UNIVERSIDAD AUTÓNOMA DE CHIAPAS

ESCUELA DE LENGUAS TUXTLA. C-I

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

“NEEDS ANALYSIS”
 NEEDS ANALYSIS
• It refers to the activities involved in gathering
information that will serve as the basis of
developing a curriculum that will meet the learning
needs of a particular group of students.

• Can serve as the basis for developing test, materials,

teaching activities, and evaluation strategies.

• It is new in language teaching.

 NEEDS ASSESSMENT
• Richards, Platt and Weber (1985, p.189) “ The process of
determining the needs for which a learner or group of learners
requires a language and arranging the needs according to
priorities”.

• Stufflebeam, McCormick, Brinkerhoff, and Nelson (1985,

p.16) it is the process of determining the thing that are
necessary or useful for the fulfillment of a defensive purpose”.

• Pratt (1980, p.79) “Needs assessment refers to an array of

procedures for identifying and validating needs, and
establishing priorities among them”.
 B E IN VOLV E D IN T HE
WHO WILL
NEEDS ANALYSIS?

The target group

The resource
The audience
group

The needs
analysts
 LIST S OF 24 DIFFERENT
PROCEDURES FOR GATHERING
NEEDS ANALYSIS INFORMATION

Advisory meetings Records analysis Self-rating

Inventories Achievement testing Diagnostic testing Case studies

Dairy studies Individual interview
Behavior observation
International analysis
Delphi technique
Group interviews
Proficiency testing
Letter writing Systems analysis
Interest group meetings Literature review
Q sort
Review meetings
Opinion Surveys Placement testing
Biodata surveys
Judgmental rating
INSTRUMEN
TATION
Existing
information

Questionnaires Tests

Meetings Observations

Interviews
 R M AT IO N
I NG IN F O
EXI S T

Records Systems Literature Letter

analysis analysis review writing

Explore trends in Components and Library sources

individual subcomponents as in the form of Human
programs well as their books, journals, connections
components. interaction and newsletters

Might lead to
Enrollments, Would be defined, information Course of
profits, material delineated, and about similar literature
selection, etc. analyzed together programs
 Are an indispensable source of information in a
needs analysis.

T  Can provide a wealth of information about the

general ability levels of the student.

E The purpose of measurement is:

S Proficiency
Placement
Diagnosis

T Achievement

S
Examples:
TOEFL (Test of English as a Foreign Language)
PET (Preliminary English Test )
FCE (First Certificate in English)
 I O N S
R V A T
O B S E
• Involves watching an individual or a small number of individuals and
recording the behaviors that occur.

Case study Dairy study Behavior Interactional Inventory

observation

Classes are Linguistics have More formal Purpose to of Count of physical

objects
recorded in recorded their studying
informal notes feelings and Checklist language Example:
thoughts behaviors Classroom per 35
Characteristics Particular students
and behaviors Learning the behaviors and Interaction Two texts per
language actions between students.
people
Can be important in
a needs analysis
 I NT E R
VIEWS
• Are an open-ended type of instrument

Individual ●
● Allows for gathering personal
responses and views privately
interviews ●
● Real opinions.

Group ●
● Help the needs analyst to get
information from a group
●
● Its not confidential
interviews ●
● Different views
• Are more likely to be structured so that the participants
accomplish certain tasks. M
Delphi techniques
●
●

●
●
The task to be performed reach a consensus.
Might be used to help teachers agree on an E
overall philosophy for the needs analysis.
E
●
● To inform the staff and faculty about what a
T
Advisory meetings
●
●
need analysis is.
Its purpose, the techniques, and the benefits I
N
Review meetings
●
●Analyze the information gathered from other
procedures.
G
S
●Decisions.
●
 I ON N AR I E S
QU E ST
●
Give their ●
Elicit facts about
evaluation of the background
various aspects of the
of the program. participants.

Judgmental Biodata
ratings surveys

Opinion
Self-rating
surveys

●
Its more complex
●
Individual ●
To uncover
●
Rate their own
opinions and
abilities, interest.
attitudes.
A LEARNER NEEDS QUESTIONNAIRE
‘What help do you need with your English?’ This questionnaire asks for your answers to this question.
Name: ________________________________________ Nationality: __________________________________
Number of years learning and using English (include school and life experience): ___________
Self-
Grammar: How good does your grammar need to be? I need to know enough about English grammar to be able
to…
rating
___________________________________________________________________________________________
___________________________________________________________________________________________
____
Listening: Which of these activities do you need to be able to understand in English?
(Check  only one column for each activity that you need):
Activity: Every word  Most words but not all  The general idea 
Radio or TV programmes in English
Course lectures conducted in English
Telephone calls in English
Other non-English-speaking nationalities
English-speaking nationalities
Other activity (please describe below)
Vocabulary: Complete the following sentence: I need to learn enough new words to be able to …
___________________________________________________________________________________________
____
___________________________________________________________________________________________
____
Pronunciation: How good does the sound of your English need to be?
___________________________________________________________________________________________
____
How good would you like the sound of your English to be?
___________________________________________________________________________________________
____
___________________________________________________________________________________________
____
Reading: What do you need to read in English?
___________________________________________________________________________________________
____
What would you like to be able to read in English?
___________________________________________________________________________________________
____
How much of what you read do you understand? Every word  Most words but not all  The general idea 
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 BIBLIOG
RAFIA

http://www.spanglefish.com/englishabc/documents/EnglishABC
%20Learner%20Needs%20Questionnaire.pdf

http://linguistics.byu.edu/resources/volunteers/TESOLBYU_NeedsAn
alysis.htm
THANK YOU