Needs Analysis

Needs analysis: A definition

A systematic collection and analysis of all subjective and objective information necessary to define and validate
defensible curriculum processes that satisfy the language learning requirements of students within the context of
particular institutions that influence the learning and teaching situation. Brown, 1995, p.36

History

1960  Lexicostatistics, register analysis  Needs= lists of discrete language items

1978  Munby’s Communicative Syllabus design  Needs= functions and situations

Late 1980’s  Psychological stance to needs (Brindley 1989, Hutchinson and Waters, 1987) Needs= linguistic items +
functions + learners’ perceptions + psychological constructs.

Classification of Needs

Classes: Objective, Subjective, Perceived, Felt, Process-oriented, Product-oriented, Necessities, Lacks and Wants.

Processes in Needs analysis

Brown (1995, p.36)

• Making basic decisions

• Gathering information

• Using the information

Brown (1995)

Decision making:

Who will be involved?

What types of information should be gathered?

Which viewpoint should be taken?

Who will be involved? (Brown, 1995, p.37)

Target Group: People about whom the information will be gathered.

Resource Group: People considered to be a source of information.

Audience: People expected to act upon the analysis.

Need analyst: People responsible for conducting the need analysis.

What types of information should be gathered? (Brown, 1995, pp. 38-39)

Discrepancy: Discrepancies between the desired performance and actual performance.

Diagnostic: Weaknesses or lacks in learners’ competence according to specific contexts or situations.

Democratic: Changes desired by a majority of those involved.

Analytic: What students need to move on on a developmental sequence.

Which viewpoint should be taken? (Brown, 1995, pp. 39-40)

Situation needs vs Language needs.

Linguistic content vs Learning Process.

Objective vs Subjective.

Information required in Needs Analysis (What?) (Brown, 1995, pp. 43-52)

Information gathering:

Types of questions

Types of instruments

Selecting procedures

Information required in Needs Analysis (What?) (Brown, 1995, pp. 43-52)

Types of questions:

Problems: Existing difficulties or lacks in performance.

Attitudes: Feelings and perception regarding the language or elements in the program.

Priority: Ranking the importance of elements that make-up performance.

Solutions: Perceived changes that might bring about improvements.

Abilities: Current competence of learners at entry.

Sources of information (Who?) (Brown, 1995)

• Learners.

• Teachers and administrators.

• Native speakers in the target context.

• Documents in the field.

• Content teachers.

• ESP research (literature).

• Existing information (records)

Types of Instruments (Brown, 1995)

Existing information

Tests

• Observations

• Interviews

• Meetings

• Questionnaires