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The Role of Needs Analysis in ESL Program Design, MARTHA OLIVIA PEÑA…
The Role of Needs Analysis in ESL Program Design
Richterich (1983)
Learner's needs not specified
Needs will change
Second phase subjective needs
Analysis is essential to guide process
learner's express needs
Answers questions what, why, when, who, for whom and how of the procedure
Initial phase or objective needs analysis
Provides parameters for program design
Device to know learner´s necessities, needs, and lacks
To develop courses that have a reasonable content for exploitation
Munby (1978)
Designed Communicative Needs Processor
Most popular procedure
Used to specify communicative competence
Two levels
Priori
Parameters included
Participant
Language needs
Target language
Extent
Command of it
Identity
Age
Sex
Nationality
Residence
Purposive domain
Occupational
Educational
Settings
Physical
Psychosocial
Interactions
People to communicate
Relationship
Instrumentality
Identify constraints
Medium, mode, channel
Posteriori
Parameter
Dialect
Regional
Non regional
Target Level
Further Processing
Communicative event
Participant
Production
Reception
Communicative key
How
Sophisticated application
Criticized as too mechanistic
Pays little attention to learner's attention
Nuan (1988)
Bottom-up curriculum development
He sees the curriculum as Learner-centered curriculum
The focus is useful on ESP, EFL and children
Collaborative effort
Learners are involved in the decision-making process
Content and how is taught
The system is utilitarian rational
Skills are taught because learner wishes
There is a purpose
Subjective needs analysis is a technique for objective needs analysis
Objective data is factual
Subjective data reflects perceptions, goals, priorities
Berwick (1978)
Needs
Current StateǂFuture State
Two types of needs
Felt
Percieved
Essential concepts in Educational Planning
Based on an organized body on knowledge
Direct link on academic discipline
Contents
Procedures
Focus on the intellectual development
The primary point is transfer of a systematic body of knowledge
The sources include literature and linguistics
Based on specific competence
Emphasize performance and skills
A particular purpose
Specification of objectives is a component
Based on social activities and problems
The most influential in second language teaching
Target language is a tool of daily life
Exposure to experiences will assist survival
Based on cognitive or learning processes
It is peripheral rather than mainstream
Stresses the learners thinking
The aim is examine and solve problems
Based on feelings and attitudes
Humanistic affective
Learning brings people together
Learning increases with openness with others
Development through language
Based on needs and interests
This supported other approaches
Needs based curricula
Used particularly in Public systems
The central characteristic is systematic assessment of learners language needs
Analytic view of needs examines expert opinion, diagnostic approach
Diagnostic approach examines learner's needs in SS.
Democratic approach is based on learner points of view
Brindley
Called broad or process-oriented
He sees needs as an individual learning situation
Needs analysis means try to identify cognitive variables that affect learning
Learners attitudes, motivation, awareness, personality, want , expectations, learning styles
Adopted objective and subjective need analysis from Richterich
Objective collect factual information
Setting goals related to language content
Factual information
Learner-language proficiency
Language difficulties
Use of language in real life
Subjective needs analysis collect information from learners
To guide learning process
Subjective information
Learning-confidence
Attitudes
Expectations
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