Esp Needs Analysis
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This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
Esp Needs Analysis
- 1. Group 5 1. Wuwuh Kanthi Rahayu (2080730106) 2. Dyah Mrih Lestari (2100730131) 3. Khosinol Asror (2100730150)
- 3. • WHY DO LEARNERS NEED TO LEARN ENGLISH? • All courses are based on a perceived need of some sort. • WHAT IS THE DIFFERENCE BETWEEN ESP AND GE? • “In theory nothing, in practice a great deal”.
- 4. GENERAL ENGLISH (GE) • GE learner’s needs are not specifiable. • This is the weakest of all arguments • It is always possible to specify needs • There is always an identifiable need of some sort.
- 5. What Distinguishes ESP from GE?
- 6. ANALYSIS FOR ESP AND GE: WHAT DO WE MEAN BY “NEEDS”? According to the language-centered approach: it is “the ability to comprehend and/or produce the linguistic features of the target situation.” Target needs: what the students needs to do in the target situation Learning needs: what the students needs to do in order to learn.
- 7. Target Needs – a) Necessities: according to the demands of the target situation, this is what the learner has to know in order to function effectively in that situation. Business letter/the linguistic features, discoursal,funti onal, structural, lexical communicate effectively at sales conferences/ Getting information from sales catalogues.
- 8. – b) Lacks: according to what the learner already knows, we decide what necessities are missing. There is a gap between the existing proficiency and the target proficiency. – c) Wants: according to what we have considered from an objective POV, we have to say that „a need does not exist independent of a person.
- 10. Gathering Information About Target Needs Different ways in which information can be gathered about needs: • • • • • Questionnaires Interviews Observation Data collection Informal consultations • Important: the choice will depend on the time and resources available. And, needs analysis is not a once-for-all activity. It should be a continuing process.
- 11. A Target Situation Analysis Framework 1. Why is the language needed? 2. How will the language be used? 3. What will the content areas be? 4. Who will the learner use the language with? 5. Where will the language be used? 6. When will the language be used?
- 12. LEARNING NEEDS What we have not considered yet is the route. How are we going to get from our starting point to the destination? The whole ESP process is concerned not with knowing or doing, but with learning. We need to take into account the destination or needs of a learning situation: A task that is enjoyable, fulfilling, manageable, generative, etc. A project in class can be guided in terms of its general orientation by the target situation, but its specific content is a response to learning needs.
- 13. For example, in a target situation students may need to read long, dull, complex texts, but their motivation may be high because: 1. They like the subject in general 2. Job/Promotion prospects may be involved 3. They will carry out interesting experiments or practical work (based on the texts) 4. They like and/or respect the teacher/boss.
- 14. ANALYSING LEARNING NEEDS A framework for analysing learning needs: • • • • • • Why are the learners taking the 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?
- 15. Case Study In a class, there is one ESP student who feels bored when he is learning (not only in the class but also out of the class). For example: when his friends anthuciastic to speak and discuss, he stays silent. As a teacher, could you make an order based on the target needs from necessities, lacks and wants to solve the problem?
- 17. Thank You