NEEDS ANALYSIS IN ESP

Need Analysis and Evaluation

• 1. What are the aims of a needs analysis

and what are some ways of doing one?
 LSP & ESP
The practice and theory of Language for
Specific Purposes (LSP) focuses on (Bloor
& Bloor, 1986):
(1) “a model of a theory of language and
language learning/use;…
(2) linguistic competence comes from
language in use in specific situations;…
(3) teaching-learning strategies that are
incompatible with certain theories of
language learning;…
(4) language can be learned in a variety of
ways, but the use of language is learned in
appropriate contexts;…
(5) learning a language involves much more
than providing the optimum circumstances
for acquisition; and…
(6) [the argument that] aspects of language
use that must be taught even to native
speakers i.e. cultural conventions and the
system and uses of literacy.”
 ‘General English’?

• ‘GE’ aims to develop general competence and

capacity in the language (Widdowson, 1983)
• But does not refer to any particular variety
(Biber, Conrad & Reppen, 1996)
• ESP = language learning for use in a specific
context, so ‘classroom English’, ‘exam English’,
‘banking English’ etc. in terms of purpose
• ESP based on learners’ prioritised
communicative needs
 How is ESP different?

Major factors that characterise ESP:

• Target set of learners and their
communicative needs
• ESP ‘teacher’ plays many roles
• Texts and task learning materials
• Language and content are authentic
• Appropriate methodology relevant to
target context of language use
 Orientation to Learner’s Needs

• Changes in focus on learner needs in

educational psychology
• Differences in the way individual learners learn
• Skills, strategies, styles, knowledge schemata
and approaches to studying
• Learner interests, motivations and needs
• Learner factors as important as methodology
 Absolute characteristics of ESP

• ESP is designed to meet specific needs

of the learner;
• ESP makes use of the underlying
methodology and activities of the
discipline it serves;
• ESP is centred on the language
(grammar, lexis, and register), skills,
discourse and genres appropriate to these
activities.
 Variable characteristics of ESP
• ESP may be related to or designed for specific
disciplines or areas of work;
• ESP may use, in specific teaching situations, a
different methodology from that of General
English;
• ESP is likely to be designed for adult learners;
could also be used for learners at secondary
school level;
• ESP is generally designed for intermediate or
advanced students; but it can be used with
beginners; and, etc.
 THEORIES OF ESP
• ESP as superordinate variety of English
(‘Super-variety theory’) – Bloor, M. and T. Bloor
(1986)

• ESP as function of specificity of purpose

(‘Continuum theory’) – Bhatia, V. K. (1986); See
also Dudley-Evans, T. and M. J. St John (1998,
p. 9)

• ESP as discourse (‘Discourse-oriented theory’)

– Thomas, S. (1991, 1994); Martin, J. R. (1992)
 Key Stages in ESP

evaluation needs analysis

assessment course design

teaching-learning
Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p.
121)
 Key Stages in ESP 2

evaluation needs analysis

assessment course design

teaching-learning
Stages in the ESP process: reality (Dudley-Evans & St John, 1998, p.
121)
 Concept of ‘needs’
• In general, ‘need’ = gap between what is
and what ought to be
• objective vs. subjective needs (Brindley,
1989)
• perceived vs. felt needs (Berwick, 1989)
• target needs vs. learning needs
• product-oriented needs vs. process-
oriented needs (Brindley, 1989)
• necessities, lacks and wants (Hutchinson
& Waters, 1986)
 A Working Model…
1. Target Situation Analysis
• Learners, genres, tasks, activities using English,
genre knowledge & skills** (necessities)
2. Present Situation Analysis
• Previous learning experiences, language
proficiency, cultural information; Means analysis –
resources, time, physical environment, etc.
(lacks)
3. Learning Situation Analysis
reasons for attending course and expectations,
attitude to English, preferred ways of learning,
styles, strategies (wants)
**Professional communication information:
knowledge of genres, language and skills
used in target situation/context analysed
via:
Linguistic analysis (inc. lexical analysis)
Discourse analysis
Genre analysis
 A Target Situation Analysis framework
(Hutchinson & Waters 1987)

• Why is the language needed?

• How will the language be used?
• What will the content areas be?
• Who will the learners use the language
with?
• Where will the language be used?
• When will the language be used?
 A Framework for Analysing
Learning Needs
• Why are the learners taking this course?
• How do the learners learn?
• What resources are available?
• Who are the learners?
• Where will the ESP course take place?
• When will the ESP course take place?
 Authentic Texts
• What are authentic texts for classroom use?
– narrow and defined audience
– “owned” by discourse community
– used by people in the learner’s target context in the
course of their work

• Examples:
– written text types: emails, memos, reports, calls for
tender, contracts, project documentation, mission
statements, minutes of meetings, etc
– spoken text types: interviews, meetings, phone calls,
etc
Sample text
 Text Analysis

• Real Content vs. Carrier Content

– Carrier content: the subject of a text, what it
is about
– Real content: language items which the
teacher determines to be present in a text and
which he/she regards to be worthy of teaching
 Text analysis...
Dudley-Evans and St. John (1997):
technical vocabulary: specialized and
restricted meanings in certain disciplines
and which may vary in meaning across
disciplines
semi-technical vocabulary: used in
general language but has a higher
frequency of occurrence/use in the
specialist discourse of professional life
 Task Analysis

• What is the main communicative purpose of the

task?
• Which of the four skills does the task require?
• Are there preliminary and follow-up tasks
involved?
• What language functions can be expected to
play a role in the task?
• What text types does the task involve?
• Where can these texts be found?
 Methods of
Analysing Needs
• Tests
• Questionnaires
• Interviews /structured interviews
• Observation
• Case studies
• Learner diaries
• Previous research
• Participatory needs analysis (including
‘Shadowing’)
 Remaining issues
• The timing of a needs analysis
Pre-course (GNP specs)
In-course (formative assessment of LOs)
Post-course (course evaluation)
• Who carries out the needs analysis / Who
decides what the language needs are?
– JIJOE? (Alderson, 1996)
– Home-grown expert?
– Often the practitioner/instructor
 Remaining issues...

• Translating needs analysis outcomes – the

GNP (Generalised Needs Profile)
• Construct TSA, PSA & LSA specifications
for target group of learners
– Problem with heterogeneous groups
– Resolve within available means/resources
(Swales, 1989: ‘opportunity cost’)
 Remaining issues...
• Resolve mismatches in expectations to
establish “happy mean” (Richterich, 1983)
– e.g. How much ‘grammar’? How much focus
on speaking skills?
• Immediate needs and projected needs
• A key issue: how much data to collect and
analyse?
– Adopt pragmatic approach/stance
• Question of power: English specialist vs.
Content specialist
Question of power...
ESP Course Design