Difference between revisions of "Needs analysis"

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Although pertinent to other forms of language [[teaching]], it is a prerequisite to designing material for an [[ESP]] course.  
 
Although pertinent to other forms of language [[teaching]], it is a prerequisite to designing material for an [[ESP]] course.  
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== Sample ==
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The following is a needs analysis used for adult students. It can obvioUsly be adapted to suit aNY specific teaching situation.
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===Needs analysis===
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The aim of this questionnaire is for you, the student, to be aware of your own learning process (past, present and future) and how to improve on it, if necessary.
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Please photocopy this form, fill it in and keep it with your class notes. Check it occasionally to see if your opinions have changed, and if so, in what way.
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In January and June we will repeat this needs analysis and see what results and conclusions can be drawn.
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*A. On a scale of 1 (not very important) to 10 (very important), how important do you consider the following aspects of language learning?
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**amount of teacher correction
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**functions (giving opinions, arguing etc.)
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**grammar
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**homework
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**pronunciation
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**reading
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**revision/general
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**situations (language for use in restaurants, banks etc.)
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**speaking accurately
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**speaking fluently
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**translating
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**understanding speech
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**vocabulary
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**others (which?)
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*B. You need (English) to: (yes/no)
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**speak formally at meetings etc.
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**speak in informal situations
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**participate in negotiations etc.
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**read/translate texts
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**other reasons:
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*C. What types of (English) do you need?: (yes/no)
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**economic
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**formal
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**general
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**informal
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**legal
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**medical
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**social
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**sports
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**technical
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**others (which?)
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*D. Why do you want to study a foreign language? (yes/no)
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**for current work
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**for personal interest
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**for future work
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**for no special reason
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**other reasons (which?)
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*E. How satisfied are you as regards the following aspects: (very – quite – ok – not very)
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**1. your habitual place of study? (noise, phone, light, temperature, etc.)
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**2. the time you dedicate to study?
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**3. the theoretical content of your classes?
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**4. the practical content of your classes?
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**5. the relation effort/results?
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**6. your class in general?
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**7. your progress in general?
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**8. others?
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*F. How many hours do/can you study (English) on a normal weekday (apart from classes)? (minimum)
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**How many hours do/can you study (English) at the weekend? (minimum)
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*G. On a scale of 0 (max. passivity) to 10 (max. participation), how would you define your attitude in class? (circle) 0 1 2 3 4 5 6 7 8 9 10
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*H. Does the level of your class corresponds to yours? (yes/no)
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**1. If not, would you like to change group (higher or lower level)?
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**2. Does the teacher adapt the content to the class level?
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**3. Would you like to spend more time revising basic concepts?
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**4. Do you spend enough time learning/revising new concepts?
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**comments
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*I. Are you satisfied with the amount of time spent in class on the following ? (yes/no)
 +
**functions
 +
**grammar
 +
**homework
 +
**pronunciation
 +
**reading
 +
**revision/general
 +
**situations
 +
**speaking accurately
 +
**speaking fluently
 +
**teacher correction
 +
**translating
 +
**understanding speech
 +
**vocabulary
 +
**others
 +
 +
Thank you for your collaboration, and enjoy your language learning.
  
 
== See also ==
 
== See also ==

Revision as of 21:33, 3 June 2009

Needs analysis refers to defining as precisely as possible the learner's language needs, present and future levels, and understanding what they think they can obtain from the language course.

Although pertinent to other forms of language teaching, it is a prerequisite to designing material for an ESP course.

Sample

The following is a needs analysis used for adult students. It can obvioUsly be adapted to suit aNY specific teaching situation.

Needs analysis

The aim of this questionnaire is for you, the student, to be aware of your own learning process (past, present and future) and how to improve on it, if necessary.

Please photocopy this form, fill it in and keep it with your class notes. Check it occasionally to see if your opinions have changed, and if so, in what way.

In January and June we will repeat this needs analysis and see what results and conclusions can be drawn.

  • A. On a scale of 1 (not very important) to 10 (very important), how important do you consider the following aspects of language learning?
    • amount of teacher correction
    • functions (giving opinions, arguing etc.)
    • grammar
    • homework
    • pronunciation
    • reading
    • revision/general
    • situations (language for use in restaurants, banks etc.)
    • speaking accurately
    • speaking fluently
    • translating
    • understanding speech
    • vocabulary
    • others (which?)
  • B. You need (English) to: (yes/no)
    • speak formally at meetings etc.
    • speak in informal situations
    • participate in negotiations etc.
    • read/translate texts
    • other reasons:
  • C. What types of (English) do you need?: (yes/no)
    • economic
    • formal
    • general
    • informal
    • legal
    • medical
    • social
    • sports
    • technical
    • others (which?)
  • D. Why do you want to study a foreign language? (yes/no)
    • for current work
    • for personal interest
    • for future work
    • for no special reason
    • other reasons (which?)
  • E. How satisfied are you as regards the following aspects: (very – quite – ok – not very)
    • 1. your habitual place of study? (noise, phone, light, temperature, etc.)
    • 2. the time you dedicate to study?
    • 3. the theoretical content of your classes?
    • 4. the practical content of your classes?
    • 5. the relation effort/results?
    • 6. your class in general?
    • 7. your progress in general?
    • 8. others?
  • F. How many hours do/can you study (English) on a normal weekday (apart from classes)? (minimum)
    • How many hours do/can you study (English) at the weekend? (minimum)
  • G. On a scale of 0 (max. passivity) to 10 (max. participation), how would you define your attitude in class? (circle) 0 1 2 3 4 5 6 7 8 9 10
  • H. Does the level of your class corresponds to yours? (yes/no)
    • 1. If not, would you like to change group (higher or lower level)?
    • 2. Does the teacher adapt the content to the class level?
    • 3. Would you like to spend more time revising basic concepts?
    • 4. Do you spend enough time learning/revising new concepts?
    • comments
  • I. Are you satisfied with the amount of time spent in class on the following ? (yes/no)
    • functions
    • grammar
    • homework
    • pronunciation
    • reading
    • revision/general
    • situations
    • speaking accurately
    • speaking fluently
    • teacher correction
    • translating
    • understanding speech
    • vocabulary
    • others

Thank you for your collaboration, and enjoy your language learning.

See also

References


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