m
 

  

 

‡ m 
‡ At the end of the unit, students are able to:
‡ describe the concept of µneed¶ in ESP;
‡ identify the different types of need;
‡ classify the various types of need with respect to
ESP learners¶ target, present and learning
situations;
‡ outline the various techniques of needs analysis;
and
‡ conduct small-scale needs analyses to meet the
initial requirements of proposed ESP courses.
 m 

. Introduction
2. Defining needs analysis
3. Approaches to needs analysis
(a) Target Situation Analysis (TSA)
(b) Present Situation Analysis (PSA)
(c) Learning Situation Analysis (LSA)
 m  

Ä. Language audits
5. Methods of needs analysis
6. The timing of a needs analysis
7. Who carries out the needs analysis /
Who decides what the language needs
are?
8. Translating needs analysis outcomes
 Definition of µneed¶

‡ in education: ³the gap between what is

and what ought to be´
‡ in ESP: ³what the learner has to be and do
in the target situation using English´
‡ in ESP practice, definition of µneed¶
depends on the context and who is doing
the analysis
È   ! "!# ( 87) on needs
analysis in ESP :
‡ h

  
 
  





 











 
  


 




 

  



 
 


 (p.5Ä)
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 Úeneral Categories
of Needs
A. Úoal-oriented Needs (µobjective¶ needs)
B. Process-oriented Need (µsubjective
needs)
‡ Úoal-oriented needs (narrow
interpretation): elements of language,
and related knowledge, skills and
strategies s/he will have to use for study
and/or occupational purposes
‡ Process-oriented needs (broad view):
needs of the student (as) language
learner i.e. skills, strategies, styles of
learning, language proficiency, desires,
etc.
‡ Hutchinson 7 waters ( 87): 


 and  
 NA framework in ESP

Based on approaches to needs analysis:

(a) Target Situation Analysis (TSA)
(b) Present Situation Analysis (PSA)
(c) Learning Situation Analysis (LSA
 

‡ Traditional approach for the purpose of

compiling information to identify language needs
and to determine objectives
‡ h




  












 





 







 
 
  


  

(Richterich,  83: 2)
 (cont¶d«)

‡ key ) # (text-types) used in the target

situation/context
‡ special $! )!) elements (µregister¶)
‡ communicative # and functions of
language
‡ other     of language use in
particular fields of study and work
 !#)!  !$%*#!+-#.
(Hutchinson & Waters  87)

‡ " % is the language needed?

‡ È- will the language be used?
‡ " ! will the content areas be?
‡ "  will the learners use the language
with?
‡ " # will the language be used?
‡ "  will the language be used?
 '#!+-#.*# !$% )
!#  ) 
‡ " %are the learners taking this course?
‡ È- do the learners learn?
‡ " ! resources are available?
‡ "  are the learners?
‡ " # will the ESP course take place?
‡ "  will the ESP course take place?
 /!+$*!) #
! +
!# #$#! (adapted from Bhatia,  3)
‡ . WRITER
 
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(Robinson  , p )
‡ Assessment of learners¶ strengths and
weaknesses
‡ Hutchinson & Waters ( 87): µlacks¶
‡ language-based gaps feed into syllabus design
 

‡ pedagogical, methodological and logistical

factors which will affect decisions about
the design of a course
‡ may subsequently impede or positively
influence the success of a language
learning programme
‡ sub-categorised as strategy analysis and
means analysis.
 2 *
 !$% ) 
‡ Tests
‡ Questionnaires
‡ Interviews /structured interviews
‡ Observation
‡ Case studies
‡ Learner diaries
‡ Previous research
‡ Participatory needs analysis (including
µShadowing¶)