2.

2 Needs analysis definition

Needs analysis is a process of indentifying the learning needs of a group
of learners in order to design a course that meets their needs. It is a
complex process that involves gathering information about the learners,
their learning goals, and the context in which they will be using the
language.
Needs analysis can be used to identify both immediate and future needs.
Immediate needs are related to specific language skills that learners need
in order to function in their current situation. Future needs are related to
the language skills that learners will need in order to achieve their long-
term goals.
There are a variety of differrent methods that can be used to conduct
needs analysis. Some common methods include surveys, interviews, and
observations. The best method to use will depend on the specific context
and the needs of the learners.
According to Hutchinson (1994) the needs for learning English can be
done through the Needs Analysis method. Additionally, he said that the
term need is the ability to understand and make the features that exist in
the target situation and the targer included learning. Needs Analysis can
be divided into two types : Target Needs and Learning Needs.
Target Needs are the specific language skills and knowledge that
learners need in order to function in their target situation. Target Needs
can be divided into three categories
+ Necessities: These are the essential skils and knowledge that learners
must have in order to be successful in their target situation. For example,
a business student may need to be able to write clear and concise emails,
give presentations, and participate in meetings.
+ Lack of deficiencies : these are the ares where learners’ language skills
and knowledge are not yet up to the level required by their target
situation. For example, a student may have a good vocabulary, but they
may have difficulty with grammar or pronunciation.
+ Wants or desires : these are the skills and knowledge that learners
would like to have, but they are not essential for success in their target
situation. For example, a student may want to be able to read English
literature or wach English movies without subtitles.
Learning Needs is a way to find out what works best for students in a
particular English language teaching environment. This can be done by
asking questions about the students, the teaching resources, and the
learning environment. The answer to theese questions can help teachers
design better English language teaching programs and curricula.
Nunan (1988) said needs analysis is the process of learning about the
learners’ goals, needs and situation in order to design an ESP course that
is effective and meets their needs. She also divided needs analyis into
two types : Subjective needs and Objective needs.
+ Objective needs analysis is used to gather information about the
learners’ external needs such as the language skills and knowledge
required by their target situation. This information can be gathered
through task analysis, discourse analysis, and interviews with experts in
the target situation.
+ Subjective needs analysis is used to gather information about the
learners’ goals, priorities, and perceptions of their needs. This
information can be gathered through surveys, intervews, and focus
groups.
Both are crucial to consider when designing an ESP course. By
understanding the learner’s needs, the teacher can design a course that is
relevant and motivating for the learners.
Once the needs of the learners have been identified, the next step is to
design a syllabus that meets those needs. The course should be designed
to help learners achieve their learning goals and to develop the language
skills that they need in order to function in their current and future
situations.
Harding (2007,10-11) also presents three steps in making syllabus:
+ determining the purpose and sequence of material : this involves
identifying the learning goals of the course and deciding what orer to
teach the material in
+ designing the form of teaching to be applied to students : this includes
choosing the teaching methods, activities, and materials that will be used
in the course.
+ including assessment procedures and evaluating the teaching given
studensts : this involves developing ways to assess student learning and
to reflect on and improve teaching.
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2.3. Approaches of needs analysis
According to Dudley-Evans and St. John (1998), needs analysis has
been defined as the process of founding the “what” and the “how” of a
course. A needs analysis encompassess the following :
A)Professional information about the leaners : What tasks and
activities will the learners be using English for? This is called
targer situation analysis and objective needs.
B) Personal information about the learners : What factors may affect
the way they learn, such as their previous learning experience,
cultural information, reasons for attending the course, expectations
of the course, and attitudes towards English ? This is called wants,
means and subjective needs.
C) English language information about the learners : What are their
current skills and language use? This is called present situation
analysis.
D)The learners’ lack : What is the gap between their current skills and
language use (C) and the skills and language they need for their
target situation (A)? This is called lack.
E) Language learning information about (A) : What are the most
effective ways of learning the skills and language in (D)? This is
called learning needs.
F) Professional communication about (A) : What do they need to
know about how language and skills are used in the target situation
(A)? this is called linguistic analysis, discourse analysis, and genre
analysis.
G)What is wanted from the course ? : What are learners’ goals for the
course ?
H)Information about the environment in which the course will be
run : What are the teaching resources available? What are the time
constraints? This is called means analysis
Figure 1 : Components of needs analysis ( Dudley-Evans and St. John
(1998))
This version above have updated into another version by Basturkmen
(2010). The information gathered through the needs analysis is used to
decided the learners need to learn and how they will learn it. This
information is used to develop the course syllabus, choose the teaching
materials and activites, and design the assessment procedures.
1. Target situation analysis : this involves indentifying the tasks,
activites, and skills that learners will be using English for in their
target situation, as well as the knowledge and abilities that they
ideally need to have in order to be successful.
2. Discourse analysis : This involves examining the language that is
used in the target situation in order to identify the specific features
and patterns that learners need to be aware of.
3. Present situation analysis : this involves assessing learners’ current
level of English proficiency in relation to demands of the target
situation. This includes identifying their strengths and weaknesses,
as well as any gaps in their knowledge and skills.
4. Learners factor analysis : this involves identifying the factors that
may affect learners’ learning, such as their motivation, learning
styles, and perceptions of their own needs.
5. Teaching context analysis : this involves identifying the factors
that will affect the delivery of the ESP course, such as the teaching
environment, resources available, and time constraints.
The importance of needs analysis
Needs analysis can be conducted at the beginning, during or at the
end of an ESP course.
+ Needs analysis at the beginning of the course : this can be used
to decide on the suitable content for the ESP course. For example,
if the needs analysis shows that the learners need to be able to read
and write technical reports, the course content will focus on
developing these skills.
+ Needs analysis during the ESP course : this can be used to
modify the current syllabus and include suitable topics to match
the learners’ needs. For example, if the teacher notices that the
learners are having difficulty with a particular concept, they can
adjust the teaching materials and activities to address this
difficulty.
+ Needs analysis at the end of the ESP course : This can be used to
assess progress and plan future direction for learners and the ESP
course. For example, the needs analysis may show that the learners
have made significant progress in their reading and writing skills,
but they still need to develop their speaking and listening skills.
This information can be used to design the next ESP course or to
provide additional support to the learners.
Overall, needs analysis is an important tool for ensuring that the
ESP course is effective and meets the needs of the learners.