HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan, Hanoi, Vietnam

Telephone:(84-4)3854 4338; Fax:(84-4)3854 4550
E-mail: hanu@hanu.edu.vn; Website: www.hanu.edu.vn

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ASSIGNMENT COVER SHEET

Family Name: NGUYEN First Name: THI THANH BINH

Unit Title: ENGLISH FOR SPECIFIC PURPOSES

Assignment Title:
Need Analysis for Front Servers at French Grill Restaurant in Marriott Hotel

Name of Lecturer: LE THANH DUNG Class: 2PGN-39

Date Submitted: October, 2nd, 2018 Student Contact

Telephone No.: 0359087510
Student Email Address: k.binhntt@gmail.com

STUDENT DECLARATION

I DECLARE THAT THIS ASSIGNMENT IS ORIGINAL AND HAS NOT BEEN SUBMITTED FOR ASSESSMENT ELSEWHERE.

I DECLARE THAT THIS ASSIGNMENT IS MY OWN WORK AND DOES NOT INVOLVE PLAGIARISM OR COLLUSION.

I GIVE MY CONSENT FOR THE ELECTRONIC VERSION TO BE EXAMINED BY RELEVANT PLAGIARISM SOFTWARE PROGRAMS.

I HAVE MADE A PHOTOCOPY OR ELECTRONIC COPY OF MY ASSIGNMENT, WHICH I CAN PRODUCE IF THE ORIGINAL IS LOST FOR ANY
REASON.

SIGNED: DATED: OCTOBER, 2ND, 2018

MARKS

COMMENTS: .....................................................................................................
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Lecturer’s Signature: ..………………………………… Date:………………....

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 TABLE OF CONTENT

I. Introduction 4

II. Literature Review 5

1. Needs Analysis 5

2. Roles of Needs Analysis in English for Specific Purposes 7

3. Different Approaches to Needs Analysis 8

III. Selection of Need Analysis Approaches 13

IV. Samples of instrument for Need Analysis information collection 14

V. References 20

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 Need Analysis for Front Servers at French Grill Restaurant in Marriott Hotel

I. Introduction

Since 20th century, with the expansion of science, technology, economy, and service

industries, the number of English courses for specific needs in different areas has been

increasing. As a result, English for Specific Purpose (ESP) - an expansion and a particular

aspect of English Language Teaching (ELT) has come of age. ESP focuses on learners’

needs and interest, which are supposed to have a huge influence on motivation and

effectiveness of learning (Hutchinson and Waters, 1986). Therefore, Need Analysis (NA) is

considered one of the initial stage in ESP teaching, which is insufficient for any ESP courses.

As an English as Foreign Language (EFL) teacher, I am given responsibility to design an

ESP course for front servers at French Grill Restaurant in Marriott Hotel in Hanoi.

Marriott Hotel is a luxury, famous five – star hotel in Hanoi, where specializes in providing

services for not only domestic but also international customers. French Grill is a restaurant

which serves French food and beverage. Therefore, all staffs, especially for front servers,

need to communicate with foreign customers in terms of greeting, giving a presentation on

meals, table manners, taking note information, and so on.

My learners are 15 front servers working in French Grill restaurant, among whom the

number of women and men is nearly equal, with 8 women and 7 men. The majority of them

are in their 20s while the rest are in their 30s. They all can understand and communicate in

English with foreigners in a basic way. While most of them are at pre – intermediate level,

3 or 4 staffs are upper beginners. However, their speaking and listening skills are limited in

the context of a famous five-star hotel. Therefore, an ESP course about speaking and

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listening skills is offered to improve their speaking and listening skills in terms of

pronunciation, vocabulary (related to customer services, food and beverage, table manner),

note taking, voice projection. This course is expected to last two months with about 16

classes for 32 hours of learning and practicing in class. The course is divided into 8 weeks,

which takes place in French Grill’s office. Because of their specific working time, learners

will attend class from 7 to 9 o’clock in two different mornings.

At the end of this course, learners are expected to improve their speaking and listening skills

in the field of hotel and restaurant services and minimize difficulties in communicating with

foreign customers. In order to achieve this objective, a need analysis needs to be conducted

in a careful manner. It is considered a guide for following stages such as designing course

or materials.

II. Literature Review

1. Needs Analysis

Hutchinson and Waters (1986) define ESP as an approach to course design, in which need

analysis plays a crucial role. It is argued that to any course, GE or ESP, learners need is

always significant. However, while GE considers learners need as an existence, ESP defines

the need as an “awareness”. If teachers and learners are aware of and understand about

learners need, the course will be designed in an effective way, then provide learners all the

best for their requirement. Hossain (2013) states that needs assessment is a number of means

for “identifying” and “validating the needs” and decide the priority among them. He

supposes the goals of NA are to seek out why the learners want to use the language and what

their current level of language competencies is. Brown, Ellis, and Johnson agree that NA is

the activity involving gathering information to serve for designing curriculum (as cited in

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Hossain, 2013). Montero also claims that NA is not a “written milestone”, but an ongoing

process instead. Graves (2000) gives more details in NA definition that NA is a systematic

and ongoing process of collecting data, interpreting and making decisions based on

interpretation.

In order to have a deep understanding about NA, scholars try to define the needs. Lawson

(1979) defines "need" as "something that is recognized but it is not in any sense "discovered",

and its "existence" derives from whatever criteria are thought to be relevant in making the

diagnoses" (p.37). While Robinson (1991) divides needs into Goal – oriented needs and

Process - oriented needs, Richterich (1980) views needs including objective needs and

subjective needs. Alderson (1980) differentiates four types of needs including former needs,

actual or obligation need, hypothetical future need, and want. In many ways to categorize

the needs, it is undeniable the suggestion of Hutchinson and Waters (1986). They suggest

two types of needs, including Target needs and Learning needs.

Target needs refer to what learners need to perform in the target situation. Target needs are

divided into 3 subcategories including Necessities, Lacks and Wants. While wants are more

subjective in the sense that it is the learners who define what they need to know, necessities

are referred to more objective that learners are required to know in order to do effectively in

the target situation (Hutchinson and Waters, 1986). However, there is a gap between the

desired proficiency in the target situation and the existing proficiency of the learners, which

is called “lacks”. Thus, what teachers need to think is the way to bridge the gap of needs and

wants.

There are numerous ways to gather information about target needs. However, the most

frequently conducted are questionnaires, interviews, observation, data collection and

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gathering texts, informal consultations with sponsors, learners and others. (Hutchinson &

Waters, 1986).

2. Roles of Need Analysis in English for Specific Purposes

Montero (2009) asserts the importance of need analysis that it is impossible to design an

ESP course without assessing needs. Richterich and Chancerel (1987) agree that NA should

be regarded as an important stage in course design for both General English course and

English for Specific Purposes. It is suggested that every course should be based on the

learners needs, and NA has a crucial role in process of designing and planning the course

(Hutchinson and Waters, 1986).

Dudley Evan and St. John (1998) claim that NA is one of the important stages in ESP that it

creates the foundation for decisions in following stages such as course and syllabus design,

selection and production of materials, teaching and learning, and evaluation.

Moreover, NA can also help to evaluate a running program in order to make any appropriate

changes if necessary to satisfy the needs and requirements of both teachers and learners.

Teacher can ask for feedback from learners while the course is running to consider whether

needs are met or any other needs arise unexpectedly. In order to do this, NA should be

conducted throughout the course to meet unexpected needs.

Graves (2000) views NA as a dialogue between teachers and students, teachers and parents,

teachers and other stakeholders. When NA is used as a part of teaching, it will encourage

learners’ ownership and reflection on their study. NA also creates a sense of caring and voice

in a class that promotes a positive learning environment. Savage and Storer (1992) state that

learners can contribute substantially to the course if they are actively involved at all stages

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of the course design: at the beginning, during, and ending stages by conducting NA. (as cited

in Astika, 2014).

All in all, NA should be the base for any course development because of its significance.

3. Different Approaches to Needs Analysis

First introduced by Munby in his book “Communicative Syllabus Design”, communication

needs processor (CNP) is the initial approach for ESP. From time to time, because of

different viewpoints and perspectives, there are numerous approaches to Need Analysis of

other researchers, namely Target Situation Analysis (TSA), Deficiency Analysis, Present

Situation Analysis (PSA), Learning Oriented Analysis, Strategy Analysis (Learning Need

Analysis - LNA), Means Analysis, Language Audit, Set Menu Analysis, Computer- based

Analysis, and Pedagogic Needs Analysis. However, this paper only focuses on three most

common approaches in ESP area which are Target Situation Analysis (TSA), Present

Situation Analysis (PSA) and Learning Need Analysis (LNA).

Target Situation Analysis (TSA)

Munby mentioned the target situation which was closely related to the target needs and target

level of performance and this has been followed by many researchers (Hutchinson and

Waters, 1986; Dudley-Evans and St. John, 1998; West, 1994). However, the term Target

Situation Analysis officially used by Chamber (1980) in his article when he tried to clarify

the confusion of terminology. He defines the term as “communication in the target situation”.

Hutchinson and Waters (1986) considered Target Situation Analysis as “in essence a matter

of asking questions about the target situation and the attitudes towards that situation of

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various participants of the learning process” (p. 59) and most of those questions are related

to Munby’s CNP model.

Hutchinson and Waters present target situation analysis framework as follows:

1. “Why is language needed?

• for study;

• for work;

• for training;

• for a combination of these;

• for some other purposes, e.g. status, examination, promotion

2. How will the language be used?

• Medium: speaking, writing, reading, etc.;

• Channel: e.g. telephone, face to face;

• Types of text or discourse: e.g. academic text, lectures, catalogs, etc.

3. What will the content areas be?

• Subjects: e.g. medicine, biology, commerce, shipping, etc.;

• Level: technician, craftsman, postgraduate, etc.

4. Where will the language be used?

• Physical setting: e.g. office, lecture theater, hotel, workshop, library;

• Human context: alone, meetings, demonstrations, on telephone;

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 • Linguistic context: e.g. in own country, abroad.

5. When will the language be used?

• Concurrently with the ESP course or subsequently;

• Frequently, seldom, in small amounts, in large chunks.” (p. 59-60).

However, the model was criticized by many researchers. West (1994) points out some

drawbacks of the model in terms of its complexity, learner-centeredness, constraints and

language. It is proved that the model focuses on the ending stage too much that somehow

ignore other stages. Many researchers agree that the constraint should be considered at the

start of the process. Besides, the model was too systematic that makes it hard to be adapt

flexibly in a real situation. The model was claimed to be learner-center, however, it is all

about information about learners, not information from learners.

Therefore, two other popular approaches were introduced to investigate learners’ perception

of what they want to learn and their learning context prior to the course, namely PSA and

LNA.

Present Situation Analysis

Present Situation Analysis is an approach that minimizes the drawback of Target

Situation Analysis. As presented in the term, present situation analysis attempts to identify

what they are like at the beginning of the course. It also seeks information for learners’

strength, weakness in all aspects as well as their learning experience. Present Situation

Analysis also includes some information about cultural aspects, resources, time, and physical

environment. Robinson (1980) highlighted the significance of PSA that whether a course

can be successful and productive or not, it depends on the data collected through the

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investigation of the present situation. PSA usually can be conducted by the means of

placement test.

Learning Need Analysis

Another approach should be mentioned is Learning Need Analysis (LNA), which is

considered connection between TSA and PSA. Another term for Learning Need is Strategy

Analysis that first introduced by Allwright (as cited in Songhori, 2008). As its name, this

approach has to deal with strategies that learners apply in order to acquire the language. If

TSA focuses on what they need to learn in order to achieve the target situation, LNA tries to

figure out how learners wish to learn. Hutchinson and Waters (1987) proposed a framework

for LNA:

“Why are learners taking the course?

- Compulsory or optional;

- Apparent need or not;

- Are status, money, promotion involved?

- What do learners think they will achieve?

- What is their attitude towards the ESP course? Do they want to improve their

English or do they resent the time they have to spend on it?

How do the learners learn?

- What is their learning background?

- What is their concept of teaching and learning?

- What methodology will appeal to them?

- What sort of techniques are likely to bore/alienate them?

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What resources are available?

- Number and professional competence of teachers;

- Attitude of teachers to ESP

- Teachers’ knowledge of and attitude to the subject content;

- Materials;

- Aids;

- Opportunities for out of class activities

Who are the learners?

- Age/sex/nationality;

- What do they know already about English?

- What subject knowledge do they have?

- What are their interest?

- What is their socio-cultural background?

- What is teaching styles are they used to?

- What is their attitude to English or to the cultures of the English – speaking

world?

Where will the ESP course take place?

- Time of day;

- Every day/ once a week;

- Full – time/ part – time;

- Concurrent with need of pre – need.” (p. 62 & 63)

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In the history of ESP development, there exist some other Needs Analysis approaches.

However, due to the limit of this paper, only three above approaches are selected to be briefly

described. It is noted that each approach has its own strength and limitation. It means that

only one approach cannot be enough for designer to build the course.

By doing NA, course designers can get an overall picture of their learners and the situations,

and make appropriate decisions on what should be taught, how to teach and/or what changes

should be made during or even after the course. The selection of which approach to conduct

NA, hence, is also of great importance. Therefore, course designers should choose suitable

approaches that can work in their own situation.

III. Selection of Need Analysis Approaches

With the aim of creating a course that effective and appropriate for the above-mention target

group, I decided to use the combination of three approaches which are Target Situation

Analysis, Present Situation Analysis and Learning Needs Analysis equally.

Firstly, for any designers, it is indispensable to know what are learners, their prior knowledge

and training, current level of proficiency, etc. at the beginning of the course. If I do not know

my learners, obviously, it is impossible to create a learner-centered course. Learners’

background as well as their own prior experience in teaching also have much influence on

their learning. That is the reason why I must use PSA as one of my selection.

Moreover, it is a must for designer know about target situation where language is conducted

to meet learners’ career purpose. Because I do not work in hospital and restaurant field, it is

necessary for me to know about how the language will be used, what the content areas will

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be, who the learners use the language with, etc. Therefore, TSA will help determine the

destination of the course and give directions to teachers as well as designers.

However, in my situation, using TSA and PSA is not sufficient. Because this course is

assigned by French Grill’s directors, I need to figure out how my learners learn, what

methodology attract them and motivate them, what their learning styles are they used to.

Therefore, conducting LNA is also important to my course.

IV. Samples of instrument for Need Analysis information collection

Because the director offers the course to improve Listening and Speaking skills for staffs,

the questionnaire focuses more on these skills. Besides, my learners are mostly at pre-

intermediate level, but there are about 3 or 4 staffs cannot use English very well, then I

decided to conduct my questionnaire in Vietnamese. Therefore, my learners will have fully

understand, which helps the collected information will be more valid.

Bảng Câu Hỏi

Dành cho nhân viên phục vụ tại nhà hàng French Grills - khách sạn Marriott.

Dưới đây là câu hỏi nhằm mục đích tìm hiểu đối tượng học viên khóa học Tiếng Anh dành

cho các nhân viên phụ vụ tại nhà hàng French Grills – khách sạn Marriot. Khóa học được

đề xuất chủ yếu vào kỹ năng Nghe và Nói Tiếng Anh. Để khóa học thành công tốt đẹp, chúng

tôi xây dựng bảng câu hỏi này, nhằm tìm hiểu thông tin cơ bản và nhu cầu của học viên đối

với khóa học. Kết quả của việc khảo sát này sẽ được dùng trong quá trình thiết kế nội dung

khóa học cũng như lựa chọn tài liệu phù hợp với học viên. Mọi thông tin liên quan đến học

viên trong phiếu câu hỏi này sẽ được đảm bảo bí mật và chỉ dùng cho mục đích thiết kế khóa

học.

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Mời anh/chị trả lời những câu hỏi dưới đây bằng cách đánh dấu (X) vào ô ứng với mỗi câu

trả lời. Rất cảm ơn sự hợp tác từ phía anh/chị!

A. Thông tin cá nhân

1. Họ và tên: .......................................................................................................................

2. Tuổi: ............................................................... Giới tính ...............................................

3. Nơi làm việc ................................................... Vị trí......................................................

4. Trước đây anh/chị đã từng học tiếng Anh chưa? (Nếu chưa, xin mời anh chị bỏ qua câu

số 5, 6, 7, đi đến câu số 8)

o Tôi đã học Tiếng Anh rồi

o Tôi chưa từng học Tiếng Anh

5.Anh chị đã từng học Tiếng Anh trong thời gian bao lâu?

1 – 2 năm 2 – 5 năm 5 – 7 năm 7 – 10 năm Trên 10 năm

6. Trọng tâm kiến thức anh chị từng được học là gì?

o Chú trọng vào ngữ pháp và làm bài tập

o Chú trọng vào giao tiếp, phản xạ

o Cân bằng giữa ngữ pháp và giao tiếp

7. Cách thức giảng dạy các anh chị từng được tiếp cận là gì?

o Thầy giảng và học sinh ngồi dưới nghe, chép..

o Thầy cô chủ yếu tổ chức nhiều hoạt động nhóm, cặp nhưng không giảng

o Thầy cô kết hợp giảng và có tổ chức hoạt động để luyện tập theo nhóm, cặp, cá nhân

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8. Về kỹ năng Nghe, các anh chị thấy mình đang gặp khó khăn mức độ nào dưới đây, hãy

đánh dấu X vào mức độ đó.

a. Hiểu được các mô tả khi nghe

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

b. Nghe hiểu được các hướng dẫn

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

c. Nghe hiểu được ngôn ngữ nói, từ nóng trong ngành

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

d. Nghe hiểu được chủ thể của người nói (hiểu người ta đang nói về gì)

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

e. Nghe hiểu khi người nói với tốc độ nhanh

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

f. Nghe hiểu khi người nói với âm lượng nhỏ

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

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 g. Nghe hiểu khi người nói có giọng không quen thuộc (giọng Ấn Độ, Singapore…),

hoặc phát âm không theo chuẩn tiếng Anh

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

h. Khó khăn khác (xin mời liệt kê cụ thể)………………………………..

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

9. Về kỹ năng Nói, các anh chị thấy mình đang gặp khó khăn mức độ nào dưới đây, hãy

đánh dấu X vào mức độ đó.

a. Phát âm đúng và chuẩn

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

b. Nói một câu dài hoàn chỉnh, sử dụng từ đúng ý diễn đạt.

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

c. Lựa chọn từ phù hợp với văn cảnh

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

d. Nói với âm lượng rõ ràng

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

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 e. Nói với tốc độ vừa đủ (100 – 120 từ/phút)

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

f. Sử dụng ngôn ngữ cơ thể kết hợp khi nói

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

g. Khó khăn khác (xin mời liệt kê cụ thể)

Rất khó khăn Khó khăn Bình thường Không khó khăn lắm Không hề gặp khó khăn

B. Hoàn cảnh sử dụng Tiếng Anh

1. Trong công việc của anh chị, anh chị thường phải sử dụng tiếng Anh để giao tiếp trong

hoàn cảnh nào? Hãy đánh dấu X vào những ô tương ứng.

o Chào mời khách sử dụng các sản phầm của nhà hàng

o Hướng dẫn đường đi cho khách hàng

o Xin thông tin của khách

o Ghi chú thông tin đặt đồ của khách

o Thuyết trình về các loại đồ uống, món ăn cho khách

o Hướng dẫn cách sử dụng sản phẩm cho khách hàng

o Thông báo giá, tính tiền

o Xử lý các phàn này và yêu cầu phát sinh của khách

o Các trường hợp khác (ghi rõ): ……………………………………

2. Khách hàng các anh chị thường làm việc cùng thường là người đến từ khu vực nào?

o Trong nước (Việt Nam)

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 o Châu Âu

o Châu Á (ngoài Việt Nam)

o Châu Phi

o Châu Úc

o Châu Mỹ

3.Khách hàng của anh chị thường thuộc tầng lớp nào?

o Bình dân

o Tầng lớp trí thức

o Trung lưu

o Thượng lưu

4.Khách hàng của anh chị chủ yếu là người nước nào? (Vui lòng liệt kê khoảng 3 nước)

……………………………………………………………………………..

……………………………………………………………………………..

……………………………………………………………………………..

Cám ơn các anh chị đã dành thời gian làm khảo sát của chúng tôi.

Chúc anh chị làm việc hiệu quả!

Word count: 3659

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V. Reference

Dudley-Evans, T. & ST John M. J. (1998). Developments in English for specific purposes.

Cambridge: Cambridge University Press.

Hossain, M. J. (2013). ESP Needs Analysis for Engineering Students: A Learner Centered

Approach. Journal of PU, 16-26.

Hutchinson, T. and Waters, A. (1986). English for Specific Purpose. Cambridge University

Press.

Montero, L. G. (2009). A Brief View of the ESP Approach. LETRAS, 125 - 143.

Richterich, R. (1980). A model for the definition of language needs of adults. Cambridge.

Richterich, R. and Chancerel, J.L. (1980). Identifying the Needs of Adults Learning a

Foreign Language. Pergamon.

Robinson, P. (1991). ESP today: a practitioner's guide. London: Prentice Hall.

Songhori, M. H. (2008). Introduction to Needs Analysis. English for Specific Purposes

world, Issue 4.

West, R. (1994). Needs analysis in language teaching. Language Teaching, 1-19.

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