Difference between revisions of "Needs analysis"

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A '''Needs analysis''' is a means of defining as precisely as possible the [[learner]]s' language needs and understanding what they think they can obtain from the [[language]] course.  
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A '''needs analysis''' (/ni:dz ənæləsɪs/; [[plural]] ''needs analyses'' (/ni:dz ənæləsi:s/)) is a means of defining as precisely as possible the [[learner]]s' language needs and understanding what they think they can obtain from the [[language]] course.  
  
It serves (at least) two purposes: a) it gives the teacher more of an idea of how to adapt the course to the student, rather than the student having to adapt to the course, and b) it helps the student become more aware of his/her role in the learning process.
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It serves (at least) two purposes:
 +
 
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#It gives the [[teacher]] more of an idea about how to adapt the course to the [[student]], rather than the student having to adapt to the course.
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#It helps the student become more aware of his/her role in the learning process.
  
 
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.  
  
== Sample ==
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== Sample needs analysis ==
 
The following is a needs analysis used for adult students. It can obviously be adapted to suit any specific teaching situation.
 
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.  
 
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.
 
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.  
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In January and June we will repeat this needs analysis, see what conclusions can be drawn and decide if any action needs to be taken.  
  
*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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*'''A. On a scale of 1 (not very important) to 10 (very important), rate how important you consider the following aspects of language learning:'''
**amount of teacher correction  
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**amount of teacher [[correcting mistakes|correction]]
**functions (giving opinions, arguing etc.)  
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**[[function]]s (giving opinions, arguing etc.)  
**grammar  
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**[[grammar]]
**homework  
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**[[homework]]
**pronunciation  
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**[[pronunciation]]
**reading  
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**[[reading]]
 
**revision/general  
 
**revision/general  
 
**situations (language for use in restaurants, banks etc.)  
 
**situations (language for use in restaurants, banks etc.)  
**speaking accurately  
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**[[accuracy|speaking accurately]]
**speaking fluently  
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**[[fluency|speaking fluently]]
**translating  
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**[[Translation in class | translating]]
**understanding speech  
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**[[listening|understanding speech]]
**vocabulary  
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**[[vocabulary]]
**others (which?)  
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**others (what?)  
  
*B. You need (English) to: (yes/no)
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*'''B. You need (English) to: (yes/no)'''
 
**speak formally at meetings etc.  
 
**speak formally at meetings etc.  
 
**speak in informal situations  
 
**speak in informal situations  
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**other reasons:  
 
**other reasons:  
  
*C. What types of (English) do you need?: (yes/no)
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*'''C. What types of (English) do you need?: (yes/no)'''
 
**economic  
 
**economic  
 
**formal  
 
**formal  
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**sports  
 
**sports  
 
**technical  
 
**technical  
**others (which?)
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**others (what?)
  
*D. Why do you want to study a foreign language? (yes/no)
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*'''D. Why do you want to study a foreign language? (yes/no)'''
**for current work  
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**For current work  
**for personal interest  
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**For personal interest  
**for future work  
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**For future work  
**for no special reason  
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**For no special reason  
**other reasons (which?)  
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**Other reasons (which?)  
  
*E. How satisfied are you as regards the following aspects: (very – quite – ok – not very)
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*'''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.)
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**your habitual place of study? (noise, phone, light, temperature, etc.)
**2. the time you dedicate to study?
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**the time you dedicate to study?
**3. the theoretical content of your classes?
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**the theoretical content of your classes?
**4. the practical content of your classes?
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**the practical content of your classes?
**5. the relation effort/results?
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**the relation effort/results?
**6. your class in general?
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**your class in general?
**7. your progress in general?
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**your progress in general?
**8. others?
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**others?
  
*F. How many hours do/can you study (English) on a normal weekday (apart from classes)? (minimum)  
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*'''F. How many hours do/can you study (English):'''
**How many hours do/can you study (English) at the weekend? (minimum)  
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**on a normal weekday (apart from classes)? (minimum)
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**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
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*'''G. On a scale of 0 (max. passivity) to 10 (max. participation), 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)  
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*'''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)?  
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**If not, would you like to change group (higher or lower level)?  
**2. Does the teacher adapt the content to the class level?  
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**Does the teacher adapt the content to the class level?  
**3. Would you like to spend more time revising basic concepts?  
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**Would you like to spend more time revising basic concepts?  
**4. Do you spend enough time learning/revising new concepts?  
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**Do you spend enough time learning/revising new concepts?  
**comments
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**Comments
  
*I. Are you satisfied with the amount of time spent in class on the following ? (yes/no)
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*'''I. State how satisfied you are with the amount of time spent in class on the following: (yes/no)'''
 
**functions  
 
**functions  
 
**grammar  
 
**grammar  
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Thank you for your collaboration, and enjoy your language learning.
 
Thank you for your collaboration, and enjoy your language learning.
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== References ==
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<references/>
  
 
== See also ==
 
== See also ==
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*[[Principles of adult learning]]
 
*[[Principles of adult learning]]
  
== References ==
 
<references/>
 
  
 
[[Category:Methodology]]
 
[[Category:Methodology]]
 
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[[Category:Advice for new teachers]]
{{stub}}
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[[Category:Teacher development]]

Latest revision as of 14:50, 6 August 2019

A needs analysis (/ni:dz ənæləsɪs/; plural needs analyses (/ni:dz ənæləsi:s/)) is a means of defining as precisely as possible the learners' language needs and understanding what they think they can obtain from the language course.

It serves (at least) two purposes:

  1. It gives the teacher more of an idea about how to adapt the course to the student, rather than the student having to adapt to the course.
  2. It helps the student become more aware of his/her role in the learning process.

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

Sample needs analysis[edit]

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

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, see what conclusions can be drawn and decide if any action needs to be taken.

  • 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 (what?)
  • 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)
    • your habitual place of study? (noise, phone, light, temperature, etc.)
    • the time you dedicate to study?
    • the theoretical content of your classes?
    • the practical content of your classes?
    • the relation effort/results?
    • your class in general?
    • your progress in general?
    • others?
  • F. How many hours do/can you study (English):
    • on a normal weekday (apart from classes)? (minimum)
    • at the weekend? (minimum)
  • G. On a scale of 0 (max. passivity) to 10 (max. participation), 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)
    • If not, would you like to change group (higher or lower level)?
    • Does the teacher adapt the content to the class level?
    • Would you like to spend more time revising basic concepts?
    • Do you spend enough time learning/revising new concepts?
    • Comments
  • I. State how satisfied you are 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.

References[edit]


See also[edit]