ASSESSING NEEDSASSESSING NEEDS

The roleThe roleSystematic and ongoing process of Systematic and ongoing process of gathering information about students gathering information about students needs and preferences , interpreting needs and preferences , interpreting the information and then, making the information and then, making course decisions based on the course decisions based on the interpretation in order to meet the interpretation in order to meet the needs. needs. It is a part of teaching (Munby 1978)It is a part of teaching (Munby 1978)Felt needs and perceived needsFelt needs and perceived needs

Learners and teachersLearners and teachers

Learners reflect on their learning and Learners reflect on their learning and gain a sense of ownership and gain a sense of ownership and control of their learning.control of their learning.

Teachers select and designTeachers select and design

A need is the A need is the gap between what gap between what language learners know and can do, language learners know and can do, and what they don’t know, can’t do—and what they don’t know, can’t do—but ought to know and but ought to know and oughtought to do. to do.

Process( cycle)Process( cycle)Deciding what information to gather and Deciding what information to gather and whywhyDeciding the best way to gather it: when, Deciding the best way to gather it: when, how and from whomhow and from whomGathering the informationGathering the informationInterpreting the informationInterpreting the informationActing on the informationActing on the informationEvaluating the effects and effectiveness of Evaluating the effects and effectiveness of the action.the action.(back to 1) deciding on further or new (back to 1) deciding on further or new information to gatherinformation to gather

What areas of learning does N.A What areas of learning does N.A address?address?

Current stateCurrent state

Language abilityLanguage ability

Learning preferencesLearning preferences

The desired goal to changeThe desired goal to change

The old curriculumThe old curriculumIn the bad old days of language In the bad old days of language teaching, and maybe even in schools teaching, and maybe even in schools today (!), it wasn’t hard to say what today (!), it wasn’t hard to say what language learners needed:language learners needed:

““Grammar, translation, plenty of work Grammar, translation, plenty of work with that dictionary, and plenty of work with that dictionary, and plenty of work to prepare for that test!”… (sound to prepare for that test!”… (sound familiar?)familiar?)

TodayTodayToday, it’s nice to Today, it’s nice to

think people learn think people learn languages to deal languages to deal with life – What with life – What they think are their they think are their needs. needs.

This is what you This is what you could call FELT could call FELT needs.needs.

Have a look at this:Have a look at this:

GOAL OF GOAL OF LANGUAGE LANGUAGE USEUSE

SOURCE OF SOURCE OF INSTRUCTIONAL INSTRUCTIONAL CONTENT CONTENT

LanguageLanguage ‘‘LifeLife’’

Didactic Didactic (education)(education)

Teaching/Teaching/practicing practicing languagelanguage

Teaching Teaching practicing practicing content content

SocialSocial

Talking/writing Talking/writing (re: language-(re: language-as-content)as-content)

Talking/writing Talking/writing re: non-re: non-language language contentcontent

Can we get some ideas about what to teach from knowing Can we get some ideas about what to teach from knowing aboutabout the the studentsstudents themselves? For instance do we teach children and adults the themselves? For instance do we teach children and adults the

same thing?same thing?

CHILDRENCHILDREN ADULTSADULTS

Intellectual Intellectual developmentdevelopment

Focus: here and Focus: here and now, concretenow, concrete

Can handle Can handle abstractionsabstractions

Attention spanAttention span Short in classroom Short in classroom settingssettings

Relatively Relatively longlong

Sensory inputSensory input Much variety Much variety requiredrequired

Some variety Some variety requiredrequired

Affective factorsAffective factors Fragile in Fragile in presence of peerspresence of peers

Bring global Bring global self-esteem self-esteem to classroomto classroom

Authentic, Authentic, meaningful meaningful languagelanguage

Language use for Language use for immediate immediate rewardsrewards

Tolerate less Tolerate less contextualizacontextualiza-tion-tion

Is there really anything to Is there really anything to second language learning second language learning

beyond languagebeyond language??

– Short answer: Yes!Short answer: Yes!

– Long answer: Yes, but (language is Long answer: Yes, but (language is a part of culture—so, how can you a part of culture—so, how can you get cultured?)get cultured?)

I’m talking about the ways you ‘get’ I’m talking about the ways you ‘get’ culture. How about this list:culture. How about this list:

through social interaction (negotiated through social interaction (negotiated talk)talk)

through ritual (rote participation)through ritual (rote participation)

through observation (passive through observation (passive participation)participation)

through microchip brain implants – through microchip brain implants – well, maybe not for a few years – well, maybe not for a few years –

So, are YOU acculturating? What So, are YOU acculturating? What do you think?do you think?

We can gather information about We can gather information about the presentthe present

Who learners are age , gender, profession. Who learners are age , gender, profession. Background. etcBackground. etcThe learners` level of language proficiency: the The learners` level of language proficiency: the skills. Grammar.skills. Grammar.The learners´ level of intercultural competence.The learners´ level of intercultural competence.Their interests: topics, issues, professional Their interests: topics, issues, professional experience experience Their learning preferences: how tested, learning Their learning preferences: how tested, learning preference, teacher's role.preference, teacher's role.Their attitudes: toward themselves. Target lang, Their attitudes: toward themselves. Target lang, cultureculture

The futureThe future

The learners goals and expectations:The learners goals and expectations:

The target contexts: situations, roles, The target contexts: situations, roles, topics and contenttopics and content

Type of communicative skills they Type of communicative skills they will need and tasks they will perform: will need and tasks they will perform: listen to lectures , talk on the phone, listen to lectures , talk on the phone, persuade.persuade.

Language modalities they will useLanguage modalities they will use

Objective/ subjectiveObjective/ subjective

What for?What for?

Language abilityLanguage ability

Attitudes Attitudes

ExpectationsExpectations

Target and learning needsTarget and learning needs

What students need to learn and for What students need to learn and for what purposes.what purposes.

What they expect to learn. What What they expect to learn. What motivates them as learners.motivates them as learners.

Factors that can guide your choicesFactors that can guide your choices

The purpose of the courseThe purpose of the course

Your beliefsYour beliefs

Information you already have about Information you already have about studentsstudents

Gather only information that you Gather only information that you know you can use.know you can use.

WhenWhen

Pre-course: placement, content. Pre-course: placement, content. objectivesobjectives

Initial: the first few sessionsInitial: the first few sessions

Ongoing: determining whether what Ongoing: determining whether what is being taught, how it is being is being taught, how it is being taught and how it is being evaluated, taught and how it is being evaluated, are effective for the studentsare effective for the students

Rank Ordering of teRank Ordering of teaaching activities according ching activities according to the perceived usefulness(Eltis and Low to the perceived usefulness(Eltis and Low 1985)1985) : :

ACTIVITYACTIVITY %%

Students working in pairs/ small Students working in pairs/ small groups groups  80 80 Role-playRole-play 56 56 Language gamesLanguage games 51 51 Reading topical articlesReading topical articles 48 48 Students making oral presentationsStudents making oral presentations 46 46 Cloze(gap filling exercisesCloze(gap filling exercises 45 45 Using video materialsUsing video materials 40 40 Student repeating teacher cue(drill)Student repeating teacher cue(drill)  34  34 Exercise in free writing Exercise in free writing  27 27 Setting and correction of homeworkSetting and correction of homework  25  25 Listening and note takingListening and note taking 25 25 Repeating and learning dialoguesRepeating and learning dialogues 20 20 Students reading aloud in the classStudents reading aloud in the class 21 21 Exercises in onference writingExercises in onference writing 18 18

Most useful parts of lesson according to Most useful parts of lesson according to students(Alcorso and Kalantzis1985): students(Alcorso and Kalantzis1985):

ACTIVITYACTIVITY % %

Grammar exercisesGrammar exercises 40 40 Structured class discussion/conversationStructured class discussion/conversation 35 35 Copying written material , memorising, drill and Copying written material , memorising, drill and repetition  repetition   25 25 Listening activities using casettesListening activities using casettes 20 20 Reading books and newspapersReading books and newspapers 15 15 Writing stories,poems,descritionsWriting stories,poems,descritions 12 12 Drama role-play, songs, languge gamesDrama role-play, songs, languge games 12 12 Using audio-visuals, tv. ,videoUsing audio-visuals, tv. ,video 11 11 Communication tasks, problem solvingCommunication tasks, problem solving    10 10 Excursions with the classExcursions with the class 7 7   (David Nunan :1988i)(David Nunan :1988i)

FrameworkFrameworkWhat information does it gather?What information does it gather?Who is involved and why?Who is involved and why?What skills are necessary to carry it out?is What skills are necessary to carry it out?is preparation needed?preparation needed?Is the activity feasible given the level and number Is the activity feasible given the level and number of students? How could you adapt it?of students? How could you adapt it?Is the activity focused only on gathering Is the activity focused only on gathering information which you will analize or does it also information which you will analize or does it also ask students to identify problems and solutions . ask students to identify problems and solutions . Identify priorities.Identify priorities.How will the teacher and learners use these How will the teacher and learners use these information.information.

Assessment activities ( once or on Assessment activities ( once or on a regular basis)a regular basis)

Questionnaires: obvious choice. Not always most Questionnaires: obvious choice. Not always most effective.effective.Interviews:Interviews:Grids charts or lists: for students to interview Grids charts or lists: for students to interview each other.each other.Writing activities : assess prof. diagnose Writing activities : assess prof. diagnose strengths and weaknesses. Objective subjective strengths and weaknesses. Objective subjective needs. Compare.needs. Compare.Group discussions: teacher students Group discussions: teacher students responsibilities. responsibilities. Ranking activities : where and for what purpose Ranking activities : where and for what purpose they use English? Most to leastthey use English? Most to least

  Proficiency level Proficiency level Age Age Educational background Educational background Previous courses Previous courses Nationality Nationality Marital Status Marital Status Trime in country Trime in country Occupation Occupation First language First language Other languages Other languages Preferred course length Preferred course length Preferred methodology Preferred methodology Learning style Learning style Language goals Language goals Life goals Life goals                   And he adds that these information can be seen in two different categories: And he adds that these information can be seen in two different categories: 1.Essential biographical information 1.Essential biographical information 2.More personal , relating to the learners’preferences and perception of need. 2.More personal , relating to the learners’preferences and perception of need.

DATA DATA :: WHEN COLLECTED? WHEN COLLECTED?  BY WHOM? BY WHOM?  HOW?HOW? FOR WHAT PURPOSE? FOR WHAT PURPOSE?

A.For what communicative questions and A.For what communicative questions and tasks do you wish to learn English? tasks do you wish to learn English?

  1.Talking in formal situations(e.g. to the 1.Talking in formal situations(e.g. to the doctor) doctor) 2.Understanding the radio and television 2.Understanding the radio and television 3.Filling in forms 3.Filling in forms 4.Understanding native speakers 4.Understanding native speakers 5.Reading newspapers 5.Reading newspapers 6.Understanding the Australian way of life 6.Understanding the Australian way of life 7.Writing letters 7.Writing letters 8.Talking to friends and neighbours 8.Talking to friends and neighbours

Ongoing Ongoing

Regular feedback sessions. how Regular feedback sessions. how valuable was this activity in helping valuable was this activity in helping you with…?you with…?

Dialogue journals: teacher responds. Dialogue journals: teacher responds. Structured, unstructured.Structured, unstructured.

Learning logs/ diaries: Learning logs/ diaries: records/learning/ progress/continuerecords/learning/ progress/continue

PortfoliosPortfolios

B.What learning activities do you prefer? B.What learning activities do you prefer?

  1.Learning grammar rules 1.Learning grammar rules

2.Pronounciation 2.Pronounciation

3.Learning ne3.Learning neww words words

4.Studying a textbook or coursebook 4.Studying a textbook or coursebook

C.Which skiils are most C.Which skiils are most important for you?important for you?

  1.Speaking 1.Speaking

2.Listening 2.Listening

3.Writing 3.Writing

4.Reading 4.Reading

  D.What sort of groupings do you D.What sort of groupings do you prefer? prefer?

1.Practi1.Practiccing with the whole class ing with the whole class 2.Practi2.Practiccing in small groups ing in small groups 3.Practi3.Practiccing in pairs ing in pairs 4.Studying alone4.Studying alone

Learning Strategies (examples)Learning Strategies (examples)

MemoryMemory ““I use new English words in a I use new English words in a sentence, so I can remember sentence, so I can remember them.”them.”

CognitiveCognitive ““I try not to translate word for I try not to translate word for word.”word.”

Compensa-Compensa-tiontion

““To understand unfamiliar To understand unfamiliar English words, I make guesses.”English words, I make guesses.”

Meta-Meta-cognitivecognitive

““I think about my progress in I think about my progress in learning English.”learning English.”

AffectiveAffective ““I give myself a reward or treat I give myself a reward or treat when I do well in English.”when I do well in English.”

SocialSocial ““I practice English with other I practice English with other students.”students.”

Reed, Reed, Perceptual Learning Perceptual Learning Style Preference SurveyStyle Preference Survey

Strongly Strongly

agreeagree

(SA) (SA)

Agree Agree (A)(A)

Undecided Undecided (U)(U)

Disagree Disagree (D)(D)

strongly strongly disagree disagree (SD)(SD)

XX

SSAA

AA UU DD SDSD

1. When the teacher tells me the 1. When the teacher tells me the instructions, I understand better.instructions, I understand better.

2. I prefer to learn by doing 2. I prefer to learn by doing something in class.something in class.

3. I get more work done when I 3. I get more work done when I work with others.work with others.

4. I learn more when I study with a 4. I learn more when I study with a groupgroup

5. I class, I learn best when I work 5. I class, I learn best when I work with others.with others.

6. I learn better by reading than by 6. I learn better by reading than by

listening to someone.listening to someone.