Difference between revisions of "Needs analysis"

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In January and June we will repeat this needs analysis and see what results and conclusions can be drawn.  
 
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?
+
*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  
 
**amount of teacher correction  
 
**functions (giving opinions, arguing etc.)  
 
**functions (giving opinions, arguing etc.)  
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**vocabulary  
 
**vocabulary  
 
**others (which?)  
 
**others (which?)  
 
  
 
*B. You need (English) to: (yes/no)
 
*B. You need (English) to: (yes/no)
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**read/translate texts  
 
**read/translate texts  
 
**other reasons:  
 
**other reasons:  
 
  
 
*C. What types of (English) do you need?: (yes/no)
 
*C. What types of (English) do you need?: (yes/no)
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**technical  
 
**technical  
 
**others (which?)
 
**others (which?)
 
  
 
*D. Why do you want to study a foreign language? (yes/no)
 
*D. Why do you want to study a foreign language? (yes/no)
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**for no special reason  
 
**for no special reason  
 
**other reasons (which?)  
 
**other reasons (which?)  
 
  
 
*E. How satisfied are you as regards the following aspects: (very – quite – ok – not very)
 
*E. How satisfied are you as regards the following aspects: (very – quite – ok – not very)
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**7. your progress in general?
 
**7. your progress in general?
 
**8. others?
 
**8. others?
 
  
 
*F. How many hours do/can you study (English) on a normal weekday (apart from classes)? (minimum)  
 
*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)  
 
**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), define your attitude in class. (circle) 0 1 2 3 4 5 6 7 8 9 10
*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)  
 
*H. Does the level of your class corresponds to yours? (yes/no)  
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**comments  
 
**comments  
  
 
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*I. State how satisfied you are with the amount of time spent in class on the following: (yes/no)
*I. Are you satisfied 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.
 +
 +
== References ==
 +
<references/>
  
 
== See also ==
 
== See also ==
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*[[Principles of adult learning]]
 
*[[Principles of adult learning]]
  
== References ==
 
<references/>
 
  
 
[[Category:Methodology]]
 
[[Category:Methodology]]
  
 
{{stub}}
 
{{stub}}

Revision as of 22:10, 24 June 2009

A needs analysis 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: 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.

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.

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), rate how important 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), 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. 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


See also

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