Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong City

WRITTEN REPORT
In
ENG314

English for Specific Purpose

(Cognate 2)

Submitted by:
Gargaritano, Jayson D.
Gentullaga, Julienne B.
BSED-English 3A

Submitted to:
Prof. Karen Talidong
Subject Instructor
 NEEDS ANALYSIS AND CURRICULUM DEVELOPMENT IN ESP

LEARNING OBJECTIVE:

At the end of the lesson, students are expected to:

 Exemplifying the different approaches in ESP, EAP and EOP;
 Highlighting the importance of analysis; and
 Valuing the learning of the lesson.

 INTRODUCTION
Needs analysis, also known as needs assessment, is necessary for developing and delivering
an English for Specific Purposes (ESP) course or a standard English course. Needs analysis refers to
the controlled, methodical process of determining employees' or teams' skill-training requirements. In
this context, the term "needs" refers to a person's or a group's training and upskilling requirements in
order to function at their best. According to Iwai et al., the word "needs analysis" frequently refers to
the procedures involved in obtaining data that will serve as the foundation for developing a
curriculum that will meet the requirements of a certain set of children (1999).

 APPROACHES TO NEEDS ANALYSIS IN ESP

Target Situation Analysis, (TSA), what learners are required to do with the foreign or second
language in the target situation
Chamber (1980:29) Describes target situation analysis (TSA) He states that “Needs analysis
should be concerned primarily with establishment of communicative needs and their realizations,
resulting from an analysis of the communication in the Target Situation Analysis (TSA) Identify this
more restricted sense of needs analysis”.
TSA involves a wide range of questions about a variety of aspects associated with the
attitudes of the participants in the learning process towards the target situation. The course developer
is likely to collect answers to the questions listed below.

1. Why is the language needed?

2. How will the language be used?
3. What will the content area be?
4. Where will the language be used?
5. When will the language be used?
Present Situation Analysis - Draws attention to the gap between what students are able to do with
language at the beginning of the course and what they need to do at the end of the course.
Robinson (1991:9) states that “A PSA seeks to establish what the students are like at the
beginning of their language course, investigating their strengths and weaknesses”.
Present situation analysis (PSA) and Target situation Analysis (TSA) should be used to
conduct a detailed needs analysis:
1. How long have they been learning English?
2. What is their Language Level?
3. What is their level of education?
4. Which skills in English have been well-developed?
5. Which skills have to be worked on?
6. What is their knowledge of structures and lexis?
7. What is their preference regarding the time of studying?
8. What strategies do they use? Do they require strategy training?

Deficiency Analysis (DA)

Needs have been considered in terms of distinction (TSA) and starting point (PSA). The
question is how to move from the starting point to fulfill the needs discovered in the end to get the
destination. The solution was offered through deficiency analysis, which is the measurement of the
“learning gap” (West, 1982, as cited in belcher, 2006, P.136)

Learning Situation Analysis (Strategy Analysis) (SA)

This approach seeks to identify the methods and strategies that learners use to acquire
knowledge. As a result, the HOW is more important than the WHAT. Accordingly, teachers should
provide students with required learning skills to meet the goals of the learning process, while taking
into account their varying levels and keeping them engaged.

Means Analysis (MA)

Is concerned with identifying the constraints and circumstances in which the course will be
delivered. Its main goal is to collect data on the classroom culture, learner variables, instructor
profiles, and the organization’s language teaching status.

 SOURCE AND METHODS

Methods for needs analyses in ESP could largely be seen as designed to collect
ethnographically oriented information to gain an insider’ s view of the ESP situation.

Needs analysis procedures can be achieved in three main ways:

  Triangulation - Conclusions are developed using a range of data sources, research methods
or investigators.
 Prolonged Engagement - The use of repeated observation and collection of sufficient data
over a period of time.
 Participant Verification - The analysis is discussed with participants and its “reality”
verified by them.

 Needs Analysis ENGLISH FOR ACADEMIC PURPOSES (EAP)

Early EAP syllabi were frequently created from the material writer's own intuitive notion of
needs, which was supplemented by research studies on target domain analyses. Reading, listening to
lectures, and taking part in seminars and debates are all mentioned significantly less in the literature.
At the macro level, needs evaluations undertaken in the academy often use a skills-based approach.
Prior (1995) conducted a continuous, triangulated research on students' writing and instructors' replies
in graduate seminars, which was a crucial ethnographic study. The analysis of particular structures,
such as definitions, from a rhetorical perspective foreshadows Trimble's (1985) work on rhetorical
functions in EST.

Rights Analysis – EAP instructors and students can use rights analysis as a theoretical tool to
evaluate viable solutions to negative social, institutional, and classroom contexts. Swales advocates a
more accommodating, pragmatic approach, with the primary goal of acculturating students into their
field's academic discourses.

Needs Analysis - The purpose of this essay is to examine the function of needs analysis in the lecture
understanding process. Schmidt (1981) was one of the first to explore this, arguing for the use of case
studies rather than questionnaires and proficiency exams for gauging lecture understanding demands.
Benson (1994: 197) conducts an anthropological assessment of the meaning of the L2 speech event by
examining minute patterns in motivation, interaction, and behavior. He also explores how hierarchical
administrative planning affects lecture content and other areas. Benson advocates for the collection of
corpus data as a worthwhile research aim in order to obtain additional insights into the learning
culture.

 NEEDS ANALYSIS IN ENGLISH FOR OCCUPATINAL RESOURCES (EOP)

English for Occupational Purposes (EOP) - Needs assessments have been carried out in order
to target particular EOP needs for inclusion in an EAP course. Belcher (2006) outlines numerous
such needs evaluations in his overview paper. Part 1 of English for Specific Purposes (Orr 2002)
provides six case studies for university students spanning a variety of EOP professions including
law, nursing, business, and tourism.
 EOP in Academy - They recommend that institutions focus on expanding generic oral exams.
Communication skills, assertiveness training when presenting opinions, and immersing students
in group work, preferably in a cross - gender, cross - cultural, and interdisciplinary context, which
may later be modified in a job - focused work environment, are all important.
- From the standpoint of the, transferability from academic to professional
situations" a new vocationalism " Dovey advocates for a curriculum based on
rhetorical genre studies, echoing the views of researchers in rhetorical genre
studies (Devitt 2008), who highlight the dynamic and fluid nature of genres,
which makes them relatively inaccessible to instruction strategic requirements
centered on "the capacity to engage in/or regulate the social environment"
and the technological procedures involved in knowledge leveraging "
 EOP IN WORKPLACE
- The bulk of workplace needs studies support task-based demands. Long pushed
for ethnographic on-site observations that were frequently reinforced with
more quantitative data. These studies use a critical ethnographic method to
investigate the power disparities that present in these social environments.
While many occupational sectors need evaluations show clearly identifiable
task-based language demands, this is not always the case since needs may vary
or the needs study focuses on future rather than present EOP needs.

There are two aspects of needs for EOP:

 Internationalization - The international reach of English has been acknowledged.
ln early 1970s (Mackay and Mountford 1978, mentioned in Johns and Dudley - Evans 1991)
for scientific and technology dissemination and communication processes information that is
oriented "to the outer world"
 English as Lingua Franca (EFL) - English as a lingua franca in EOP contexts has
proliferated with Nickerson stating “The dominance of English used as a lingua franca in
international business contexts is now seemingly beyond dispute.”
- a curriculum design that focuses on communication tactics rather than product-
based language abilities in English for international business reasons.

 FURTHER DIRECTION
 Two key forces are seen as driving future needs analyses and curriculum development in
ESP:
1. Technologization - Globalization, in turn, has been fueled by technical
advancements and advancements in communication Several recent needs
 assessments. Not only has technology had a significant influence on means of
transportation.
2. Transnationalization -It is also increasingly being employed in assessments of
workplace communication English as a second language improves workplace
interactions. Whereas before monomodal Corpora were employed for analysis, and
now multimodal corpora are on the way – stream international verbal contacts for
capturing English as a lingua franca.
Summary

Needs analysis and curriculum development are required in order to identify and
understand each requirement, deficiency, and want. With a multiplicity of diverse strands to examine,
needs analysis has also taken on a more problematic function. Thus, requirements are frequently
complicated, difficult to sort out, and may necessitate a range of answers since there are sometimes
conflicting wants and vested interests in defining and addressing students' needs.

ASSESMENT TIME

PART I: Give a brief and concise explanation of the following.

1. What is Learning Situational Analysis?

2. What MA stands for?
3. What is Triangulation, Prolonged Engagement, and Participatory Appraisal?
References:
Paltridge, B and Starfield, S ( Eds.) The Handbook of English for specific Purposes. Wiley-Blackwell.
2013. Researchgate.
https://www.researchgate/publication/235736666_Hand_Book_of_English_for_Specific_Purposes