Needs+Analysis

Nowadays, due to such forces as globalization more people than ever are learning a second language and in particular English. They do so for many specific reasons, purposes, and in multiple contexts. Therefore, for programs to be effective, they need to take into primary consideration learner needs. In this essay I will discuss the importance of learner needs and my view of needs analysis. Brinton, Snow, & Wesche (2003, p. 268) define a needs analysis as, “The systematic collection and analysis of relevant information, both subjective and objective, to identify the language learning requirements of students within a given educational context.” One of the fundamental considerations in syllabus design is the needs of the learners. (Richards, 2001, p. 51) Learner needs can refer to both linguistic needs, such as the language needs required to study at a university in Australia, and personal needs which may include expectations, motivations, and constraints of the learner. Just what can be defined as a need is a complex determination, which is based on the values and interests of those making such a judgment such as, teachers, learners, parents, employers, and other stake holders. Clearly each party will have a differing view of what needs are. (Richards, 2001, p. 54) Auerbach (1995) as cited in Richards (2001, p. 55), points to a kind of socio-political need that is particularly relevant to immigrant minorities. Syllabus designers may need to consider how they can give learners the linguistic resources to access housing, health care, and other community services and to address problems of exploitation and discrimination in the workplace. Therefore, syllabus design can be seen as not only identifying language needs, but getting students involved in the process so that other important needs can be attended to. According to Graves (2000, p. 178 - 179), a needs assessment can be viewed as a process by which one determines learners’ linguistic knowledge and ability and the knowledge and ability they need to attain so that a course can be designed to attempt to fill the gap. In other words, a needs assessment aims to help an instructor address learners’ needs effectively through obtaining and interpreting information about the students. This task; however, is a challenging one which is open to some subjectivity. A useful approach to needs assessment is to make a distinction between objective and subjective needs. Objective needs according to Brindley (1980) as cited by Graves (2000, p. 178) refer to information concerning facts about how they will need to use the language in authentic communication scenarios in addition to their current level of language proficiency and language difficulties. Subjective needs refer to cognitive and effective factors that can impact on L2 acquisition such as, personality, confidence, attitudes, wants and expectations of the course, and also individual cognitive styles and learning strategies.  A needs assessment assumes that learners all have differing needs, so information obtained through this process can help an instructor better determine what to and how to teach. To illustrate, a non native English speaking foreign student in an Australian university will obviously have needs linked to forms of academic communication in the second language. These needs may be met by finding objective information about their level of English, intended major, and previous academic experience. The challenges related to studying at a new school, in a new culture, uncertainties about what will be taught and how it will be taught in courses constitute subjective needs. Subjective needs can be crucial to a student’s success because they can, if not met, hinder or block the meeting of objective needs. Nunan (1988, pp. 79 - 80) explains that teachers and learners have differing conceptions of a given syllabus, or put another way, they have distinct expectations. Therefore, a subjective needs analysis where teachers and learners share information is a way of aligning the two diverging agendas. This information exchange can occur by taking information provided by learners to inform the selection of content and learning activities. In addition, teachers can pass on to learners the goals, objectives, and learning activities in order for learners to gain a better acceptance and understanding of the course. Often the reason why teacher and learner goals differ is that learners have no prior knowledge of the syllabus. Motivation is recognized as one of the key factors in language acquisition, and so should be part of a needs analysis. High motivation can produce successful learning and vice versa. The choice of teaching materials, lesson content, and by extension syllabus content should be linked to student motivations. Learner’s attitudes to the teacher and the course have a significant impact on their success. (Cook, 1991, p. 75) In summary, a needs analysis is a tool that recognizes that learner needs consist of more than simply learning the language and its rules. Language is central to the human experience and is linked to political, economic, academic, and social success. Not having sufficient linguistic skills has serious consequences for anyone trying to succeed in any given community. A needs analysis allows us to understand what learners’ motivations and linguistic needs are, but more than that the wider societal needs that if properly understood can help us as to create more relevant and effective second language teaching programs.