UNIT 2: NEEDS ANALYSIS

Planning Effective Teaching 2014/2015

Needs Analysis
Needs analysis (needs assessment)

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in
collecting information about learners and about communication tasks that will
serve as the basis for developing a curriculum that will meet the learning needs
of a particular group of students.

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in
collecting information about learners and about communication tasks that will
serve as the basis for developing a curriculum that will meet the learning needs
of a particular group of students.

Learner analysis

Task analysis

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in
collecting information about learners and about communication tasks that will
serve as the basis for developing a curriculum that will meet the learning needs
of a particular group of students.

Learner analysis Based on information about the learner.

Task analysis

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in
collecting information about learners and about communication tasks that will
serve as the basis for developing a curriculum that will meet the learning needs
of a particular group of students.

Learner analysis Based on information about the learner.

For what purposes is the learner learning the language?
Task analysis

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in
collecting information about learners and about communication tasks that will
serve as the basis for developing a curriculum that will meet the learning needs
of a particular group of students.

Learner analysis Based on information about the learner.

For what purposes is the learner learning the language?
Task analysis Used to specify and categorise the language skills required to
carry out real-world communicative tasks. It often follows the learner analysis,
which establishes the communicative purposes for which the learner wants to
learn the language.

Needs Analysis
Needs analysis (needs assessment) refers to the activities involved in collecting
information about learners and about communication tasks that will serve as the
basis for developing a curriculum that will meet the learning needs of a particular
group of students.

Learner analysis Based on information about the learner.

For what purposes is the learner learning the language?
Task analysis Used to specify and categorise the language skills required to
carry out real-world communicative tasks. It often follows the learner analysis,
which establishes the communicative purposes for which the learner wants to
learn the language.
What are the skills and knowledge required by the learner in order to
carry out real-world communicative tasks?

What can we do with the

information we gather through
a needs analysis?

What can we do with the

information we gather through
aGuide
needs
analysis?
the selection of content.

What can we do with the

information we gather through
aGuide
needs
analysis?
the selection of content.
Assign learners to class groupings.

What can we do with the

information we gather through
aGuide
needs
analysis?
the selection of content.
Assign learners to class groupings.
Modify the syllabus and the methodology according to the
learners preference.

What can we do with the

information we gather through
aGuide
needs
analysis?
the selection of content.
Assign learners to class groupings.
Modify the syllabus and the methodology according to the
learners preference.
Become aware of areas of possible conflict.

What can we do with the

information we gather through
aGuide
needs
analysis?
the selection of content.
Assign learners to class groupings.
Modify the syllabus and the methodology according to the
learners preference.
Become aware of areas of possible conflict
What problems do you think a teacher might be alerted to?
What could be done to solve them?

Steps in needs analysis

Steps in needs analysis

1. Making basic decisions about the needs analysis

Steps in needs analysis

1. Making basic decisions about the needs analysis
2. Gathering information

Steps in needs analysis

1. Making basic decisions about the needs analysis
2. Gathering information
3. Using the information

Steps in needs analysis

1. Making basic decisions about the needs analysis
a) Who will be involved in the needs analysis?
2. Gathering information
3. Using the information

Steps in needs analysis

1. Making basic decisions about the needs analysis
a) Who will be involved in the needs analysis?
b) What type of information will be collected?
2. Gathering information
3. Using the information

Steps in needs analysis

1. Making basic decisions about the needs analysis
a) Who will be involved in the needs analysis?
b) What type of information will be collected?
c) Which points of view should be represented?
2. Gathering information
3. Using the information

Steps in needs analysis

1. Making basic decisions about the needs analysis
a) Who will be involved in the needs analysis?
b) What type of information will be collected?
c) Which points of view should be represented?
d) How might points of view and program philosophy interact?
2. Gathering information
3. Using the information

Who will be involved in a needs

analysis?

Who will be involved in a needs

analysis?
Needs
analysts

Target
group
Audience
Resource
group

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group
Audience
Resource
group

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group
Audience
Resource
group

People about whom

information will be
collected.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Resource
group

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.
People who serve as sources
Resource
of information about the
group
target group.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.
People who serve as sources
Resource
of information about the
group
target group.

Who is
performing the
analysis? Who is
making the
decisions?

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.
People who serve as sources
Resource
of information about the
group
target group.

Who is
performing the
analysis? Who is
making the
decisions?
Who are the
questions
about?

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.
People who serve as sources
Resource
of information about the
group
target group.

Who is
performing the
analysis? Who is
making the
decisions?
Who are the
questions
about?
Who is reading
the analysis and
using it to
change things?

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Who is
performing the
analysis? Who is
making the
decisions?
Who are the
questions
about?
Who is reading
the analysis and
using it to
change things?

People who serve as sources

Resource
Who is giving us
of information about the
the information?
group
target group.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Who is
performing the
analysis? Who is
making the
decisions?
Who are the
questions
about?
Who is reading
the analysis and
using it to
change things?

People who serve as sources

Resource
Who is giving us
of information about the
the information?
group
target group.

Planning and
organising.
Determining and
asking questions.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Who is
performing the
analysis? Who is
making the
decisions?

Planning and
organising.
Determining and
asking questions.

Who are the

questions

about?
Who is reading
the analysis and
using it to
change things?

People who serve as sources

Resource
Who is giving us
of information about the
the information?
group
target group.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Who is
performing the
analysis? Who is
making the
decisions?

Planning and
organising.
Determining and
asking questions.

Who are the

questions

about?
Who is reading
the analysis and Reading,
using it to
analysing, acting
change things?

People who serve as sources

Resource
Who is giving us
of information about the
the information?
group
target group.

Who will be involved in a needs

analysis?
People in charge of
conducting the needs
Needs
analysis. One of their roles
analysts will be to identify the other
three groups.

Target
group

People about whom

information will be
collected.

People who will eventually

Audience act upon the analysis.

Who is
performing the
analysis? Who is
making the
decisions?

Planning and
organising.
Determining and
asking questions.

Who are the

questions

about?
Who is reading
the analysis and Reading,
using it to
analysing, acting
change things?

People who serve as sources

Resource
Who is giving us Giving
of information about the
the information? information
group
target group.

Which points of view should be

taken?

Which points of view should be

taken?
Three basic dichotomies exist. The view taken on each of these
will be related to and influenced by the philosophy that is
dominant in a given program.

Which points of view should be

taken?
Three basic dichotomies exist. The view taken on each of these
will be related to and influenced by the philosophy that is
dominant in a given program.
Situation needs vs Language needs

Which points of view should be

taken?
Three basic dichotomies exist. The view taken on each of these
will be related to and influenced by the philosophy that is
dominant in a given program.
Situation needs vs Language needs
Objective needs vs Subjective needs

Which points of view should be

taken?
Three basic dichotomies exist. The view taken on each of these
will be related to and influenced by the philosophy that is
dominant in a given program.
Situation needs vs Language needs
Objective needs vs Subjective needs
Linguistic content vs Learning processes

Situation needs vs Language

Needs

Situation needs vs Language

Needs
Situation Needs
Language Needs
Related to the programs human
aspects. To the physical, social and
psychological contexts in which
learning takes place.

Situation needs vs Language

Needs
Situation Needs
Language Needs
Related to the programs human
aspects. To the physical, social and
psychological contexts in which
learning takes place.
Some factors which might have an
impact in the program: financial,
administrative, religious, cultural,
pedagogic, personal, manpower,
etc.

Situation needs vs Language

Needs
Situation Needs
Language Needs
Related to the programs human
Related to the circumstances in
aspects. To the physical, social and which language will be used, the
psychological contexts in which
language competence involved,
learning takes place.
the learners reasons for studying
the language, their present
Some factors which might have an abilities, etc.
impact in the program: financial,
administrative, religious, cultural,
pedagogic, personal, manpower,
etc.

Situation needs vs Language

Needs
Situation Needs
Language Needs
Related to the programs human
Related to the circumstances in
aspects. To the physical, social and which language will be used, the
psychological contexts in which
language competence involved,
learning takes place.
the learners reasons for studying
the language, their present
Some factors which might have an abilities, etc.
impact in the program: financial,
administrative, religious, cultural,
pedagogic, personal, manpower,
etc.
Distinction not always clear-cut. Both categories often interrelated.
Analysts must decide the balance between situation needs and
language needs.

Objective needs vs Subjective

needs
Objective needs

Subjective needs

Objective needs vs Subjective

needs
Objective needs
Factual information unrelated to
the attitudes and views of
learners.

Subjective needs

Objective needs vs Subjective

needs
Objective needs
Factual information unrelated to
the attitudes and views of
learners.
E.g. age, nationality, mother
tongue, present proficiency, etc.

Subjective needs

Objective needs vs Subjective

needs
Objective needs

Subjective needs

Factual information unrelated to Information which reflects the

the attitudes and views of
wants, desires and expectations of
learners.
the learner.
E.g. age, nationality, mother
tongue, present proficiency, etc.

Objective needs vs Subjective

needs
Objective needs
Subjective needs
Factual information unrelated to Information which reflects the
the attitudes and views of
wants, desires and expectations of
learners.
the learner.
E.g. age, nationality, mother
tongue, present proficiency, etc.

E.g. why the learner has decided

to learn a second language, the
type of classroom activities and
tasks she prefers.

Objective needs vs Subjective

needs
Objective needs
Subjective needs
Factual information unrelated to Information which reflects the
the attitudes and views of
wants, desires and expectations of
learners.
the learner.
E.g. age, nationality, mother
tongue, present proficiency, etc.

E.g. why the learner has decided

to learn a second language, the
type of classroom activities and
tasks she prefers.

Go back to the needs analysis data from the first tasks and
find which
questions are related to objective information and which
ones to subjective needs.

Linguistic content vs Learning

processes
Linguistic content position

Learning processes position

Linguistic content vs Learning

processes
Linguistic content position
Tends to favour needs analysed
from a language needs
perspective and expressed in
linguistic terms (phonemes,
grammatical structures, functions,
etc.).

Learning processes position

Linguistic content vs Learning

processes
Linguistic content position

Learning processes position

Tends to favour needs analysed

from a language needs
perspective and expressed in
linguistic terms (phonemes,
grammatical structures, functions,
etc.).

Tends to favour needs specified

from a situation needs
perspective; these tend to be
more subjectively analysed needs
in the affective domain, such as
motivation and self-esteem.

Gathering information: types of

questions

Type of
question

Problems

Purpose

Example

Type of
question

Problems

Priorities

Purpose

Example

Type of
question

Problems

Priorities
Abilities

Purpose

Example

Type of
question

Problems

Priorities
Abilities

Solutions

Purpose

Example

Type of
question

Purpose

Problems

To identify the problems that

are being experienced by
people under assessment in
the target group

Priorities
Abilities

Solutions

Example

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities
Abilities
Solutions

To identify the problems that

are being experienced by
people under assessment in
the target group

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities
Solutions

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities
Solutions

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

* In which context will you use your

language skills?

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn
To determine the students
abilities at entry.

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

* In which context will you use your

language skills?

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn
To determine the students
abilities at entry.

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

* In which context will you use your

language skills?

* Pretests designed to measure overall

language proficiency or to diagnose
specific weaknesses, Important for

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn
To determine the students
abilities at entry.

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

* In which context will you use your

language skills?

* Pretests designed to measure overall

language proficiency or to diagnose
specific weaknesses, Important for

Type of
question

Purpose

Example
* What problems have you been having
with your English when you talk to
native speakers at work? (to
students)

Problems

Priorities

Abilities

To identify the problems that

are being experienced by
people under assessment in
the target group

To identify which topics,

language uses, skills and so
on are considered most
important for the target
group to learn
To determine the students
abilities at entry.

* What do you think the most pressing

problems are for your students? (to
language teachers)
* What do you think are the greatest
fiscal, organisational and/or physical
impediments to learning for the
students in your language program?
(addressed to program
administrators)

* In which context will you use your

language skills?

* Pretests designed to measure overall

language proficiency or to diagnose
specific weaknesses, Important for

Gathering information: Types of

instruments

Gathering information: Types of

instruments
Existing information

Gathering information: Types of

instruments
Existing information
Tests

Gathering information: Types of

instruments
Existing information
Tests
Observations

Gathering information: Types of

instruments
Existing information
Tests
Observations
Interviews

Gathering information: Types of

instruments
Existing information
Tests
Observations
Interviews
Meetings

Gathering information: Types of

instruments
Existing information
Tests
Observations
Interviews
Meetings
Questionnaires

Gathering information: Types of

instruments
Existing information
Tests
Observations
Interviews
Meetings
Questionnaires Sometimes interviews and meetings can reveal issues that
need to be addressed on a broader scale. Questionnaires are efficient to gather
information on a large scale

Considerations specific to
language needs

Considerations specific to
language needs
Discourse analysis

Text analysis

Considerations specific to
language needs
Discourse analysis
Text analysis
Direct observations and data
collection on the language used in
particular settings and for specific
purposes (e.g. job interview,
university lecture, doctor-patient
encounters, etc.)

Considerations specific to
language needs
Discourse analysis
Direct observations and data
collection on the language used in
particular settings and for specific
purposes (e.g. job interview,
university lecture, doctor-patient
encounters, etc.)

Text analysis
Observation and data collection on
the language used in particular
texts. (e.g. newspaper editorials,
academic articles, etc.)

Considerations specific to
language needs
Discourse analysis
Direct observations and data
collection on the language used in
particular settings and for specific
purposes (e.g. job interview,
university lecture, doctor-patient
encounters, etc.)

Text analysis
Observation and data collection on
the language used in particular
texts. (e.g. newspaper editorials,
academic articles, etc.)

Focus of the analysis: to document the language, textual conventions and

communication features commonly found in each setting. This analysis will
isolate the kinds of language, communication activity or text that the
learners will have to understand or produce, and generate objectives, tests
and instructional materials based on those activities.

Considerations specific to
language needs
Discourse analysis
Direct observations and data
collection on the language used in
particular settings and for specific
purposes (e.g. job interview,
university lecture, doctor-patient
encounters, etc.)

Text analysis
Observation and data collection on
the language used in particular
texts. (e.g. newspaper editorials,
academic articles, etc.)

Focus of the analysis: to document the language, textual conventions and

communication features commonly found in each setting. This analysis will
isolate the kinds of language, communication activity or text that the
learners will have to understand or produce, and generate objectives, tests
and instructional materials based on those activities.
The analysts view of language and language learning will be reflected on
the choice of text/discourse and also on the choice of units of analysis
(vocabulary, grammatical structures, functions, speech acts, etc)