Academic Listening Needs of English Language and Literature Students at a Saudi Arabian University Sahar Alkhelaiwi Lancaster University “L Conduct a thorough needs analysis study to Wdentiy the ‘academic listening needs of students of English Language and Literature (ELL) at King Saud University (SU). 2 Develop a heuristic needs analysis framework for future discipline-based English for Academic Purposes (EAP) programmes | -ustas no medical intervention would be ‘before a thorough dlogness of what als the patient, 0 no “Language training that doesnot meet the needs of ‘L The target-situation analysis ‘#To determine the types of future needs identified by the ‘requirements ofthe specific target language use situations. ‘To provide information about language use ‘4 To represent the destination ofthe learner's journey. 2. The present-situation analysis ‘#To investigate learners deficiencies by measuring the gap ‘between the target proficiency and what the learners do not know. ‘#To represent the point of departure forthe language-learning journey. 3. Learning-centred situation analysis ‘a To determine the learning needs. ‘8 To provide information about how learners come to acquire the target needs. ‘4 To represent the routes of learning in the language-learning journey. 4, Discourse analysi ‘@7To describe the academic language features. nc 1, What are the academic L2 listening needs of students in the English Language and Literature programme at King Saud University, as perceived by various stakeholders? ‘a. What are the student-perceved target-situation, present- situation and learning-situation academic listening needs of ELL undergraduates at KSU? What are the lecturer perceived target-situation, present- situation and learning-situation academic listening needs Of ELL undergraduates at KSU? 2, What are the predominant language aspects of target language use situations found in selected lecture transcripts of the ELL programme? 3, How comprehensive is the specifi-needs analysis methodology used? LANCASTER UNIVERSITY aa Participant 4 Target group: Yeor One undergraduate students. ‘@ Resource group: Year Two and Year Three undergraduate students former students and lecturers in the Department of English Language and Literature at KSU. Overall Design '@ Inductive and deductive data collection methods. 4@ Triangulating and sequencing of sources and methods. @ SemPstructured observations of four selected content classes Discourse analysis of four lecture transcripts « @ Listening test with Year One and Year Three students « @ ‘Stimulated-ecall interviews with three students fom Year One and Year Three i ‘SemPstructured interviews with three students and three content lecturers i 9 Questionnaires distributed to all students & lecturers « tras (Table of Specifications) with expert researchers (outsiders) and expert participants (insiders) References Jasso-Aguilar, R (2005). Sources, methods and triangulation in needs ‘analysis A critical perspective in a case study of Waikiki hotel maids. In MH. Long (Ed), Second language needs analysis, (pp. 127-158). Cambridge: Cambridge University Press Long, M (2005). A rationale for needs analysis and needs analysis research. In MH, Long (Ed), Second language needs analysts, (pp.1-16) ‘Cambridge: Cambridge University Press.