COURSE DESIGN

Designing a language course has several components. These components

comprise setting objectives based on some form of assessment,
determining content, materials, method and evaluation.
NEED ANALYSIS

Needs analysis involves the assessment of the needs for

which a learner or group of learners may require
language

All authors seem to agree that

it is essential to distinguish
between needs, wants and
lacks
 Needs analysis involves
NEEDS “compiling information
both on the individual or
groups of individuals
Needs are those skills which a learner who are to learn a
perceives as being relevant to him; wants language and on the use
are a subset of needs, those which a learner which they are expected
puts at a high priority given the time to make of it when they
available; and the lack is the difference a have learned it”
learner perceives between his present (Richterich, 1983: 2). A
competence in a particular skill and the
variety of data collecting
competence he wishes to achieve‟
(Dickinson, 1991: 91). methods are used in
needs analysis such as
questionnaires,
interviews, and
observations.
Types of Needs
First, formal needs which refer to the need to meet the institution requirements such as
to pass an exam. Second, actual or obligation need which refers to what a student has to
do with the language once he has learned it. Third, hypothetical future need which refers
to the need to become a better professional in the future, and forth, want, which refers to
what a student feels want to do or to learn. The first and the forth are types of needs
during the process of learning or "processoriented" type, while the second and third are
types of needs that are "futureoriented".
Necessities

Necessities
We call necessities the demands o t e tar
et situ ; that is, what the learner has to
know in order to srtuat10n?For example, a
businessman or -woman might need to
understand business letters, to
communicate effectively at conferences, to
get the necessary information from sales
catalogues and so on.
Some questions to
bear in mind
A target situation analysis framework:
Is the language needed ?
— for study ;
— for work;
— for training;
— for a combination of these ;
— for some other purpose, e.g. status,
examination, promotion.
 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 texts, lectures, informal conversations, technical
manuals, catalogues.
What will the content areas be ?
— subjects: e.g. medicine, biology, architecture, shipping, commerce, engineering ;
— level : e.g. technician, craftsman, postgraduate, secondary school.
Who will the learner use the language with ?
— native speakers or non-native;
— level of knowledge of receiver : e.g. expert, layman, student;
— relationship : e.g. colleague, teacher, customer, superior, subordinate.

a — What will be the physical setting: the language e.g. office, be used lecture ?
theatre, hotel, workshop, library ; — human context: e.g. alone, meetings,
demonstrations, on telephone ; — linguistic context: e.g. in own country, abroad.
 Needs analysis should be carried out
throughout the course in order to adjust
the learning objectives as the need arises.
Summary In other words, feedback from the learner
can be used as bases for modifying
learning objectives.

In other words, the main sources for needs

analysis are the learners themselves. However,
relevant documentation and information
received from colleagues are also important.
Revision
We concluded the previous section by
stating that ESP is an approach to
language teaching which aims to meet
the needs of particular learners. This
means in practice that much of the
work done by ESP teachers is
concerned with designing appropriate
courses for various groups of
learners.
 First questions
Why does the student need to learn ?
Who is going to be involved in the process ? This will nêed to cover not only
thë'Stùdéñt, but all the people who may have some effect on the process :
teachers, sponsors, inspectors etc.
Where is the learning to take place. What potential does the place provide ? What
limitations does it impose ?
When is the learning to take place ? How much time is available? How will it be
distributed ?
What does the student need to learn ? What aspects of language will be
needed and how will they be described ? What level of proficiency must be
achieved ? What topic areas will need to be covered ?
How will the learning be achieved ? What learning theory -will underlie the course ?
What kind of methodology will be employed ?
A framework for analysing learning
needs

Why are the 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?
More questions

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 ?
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 ; a — 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 interests ?
— What is their socio-cultural background ?
— What teaching styles are they used to ?
— What is their attitude to English or to the cultures of the Englishspeaking world ?

Where will the ESP course take place ?

— are the surroundings pleasant, du, noisy, cold etc ?
When will the ESP course take place ?
— time of day ;
— every day/once a week;
— full-time/part-tirne;
— concurrent with need or pre„need.