UzSWLU

Fing – 2120
Qilicheva Marjona
Needs analysis report
 Introduction
Proficiency in English not only enables professionals
from a variety of fields to find the ideal job circumstances
to advance their professional abilities internationally, but
it also opened up limitless opportunities for students from
all over the world to pursue higher education (Tseng,
2014). Demand generates supply, which is why fresh
insights into English language teaching have emerged
regarding the language's necessity for people—albeit not
generally, but specifically for certain objectives. Various
needs, desires, and circumstances give rise to these goals.
For example, someone has to know English in order to
travel and make hotel reservations; someone else needs to
know English in order to conduct business; and so on.
Therefore, "English for Specific Purposes," or simply
"ESP," is the term used nowadays to refer to this area of
English instruction. According to Strevens (1977) “ESP
concerns the emergence of a number of activities,
movements and subjects that are carried out
predominantly (though) not exclusively in English across
the world)” (p. 57). It looks at the purpose for which the
student needs to learn English, i.e. for occupational or for
study purposes. ESP is a term that refers to teaching or
studying English for a particular career (like law,
medicine) or for business in general. The fact that learners
know specifically why they are learning a language is a
great advantage on both sides of the process. The learners
are therefore motivated, and this enables the teacher to
meet learners’ needs and expectations more easily.
Learner and the way of learning (“acquiring language”)
are considered to be the main factors in the whole process.
Hutchinson and Waters (1992) emphasize ESP to be an
approach and not a product which means language
learning not language use is highlighted. They draw
attention to a learning-centered approach “in which all
decisions as to content and method are based on the
learner´s reason for learning” (p. 19). Needs analysis is
required to determine and outline the key aim to study the
English language in the legal context. The learner, who I
have chosen, is a 23-years-old financist man. He is going
to experience the first ESP course, called “English for
Financists. Recently he is studying at Tashkent Institute of
Finance at master’s degree and simultaneously, is working
at World Trade Organization as a financist. We have
organized both offline and online courses. For our offline
course, we have chosen a building currently being used as
an educational center for teaching students located 1B
Farkhad street. Our online lessons are held on the
telegram platform. Since English has emerged as the
global language of trade and commerce in the past few
decades, affecting many key aspects of finance in the
modern world. Finance is a new educational resource for
finance professionals who want to improve their English
communication in a work environment. Incorporating
career-specific vocabulary and contexts, each unit offers
step-by-step instruction that immerses students in the four
key language components: reading, listening, speaking
and writing. Even experienced financiers who already
speak general English on a regular basis may find it
difficult to understand the peculiarities of spoken English
for financiers as compared to conversational English. The
extensive vocabulary used in English for Finance renders
the language incomprehensible to all save a select group
of individuals — financiers. For this reason, one must be
able to speak and understand English fluently in order to
be considered for employment in English-speaking
nations or to advise English-speaking clients. Without
these skills, one will not be able to demonstrate one's own
expertise in the subject. In order to fulfill the learners'
immediate needs as well as their long-term requirements
in their future workplaces, researcher Marjona Qilicheva
carried out a thwo-phased needs analysis. Additionally,
the purpose of this needs analysis is to provide writers of
the ESP course "English for Financiers" with a clear
understanding of the syllabus and resources that will best
help them meet the course's learning goals.

Learner profile
A finance man was chosen as a research participant
because he has a strong desire to enroll in an ESP course
and because he must conduct international negotiations
for his job. The interview revealed that the primary goal
of the targeted learner, who is pursuing English as a
second language, is to pursue a successful career overseas.
The student was observed and questioned to determine the
needs, preferences, and areas in which the learner needed
to grow in the course. In order to assess his level of
English language competency, the learner took an exam
such as the IELTS. It is crucial to stress that he bear a
great deal of responsibility for making sure his clients are
happy with his language proficiency, both speaking and
listening in a foreign environment. He should also
develop their cross-cultural communication skills and gain
confidence when explaining financial concepts.

Methodology
Data collection tools

Data collection is one of the most important phases in any needs

analysis. When performing a requirements analysis, there are various
techniques for obtaining data. The kind of data needed for the study
should be identified before choosing a data collection technique.
According to Richards (2001), "gathering information from only one
source can be misleading. Triangulation should be used to collect the
more specific and detailed information required for needs analysis."
Data collection is the process of gathering and measuring information
on variables of interest, in an established systematic fashion that
enables one to answer stated research questions, test hypotheses, and
evaluate outcomes. With data collection ‘the sooner the better’ is
always best answer (Marissa Mayer, 2015). Additionally, Brown
(2016) suggests "using classroom observation, questionnaires,
interviews with instructors and students, and a written ESP corpus to
collect data." After weighing the benefits and drawbacks of various
data collection techniques, I believe that observation and interviews
will be useful for our requirements analysis report.

Data collection stages

Step 1
Observation is one method of methodically obtaining information.
Observe can be defined as "to watch intently in a scientific manner."
The current status of a phenomenon is ascertained through
observation rather than inquiry in an observational study (Ronald R.
Powell, 1997). Observation requires observing and seeking
knowledge, often through experiment. Nothing has such power to
broaden the mind as the ability to investigate systematically and truly
all that comes under the observation in life (Marcus Aurelius, nd). I
researched my student and watched him in his natural environment. I
observed him, his surroundings for learning, his health, and his
conduct for ten days. I was able to find answers to some of my
questions thanks to this observation, like how frequently do financiers
have to use English? Do they not find it difficult to communicate with
other people? What sort of student is he?

Step 2
A target needs assessment was conducted through an interview. I
concluded that investigating learner's backgrounds, interests,
difficulties, and learning preferences can be accomplished through
conducting interviews. By concentrating on the interviewees'
perceptions of what matters or is relevant, interviews also enable
researchers to highlight issues that the interviewer may not have
thought of. Thus, interviews might even aid in the empowerment of
interview subjects, enabling modifications to social policies and better
interviewee conditions (Fontana & Frey, 2005). According to
Minichiello, Aroni, Timewell, and Alexander (1995), interviews may
be a better approach than other approaches for bridging a knowledge
gap, especially when looking into complex behavior. The interviewee
was questioned about his opinions on the language skills that ought to
be prioritized in the curriculum during the survey. He was actually
asked to discuss the benefits of approaches in language competency
tasks such as speaking, reading, writing, and listening. With the
participant's consent, the interview, which comprised eight questions
(Appendix 1), was recorded.

Findings
Results of observation

After gathering the data, I compared and examined it. He is

quite engaged and self-assured throughout the lessons, based
on my observations of him, his classroom, and the learning
environment. He can make use of contemporary technology
tools that we can incorporate into our upcoming lessons. The
student was bilingual and able to speak Uzbek and Russian
with me, as well as some important English vocabulary. The
classroom environment was very friendly. From these
findings, it is clear that in order to fulfill the demands of his
line of work, financier must improve his communication and
English language proficiency.

Results of an interview
In order to answer the work question, the data gathered from
respondents' statements during interviews is presented first. He
thought that language proficiency in all its forms was vital. Eight key
questions were posed and examined. However, the learner said in the
interview that speaking is the most important skill, followed by
writing, reading, and listening. He listed a number of finance
specialties as being extremely helpful for his intended career.
However, my pupil also believes that grammar is a crucial component
of language acquisition. In ESP communication scenarios, grammar
can help students not only construct more accurate sentences but also
utilize various structures to express their opinions (Vicenta, 2002).

References:
Richards, J.C. (2001). Curriculum Development in
Language Teaching. Cambridge University Press, New
York.
Brown, J. D. (2016). Introducing needs analysis and
English for specific purposes. London: Routledge.
Taylor-Powell E, Steele S. Collecting Evaluation Data:
Direct Observation. University of Wisconsin
Cooperative
Extension. 1996.
Dornyei, Z. (2007). Research methods in applied
linguistics. Oxford: Oxford University Press.
Dudley-Evans, T., & St John, M. (1998). Developments
in English for specific purposes. Cambridge:
Cambridge University Press.
Vicenta, V. G. (2002). Grammar Learning Through
Strategy Training: A Classroom Study on Learning
Conditionals through Metacognitive and Cognitive
Strategy Training. Universitat de Valencia Servei de
Pubilcations.

Appendix 1:
What comes to mind when you hear the word
finance ?
Are you good at saving and sticking to budgets ?
Do you have any interest in talking to a personal
financial advisor ?
Have you ever risked money in financial markets?
Does the finance minister/secretary in our country
do a good job?
What is the most important element of financial
English learning?
What roles does grammar play in the financial
course?
What aids are most helpful in the process of
learning a foreign language (including Financial
English)