Needs analysis

in
ESP
GROUP 8:
PHẠM BẢO NGỌC
NGUYỄN THỊ HIỀN
ĐINH VĂN SỰ
HÀ VŨ PHƯƠNG QUỲNH
NGUYỄN TRẦN KHÁNH MAI
 Table of contents
01.
Target needs
Definition of Needs

Gathering information

02.
Learning needs
Types of Needs
Evaluation
 What is ESP?
ESP is an approach to language teaching in
which all decisions as to content and method
are based on the learner’s reason for
learning.
 Question 01

What is the difference

between English for
businessmen and
medical researchers?
 Question 02

If you had to teach one

of the two individuals
in question one, what
would you prepare?
1. Definition of Needs Analysis

“A systematic and ongoing process of

gathering information about students’
needs and preferences, interpreting the
information, and then making course
decisions based on the interpretation in
order to meet the needs”
Graves (2000:98)
1. Definition of Needs Analysis

The CNP (Communication Needs Processor) from

Communicative Syllabus Design by Munby (1978)
consists of a range of questions about key
communication variables (topic, participants,
medium etc.) which can be used to identify the
target language needs of any group of learners.
 1. Definition of Needs Analysis

Know what we Appear much

did not know more
professional

Not waste our Know how we

clients’ or should analyse
students’ time the data
 1. Definition of Needs Analysis
Needs

Target needs Learning needs

Necessities Lacks Wants

Hutchinson & Waters' (1987) Classification of Needs Analysis

02. Types of needs
Target needs: what the learner
needs to do in the target situation

Learning needs: what the learner

needs to do in order to learn

Hutchinson and Waters (1987)

 02. Types of needs
2.1. Target needs
This target needs looks more at the target situation terms of
Necessities (needs), Lacks (shortages), and Wants (wants).

The analysis of target situation needs is in essence a matter of asking

questions about the target situation and the attitudes towards that
situation of the various participants in the learning process.
 02. Types of needs
2.1. Target needs
Necessities: what the learner has to know in order to function effectively in
Necessities: what the learner has to know in order to function effectively in the
the target situation
target situation

Related “micro-
Sample “communication activities” Language forms (productive)
functions”

7.1.1 Attending to customers’ 7.1.1 1. intention I will bring the menu.

arrival 2. prohibit I am afraid we are full/ closed.
3. direct Please follow me./ Will you sit here,
etc. please.

7.1.2 Attending to customers’ 7.1.2 1. suggestive

May I suggest the …?
order 2. advise
May I recommend the …?
3. describe
You may find the … too hot/ spicy.
etc.

7.1.2 Serving the order …. for you, sir/ madam?

7.1.3 1. question
 02. Types of needs
2.1. Target needs

Lack: The gap between what the learner

know already and necessities

Wants: What the learner wish to learn

2.2. Gathering information about
target needs
Definition Collectors

Methods Types of data

2.2.1.Definition
Definition
- Collect relevant data and insights regarding ESP courses
about:
• Learners' language requirements
• Communication tasks
• Specific needs.
Definition
- Involve systematically gathering information about the
linguistic features in ESP courses and target situations:
• Language skills
• Vocabulary
• Discourse patterns
• Communication challenges
By collecting this information, the ESP course designers and
teachers:
- Understand the learners' specific language demands and goals
within their professional or academic settings
- Help them meet their specific requirements and provide
relevant, practical, and immediately applicable instruction to
their needs.
2.2.2.Collectors
 Collectors

Language Subject Matter

Specialists Experts (SMEs)
Language Specialists
- Have expertise in ESP

- Be responsible for designing and conducting the needs

analysis process.

- May include ESP teachers, ESP course designers,

researchers, etc. who understand the specific language
requirements of the target situations.
Subject Matter Experts (SMEs)
- Possess specialized knowledge in the field or industry for
which are developing the ESP course.

- Provide insights into the language needs, communication

tasks, and specific vocabulary necessary for target situations.
2.2.3.Methods
Methods Questionnaires

Analysis of authentic texts

Discussion
Observations

Tests and Assessments

Participatory needs analysis

Questionnaires
- Can collect quantitative and qualitative data.

- Gather information about the target needs from the

learners
- Allow for standardized data collection and can reach a
large number of participants.
Analysis of authentic texts
- Provide valuable insights into the language features,
discourse patterns, and vocabulary specific to the target
needs.

- Identify the language skills and knowledge required for

effective communication in the target situations.
Discussion
- Share their experiences, challenges, and expectations.

- Interact and generate rich qualitative data, revealing

common themes and diverse perspectives.
Interviews
- Delve deeper into learners' language needs, workplace
tasks, and communication demands.

- Provide an opportunity to gather detailed qualitative data,

explore learners' experiences, and clarify potential
ambiguities.
Observation
- Observe workplace interactions, identify communication
challenges, and gain a deeper understanding of the
language used in real-world situations.

- Provide valuable context-specific data that can inform the

design of ESP courses.
Tests and Assessments:
- Evaluate the learners' language proficiency and identify
gaps or areas requiring improvement.

- Provide standardized data on learners' language skills and

can be used as a baseline for designing targeted language
instruction.
Participatory needs analysis:
- The learners involve actively to identify their language
needs and contribute during needs analysis process.

- Discuss their needs, then recommend what should happen

in the resultant course.

- Take part in further research emerge in the course when

starting their specialist study.
2.2.4. Types of
information
THE PRESENT:
1. Who the learners are

2. The learners' level of language proficiency

3. The learners' level of intercultural competence

4. Their interests

5. Their learning preferences

6. Their attitudes
THE FUTURE:
7. The learners' [or others involved] goals and
expectations
8. The target contexts: situations, roles, topics, and
content
9. Types of communicative skills they will need and tasks
they will perform.
10. Language modalities they will use
2.3. Learning needs
- What learners need to do in order to learn.

- Show how the students will be able to move from starting points
(lacks) to the final destination (necessities). They can be defined as:

“ Factors that affect the learning like attitude, motivation, awareness,

personality, learning styles and strategies, together with the social
background” (Xiao, 2007:2).
1. Attitude: Encourage a positive and open attitude towards learning by
fostering a supportive and inclusive learning environment. Help students
recognize the value and importance of English language learning in relation
to their specific field or goals.

2. Motivation: Provide engaging and meaningful learning activities that

connect language learning with their interests, career aspirations, or
academic goals.
 3. Awareness: Develop students' awareness of their own learning needs and
progress. Encourage self-reflection and self-assessment. Provide regular
feedback and guidance to help them track their progress.

4. Personality: Recognize and respect students' individual personalities and

learning preferences. Adapt teaching strategies and materials to
accommodate different learning styles, offer a variety of learning activities.
5. Learning Styles and Strategies: Introduce a range of language learning
techniques, such as note-taking methods, vocabulary-building exercises, and
guide students in selecting the strategies that work best for them.

6. Social Background: Consider students' social and cultural backgrounds in

the learning process. Create opportunities for students to share their
experiences and cultural knowledge, fostering a collaborative and respectful
learning environment.
For example:

- Learners may be greatly motivated in a subject or work but may

completely lose interest with the long, boring, and old teaching material.

=> This can be solved by taking special English language courses that
bridge their area-specific knowledge with their English language
proficiency.
 02. Types of needs
2.4. Needs analysis and evaluation
The purpose of Needs Analysis:

To help determine if an To determine which

To find out what
existing course students are most in need
language skills a learner
adequately addressed for training in particular
needs
the needs of potential language skills
students

To determine which
students are most in need
for training in particular
language skills
To collect information
To identify students’ about a particular
wants and expectations problem learners are
experiencing
 02. Types of needs
2.4. Needs analysis and evaluation
Key methods: 3 sets of methodological problems related to needs analysis (3Ps)

Perception Whose analysis of needs?

What should the analysis include and exclude

Principle as relevant content?

Practice How should the analysis be undertaken and applied?

4 techniques for investigating needs: questionnaire, the detailed

interview, participating observation, and press advertisements.
 02. Types of needs
2.4. Needs analysis and evaluation
How to conduct needs analysis?
Administrative materials

Former students

Sources for NAs Published & Unpublished

literature

Learners & teachers

Domain experts
 02. Types of needs
2.4. Needs analysis and evaluation

Evaluation
Definition: is asking questions and acting on the
responses. Evaluation is a whole process which
begins with determining what information to gather
and ends with bringing about change in current
activities or influencing future ones. Evaluation is
more than collecting and analyzing data, it values
the evaluation process and includes action.
 02. Types of needs
2.4. Needs analysis and evaluation
Types of evaluation:
- Formative evaluation: takes place during the lifetime of an activity and the findings
help to shape the course. Its purpose is to be undertaken at intervals and to consist of
a series of “mini - evaluation”
- Summative evaluation: takes place at the end of an activity and does not influence
that version of the activity. Its purpose is to assess impact and to provide information
that can be fed into repeat versions or related activities, and summative evaluation is
valuable for durable courses.
 02. Types of needs
2.4. Needs analysis and evaluation
Qualitative and Quantitative
Evaluation

Tests and objective-question

questionnaire provide numbers
and percentages for individual
items. They provide answers to
what questions cannot easily
address the “how” and “why”.
 02. Types of needs
2.4. Needs analysis and evaluation
Features of Evaluation:
 Be “Threatening”: It suggests change and change
 Be constructive and powerful: It simulates data
 Show the weaknesses or features that were just not suitable for the particular
group.
 Not be used only negatively to comment on problems

Can emphasize the success and discusses and address the crucial
issues
 02. Types of needs
2.4. Needs analysis and evaluation
Steps to make a good evaluation:

 Should be built in as a part of the course design

 To evaluate something is impossible, the type of data collection can be planned
with the resulting actions.
 Should focus on the materials used, the classroom activities, the out-of-class
support, the course design, methodologies, and the role of assessment.
 Thanks!
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