

A wide range
of activities

Watching a particular task Shadowing* individuals

being performed at work

Sitting in lectures, Ô


practical sessions,
attending subject
 
 
conferences, etc.
 ANALYSIS OF
AUTHENTIC TEXTS

Written Video
Audio
Documents recording

Meetings Lectures

Phone Classroom
Interaction activities
 ANALYSIS OF
AUTHENTIC TEXTS
Spoken data for needs analysis is less
accessible than ]ritten documents.






 
 

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 ASSESSMENT

Classwork,
Assignments,
Tests

 




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 MPORTANT TERMS
6 |   A. Derived from the goal or target
 situation

a ^ 
  B. Derived by outsiders from facts,
from ]hat is kno]n and can be
verified.

 Ú
 A
  C. Derived from insiders and

correspond to cognitive and
effective factors.

 Ú
A
  D. Derived from learning situation.

 MPORTANT TERMS
   

1.Necessities: the needs determined by the
__________ of the target situation, that is,
]hat the learner has to kno] to function
effectively in the target situation.
2.Lacks: the ________ bet]een target
proficiency and existing proficiency of the
learner
3.Wants: Learners ______ to ]hat their needs
are.
 è Approaches to Needs Analysis è
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arget situation analysis a  

(Necessities Analysis) m 




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   è Subjective, felt and process )
 

 

 

 




 


 

   
 


 

  


    
  

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 3. PRESENT S TÔAT ON
ANALYS S
dentify ]hat learners are like at the
beginning of the language course
Estimate strengths and ]eaknesses in
language, skills and learning experience.
Sources of information:
Students themselves
The teaching establishment
The user ) institution
 £. Deficiency analysis
(Lacks analysis)
analysis) 

 

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 º. MEANS ANALYS S
nformation about the environment in ]hich
the course ]ill be run.
V What ]orks ]ell in one situation may not
]ork in another.
º factors relating to learning environment:
Classroom culture
EAP staff
Pilot target situation analysis
Status of service operations
Study of change agents

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