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UNIVERSIDAD AUTÓNOMA DE CHIAPAS UNIVERSIDAD AUTÓNOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA. C ESCUELA DE LENGUAS TUXTLA. C- -I I
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
´NEEDS ANALYSISµ
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NEEDS ASSESSMENT NEEDS ASSESSMENT
Ri chards, Platt and Weber (1985, p.189) ´ Theprocess of determi ni ng the needs for whi ch alearner or group of learners requi res a languageand arrangi ng the needs accordi ng to pri ori ties µ.
Stufflebe am, McCormi ck, Bri nk e rhoff, and Ne ls on(1985, p.16) i t is the process of de te rmi ni ng the thi ng that are ne cess ary or use ful for the fulf i llme ntof a de f e nsi ve purpose µ.
Pratt (1980, p.79) ´Needs assess me nt re f e rs to anarray of proced ures for ide nti fyi ng and valid ati ngneeds, and es tab lis hi ng pri ori ties among the mµ.
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The target group
Theaudience
The needsanalysts
Theresourcegroup
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LIST S OF 24 DIFFERENT LIST S OF 24 DIFFERENT
PROCEDURES FOR GATHERINGPROCEDURES FOR GATHERING
NEEDS ANALYSIS INFORMATIONNEEDS ANALYSIS INFORMATION
Inventories
Letter writing
Advisory meetings
Achievement testing
Behavior observation
Group interviews
Interest group meetings
Opinion Surveys
Records analysis
Diagnostic testing
Dairy studies
International analysis
Proficiency testing
Literature review
Review meetings
Biodata surveys
Judgmental rating
Self-rating
Case studies
Individual interview
Delphi technique
Systems analysis
Q sort
Placement testing
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Existinginformation
Existinginformation
Tests
Tests
Observations
Observations
Interviews
Interviews
Meetings
Meetings
Questionnaires
Questionnaires
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Recordsanalysis
Explore trendsin individual
programscomponents.
Explore trendsin individual
programscomponents.
Enrollments,profits, materialselection, etc.
Enrollments,profits, materialselection, etc.
Systemsanalysis
Components andsubcomponentsas well as their
interaction
Components andsubcomponentsas well as their
interaction
Would be defined,delineated, and
analyzed together
Would be defined,delineated, and
analyzed together
Literaturereview
Library sourcesin the form of
books, journals,and newsletters
Library sourcesin the form of
books, journals,and newsletters
Might lead toinformationabout similar
programs
Might lead toinformationabout similar
programs
Letterwriting
Humanconnections
Humanconnections
Course of literatureCourse of literature
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Are an indispensable source of information in aneeds analysis.
Can provide a wealth of information aboutthe general ability levels of the student.
The purpose of measurement is:
ProficiencyPlacementDiagnosisAchievement
Examples:TOEFL (Test of English as a Foreign Language)PET (Preliminary English Test )FCE (First Certificate in English)
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Involves watching an individual or a small number of individuals andrecording the behaviors that occur.
Case study
Classes are
recorded ininformal notes
Characteristicsand behaviors
Dairy study
Linguistics have
recorded theirfeelings and
thoughts
Learning thelanguage
Behavior
observation
More formal
Checklist
Particularbehaviors and
actions
Interactional
Purpose to
of studyinglanguage
behaviors
Interactionbetween
people
Inventory
Count of physical
objects
Example:
Classroom per 35 students
Two texts perstudents.
Can be important
in a needs analysis
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Are an open-ended type of instrument
Allows for gathering personal
responses and views privately
Real opinions.Individualinterviews
Help the needs analyst to getinformation from a group
Its not confidential
Different views
Group
interviews
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Are re li el t e str ct re s t t t ertici ts cc lis cert i t s s.
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Its more complex
To uncoveropinions and
attitudes.
Individual
Rate their ownabilities,
interest.
Elicit factsabout the
backgroundof the
participants.
Give theirevaluation of
variousaspects of the
program.
Judgmentalratings
Biodatasurveys
Opinionsurveys
Self-rating
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A LEARNER NEEDS QUESTIONNAIRE
What help do you need with your English? This questionnaire asks for your answers to this question.
Name: ________________________________________ Nationality: __________________________________
Number of years learning and using English (include school and life experience): ___________
Grammar: How good does your grammar need to be? I need to know enough about English grammar to be able
to
___________________________________________________________________________________________
____________________________________________________________________________________________
___
Listening:Which of these activities do you need to be able to understand in English?
(Check only one column for each activity that you need ):
Activity: Every word Most words but not all The general idea
Radio or TV programmes in English
Course lectures conducted in English
Telephone calls in English
Other non-English-speaking nationalities
English-speaking nationalities
Other activity (please describe below)
Vocabulary: Complete the following sentence: I need to learn enough new words to be able to
____________________________________________________________________________________________
___
____________________________________________________________________________________________
___
Pronunciation: How good does the sound of your English need to be?
____________________________________________________________________________________________
___
How good would you like the sound of your English to be?
____________________________________________________________________________________________
___
____________________________________________________________________________________________
___
Reading:What do you need to read in English?
____________________________________________________________________________________________
___
What would you like to be able to read in English?
____________________________________________________________________________________________
___
How much of what you read do you understand? Every word Most words but not all The general idea
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Self-rating
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http://linguistics.byu.edu/resources/volunteers/TESOLBYU_NeedsAnalysis.htm