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3) To what types of teaching/learning situation is a needs analysis most relevant? Explain how such an analysis can be made and usefully applied assuming that the learners will need a grasp of English to function in their careers or occupations and that

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3) To what types of teaching/learning situation is a needs analysis most relevant? Explain how such an analysis can be made and usefully applied assuming that the learners will need a grasp of English to function in their careers or occupations and that these are known. Introduction Needs analysis is the formal process during which the students' needs, wants and desires are analysed and understood, in order for their level of competence in appropriate skills, based on available evidence, to be assessed, along with determining the best way to develop such skills in accordance with their expectations and objectives. The information gleaned from this process can be used to help define program goals, which can then be stated as specific teaching objectives, which, in turn, will form the basis on which lesson plans, materials, tests, assignments and activities will be developed. In other words, needs analysis helps clarify the purposes of a language program. Needs analysis and Communicative Language Teaching Communicative Language Teaching (CLT) sets its goals the teaching of communicative competence, which, among others, involves knowledge of how to use language for a range of different purposes and functions and across various settings. ...read more.


Perhaps we should mention here that women are said to be better language learners than men. Nationality plays a key part as well, since attitude to learning may depend on the particular status that English has in the country of the student's origin. 2. Linguistic and education background. This refers to whether the learner has any experience in foreign or second language learning, which would probably make it easier for him, since the process would be familiar. Moreover, it is helpful for the teacher to know what education the student has received in his mother tongue, as the higher the level of it, the more the possibilities to achieve an equal level in L2 as well. Education certainly develops intelligence and the teacher needs to be aware of the student's abilities and limits. 3. Professional background. ESP teachers teach academic skills to future or real professionals. They encourage their students to use their background knowledge along with the academic skills in dealing with all sorts of authentic information in the profession, thus, it is vital for the teacher to know the professional background of the student, so as to know what to ask for and expect. ...read more.


This should include questions such as whether they will have to give presentations in the TL, participate in conferences and meetings, negotiate, entertain clients, write business reports developing an argument systematically with relevant supporting detail or provide useful ides or solutions to a problem. 8. Time available and deadlines. It is always important to know how much time there is available until the completion of a course and whether there are any deadlines to be met, which would probably determine the nature of the classes as to their intensiveness. In order for all this information to be collected, there could be held interviews between teachers and students, or the needs analysis could be in the form of a questionnaire which would be completed by the learners or even in co-operation with their employers in some cases. Conclusion Without doubt, responding to language learners' specific needs can increase their motivation, their appreciation of what they learn and the extent to which they can apply what they learn in class in the outside world. Designing such programs is a complex task but by following certain steps it can be efficiently achieved and bring about the desirable outcome. ...read more.

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