OUTLINE:

 Introduction

 Brief History

 Definition of needs analysis.

 Procedures for conducting needs analysis

 data collection devices

 The purpose of needs analysis

 Importance of needs analysis in Esp

 Conclusion
BRIEF HISTORY

 Needs analysis procedure in the field of language teaching

was first used by Michael West in a survey report
published in 1926 (White, 1988). In the following decades,
however, little if any attention was given to needs analysis.
This can be explained largely by the influence that the
traditional structural view of the language continued to
exert on the field of English language teaching (ELT). The
term “Need Analysis” re-emerged during the 1970‟s as a
result of intensive studies conducted by the Council of
Europe team. Research and studies conducted by the
Council of Europe team resulted in the emergence of the
communicative approach to language learning which
replaced the situational approach dominant in language
teaching and learning at that time. The Council of Europe
team felt that successful language learning resulted not
from mastering linguistic elements, but from determining
exactly what the learner needed to do with the target
language.
 The idea of focusing on learners’ needs originated
in the 1970s resulting from the interest in the
design of language courses that could satisfy
individual and social needs (Palacios Martínez
1992:135). Its development evolved in association
with the teaching of languages for specific
purposes.
DEFINITION OF NEEDS ANALYSIS

 A needs analysis refers to the activities involved

in collecting the necessary information for
developing an effective curriculum that meets
students' particular needs (Iwai et al., 1999)
 In order for this to take place, the teacher must
identify learner’s needs, and make a determining
distinction between “target” and “learning"
needs:
 Learning needs: Refer to the background
linguistic knowledge the learner needs to have in
order to master the further abilities he will need
to perform in the target situation.
TARGET NEEDS:

 learner's "lacks", "needs" and "wants".

 Wants: The learner’s personal view about the

needs or lacks he has.

 Lacks: The “gap” existing between the target

proficiency and the current proficiency of the
learners.
LEARNING NEEDS:

 Refer to the background linguistic knowledge the

learner needs to have in order to master the
further abilities he will need to perform in the
target situation. How can we identify needs,
lacks and wants? We can administer a needs
analysis procedure through questionnaires,
interviews, observations, data collection or
informal consultations to learners, tutors or
sponsors.
 Being aware of the needs of the learners influences
not only the content of the language course but also
what potential can be exploited through such course.
Needs analysis is a complex process which has to take
into account what Hutchinson and Waters (1987:54-
63) define as “target needs”, what learners need to do
in the target situation – i.e. language use, and
“learning needs”, what learners need to do in order to
learn – i.e. language learning. In a more modern
view, we should not only take into account “target
needs” and “learning needs” – i.e. objective needs –
but also learners’ subjective needs, that is, their
affective needs, such as their interests, wishes,
expectations and preferences (Nunan 1988)
PROCEDURES FOR CONDUCTING NEEDS
ANALYSIS:

 When performing a need analysis, the ESP practitioner can

pick out numerous strategies, but needs to keep in mind
that every procedure affects the type of the information
obtained (Richards, 2002). Schutz and Derwing (1981),
introduced eight detailed stages to perform a needs
assessment. These stages are: to determine goals, to set the
limits for target population, to delimit the framework of
examination, to choose a data collecting device, to gather
evidence, to evaluate data, to decipher outcome, and to
criticize the research.
 ) Determining if the goal is directly related to establishing

the purpose of the study specifically in order to determine

appropriate outcome.

 2) By setting the limits on the target population, the

researcher is able to specify the target population of the

investigation in order to carry out more pragmatic decision

regarding costs, place and length of the project.

 3) Delimiting the framework of examination involves

outlining the limitations of the research mainly to increase

its potency.
 4) Choosing the data collecting device includes picking out

proper information gathering instruments. Deciding the

data collecting device relies upon the environment, range

and goals of the research.

 5) Gathering evidence consists of compiling the necessary

information via the data collecting device that will be used

in this process. Distinctive kinds of data collecting device,

like distributing surveys, performing personal interviews,

or conducting observations depend upon a different type of

approach and subsequently changing the upcoming stages.

 6) Evaluating the data, the analyst can use numerous aids in
the form of computerassisted

 investigation methods or simply based on his own

observations and calculations. Applying computer-assisted
investigation methods to interpret the data is more practical
as it significantly decreases time and the amount of work, in
contrast with observations and personal calculation that
demand lengthened contact with the target contexts and
qualitative analysis of the outcome.

 7) By deciphering the outcome, the analyst interprets the data

developed from the technique of information analysis.
Afterwards, the analyst seeks to deduce suggestions regarding
the learners' language requirements by using the product of
data investigation.
 8) Lastly, the criticism of the research portion
involves writing down recommendations for
additional studies and clarifying the drawbacks
of the research.

 Clearly this is not the only available method to

conduct an appropriate needs analysis.
Nevertheless, it has been applied numerous
times and the ESP practitioner willing to use it
will not be compelled to deal with additional
errors arising from using a different method.
DATA COLLECTION DEVICES

• Questionnaires
• Self-ratings
• Interviews
• Meetings
• Observation
• Collecting learner language samples
• Task analysis
• Case studies
• Analysis of available information
THE QUESTIONNAIRE
 The questionnaire is considered as the most
common tool used for gathering information
about a specific topic using set of clear questions
sent for a specific population. According to Brown
(2001) a questionnaire is “any written instrument
that presents respondents with a series of
questions or statements to which they are to
react either by writing out their answers or
selecting from among existing answers”
 disadvantages of Questionnaires:

 • The information obtained may be fairly

superficial or imprecise.

 • The information will often need follow-up to

gain a fuller understanding.

SELF-RATINGS

 Self-ratings :Self-ratings might be included as

part of a questionnaire.

 • Disadvantage: It provides only

impressionistic information.
INTERVIEWS

 Interviews are discussions, usually one-on-one

between an interviewer and an individual, meant
to gather information on a specific set of topics.
Interviews can be conducted in person or over the
phone. Interviews differ from surveys by the level
of structure placed on the interaction.
 • Advantage:

 * Allow for a more in-depth exploration of issue

 * may be useful at the preliminary stage of

designing a questionnaire.

 • Disadvantage:

 * Take longer to administer

 * Only feasible for smaller groups

MEETINGS :

 Advantage:

 * Allows a large amount of information to be

collected in a fairly short time.

 Disadvantage:

 * Information may be impressionistic and

subjective
OBSERVATION :

 may either involve counting the number of times that

a particular phenomenon occurs, such as how often a
particular word is used in interviews, or coding
observational data to translate it into numbers.

 Take into account:

 * People often do not perform well when they are

observed.

 * The skill of observer.

COLLECTING LEARNER LANGUAGE SAMPLES

 Language samples may be collected

through:

 Written or oral tasks

 Simulations or role plays

 Performance tests

 Achievement tests
THE PURPOSE OF NEEDS ANALYSIS :

 Needs analysis in language teaching may be used for

a number of different purposes :
 • to find out what language skills a learner needs
in order to perform a particular role, such as sales
manager, tour guide, or university student.
 • to help determine if an existing course
adequately addresses the needs of potential students.
 • to determine which students from a group are
most in need of training in particular language skills.
 •
 to identify a change of direction that people in a
reference group feel is important.

 • to identify a gap between what students are

able to do and what they need to be able to do.

 to collect information about a particular problem

learners are experiencing.
THE USERS OF NEEDS ANALYSIS

 Big-scale needs analysis

 curriculum officers in the ministry of
education
 Teachers
 Learners
 Writers
 Testing personnel
 Staff of tertiary institutions
 Small-scale needs analysis

 Teacher

 Program coordinator
IMPORTANCE OF NEEDS ANALYSIS IN ESP:

 ESP emerged as an answer to the social demand associated

with flourishing business environment. The demand for
qualified workers have immensely increased. In order to
fulfill the need for it, educational institutions introduced a
number of courses with the primary objective to educate
people willing to work in a business environment. The
teacher inclined to design to the ESP course is compelled to
begin from analyzing learners’ particular needs and
demands it is Based on the learners’ needs and their
forthcoming use of the language.
 ESP is not just about teaching English, it’s about
teaching the specific English the students need to
operate successfully in their chosen field. Whether
students are from the oil industry or the construction
industry, this principle remains the same.A number
of linguists, (e.g. Strevens (1977),Swales(1990),
Hutchinson and Waters (1987), Jordan(1997),
Flowerdew and Peacock (2001), and Basturkmen
(2006)) laid emphasis on needs analysis as an
insinuating point for devising syllabuses, courses,
materials for specific audiences. Needs analysis is
important to investigate students’ needs and wants in
order to make an effective ESP course syllabus.
CONCLUSION
 In conclusion, the results of the needs analysis help
us as teachers to identify the students’ prospective
professional needs, the students’ needs in terms of
language skills and the students’ deficiencies in the
area of language skills. Only after analyzing the
students’ needs and determining the objectives of the
language course, we can select a material that meets
the needs of the students. Thus, needs analysis is the
foundation on which we can develop curriculum
content, teaching materials and methods that can
lead to increasing the learners ’motivation and
success.
REFERENCES:

 Adeel Khalid Needs Assessment in ESP: A

Review Vol. 12, No. 6, 2016, pp. 38-46
 Evan Frendo ,On the importance of needs
analysis© , 2012
 Lidia Gómez García - Universidade de Santiago
de Compostela
 Sebastian Jeczelewski Needs Analysis, Course
Design and Evaluation of Business English 2016
 Sophia Yar-ling Tsai, Needs AnalysisShou
University, Taiwan , 2008
 The importance of needs analysis in syllabus and
course design. The CMC_E project: a case in
point
THANK YOU