1. Introduction Needs Analysis (NA) also interchangeably referred to as Needs Assessment is a tool to collect data on the multifaceted needs of the learners’ for an instructional programme. It is basically an information gathering process, fundamental to English Language Teaching (ELT) programmes, and criterial to English for Specific Purposes (ESP) (Dudely Evans: 1998, Hutchinson & Waters: 1987). NA is carried out from the perspective of the learners mostly; however, perceptions of other stakeholders are also taken into account. Warrington (2005) points out that NA, in ELT contexts, may investigate “what kinds of English, native language, and literacy skills the learner already believes he or she has; the literacy contexts in which the learner lives and works; what the learner wants and needs to know to function in those contexts; and what the learner expects to gain from the instructional program.” Furthermore, it “focuses and builds on learners’ accomplishments and abilities rather than on deficits, allowing learners to articulate and display what they already know and can do” (Auerbach & Holt, 1994). Needs analysis is, therefore, a process of establishing what and how of a course (Dudley-Evans & St. John, 1998). Hutchinson and Waters (1987) identify needs as necessities, lacks, and wants. Necessities refer to the knowledge learners need to perform effectively in the target situation. Lacks are the gaps between the present proficiency and the target proficiency of the students. Wants are about what the learners feel they need. So, an ESP course designer must be attentive to these issues while selecting materials and methodology (Hutchinson and Waters, 1987). 2. Needs Analysis: Models & Application Developments in communic... ... middle of paper ... ... Press Richards, J.C. (1990). The Language Teaching Matrix. Cambridge:Cambridge University Press Richterich, R. & Chancerel, J.L. (1980), Identifying the Needs of Adults Learning a Foreign Language. New York: Council of Europe Tudor, I. (1996). Learner-centredness as Language Education.Cambridge: Cambridge University Press West, R. (1997). Needs Analysis: A State of the Art. In: Howard, R. & Brown, G. Teacher Education for LSP. Colchester, Multilingual Matters. Warrington, M., Younger, M., & Bearne, E. (2006). Raising boys’ achievement in primary schools:Towards an holistic approach.Maidenhead, UK: Open University Press. Widdowson. H.G. (1981), English for Specific Purposes: Criteria for Course Design. In L. Selinker et al. (eds.), English for Academic and Technical Purposes: Studies in Honor of Louid Trimble, pp. I -II. London: Newbury House
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
The United States is made up of many different ethic groups. These groups vary from Latinos, Asian American, African American, Pacific Islanders, Native Americans, and etc. These ethnic groups come into America speaking many different languages. However, many people are still surprised to learn that the United States has no official language. Many assume that English is the official language of the United States. But despite efforts over the years, the United States has no official language. Because the United States has no official language, it is suffering with large costs. These large costs will lead us on a road to wasteful government expenses, language battles that fuel ethnic resentment, and in the long run serious ethnic and linguistic separatist movements. An official English legislation is the answer to the problem.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
The issue of immigration has been a hot topic in the United States for much of its history. Recently the point of conflict has risen over the issue of bilingual education in public schools. Many people have become opposed to this form of learning and propose a speedy immersion program. Others cling steadfastly to the norm of bilingual education proclaiming that immigrant children would be lost if thrown into mainstream classrooms. Still, some have found middle ground through what have been termed dual immersion programs. Although it is somewhat difficult and complicated to sort through the different perspectives it is necessary; what is decided on this issue will effect the education of thousands of children for years to come.
Wade, P. and Marshall, H., with O’Donnell, S. (2009) Primary Modern Foreign Languages Longitudinal Survey of Implementation of National Entitlement to Language Learning at Key Stage 2. RR 127. London: DCSF Publications.
For the purposes of this paper, I have defined adulthood as including any person who is at or above the age of eighteen, because there is so little research on language learning in early adulthood versus middle or late adulthood. It is not possible to find studies about particular divisions of adulthood that have been verified by subsequent research trials, so I have included research about all ages of adulthood. Throughout this paper, I will discuss the major aspects of the body of research literature that separates adult second language learning from that of natural bilingual persons, including full immersion into the language, biological and neurological factors, the structure of both the native and second languages, age of acqui...
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
An ESP course entails rigorous adherence to its absolute characteristics that define it as need based pedagogy which uses specific content and specialized language to help learners acquire proficient use of language in diverse academic or workplace contexts. ESP involves various steps in designing, implementing and assessing a target course. This includes identification of the key issues that are specific to the teaching and learning context, cognizance of the implications for the course design, conducting a comprehensive needs analysis, collating the results of research, analysing data, developing course outline, selecting materials, defining appropriate methodology, developing assessment tools, and evaluating the course for further improvement.
When a course on English for Engineering is designed after consulting with professional engineers, EST practitioners and students it is likely to be more effective than the course which designed without consulting the stakeholders. There are many courses which were identified to ineffective if they do not reflect the learner’s present and target needs. And it is mainly because the most of the courses are designed based on their experience. However, it becomes very important to understand the needs of the learners in the beginning and design the course on Engineering English which is based on the finding of the needs assessment.
If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language that goes to his heart.” ‒ Nelson Mandela. Since the 1960’s learning a second language has decreased by 30 percent in today’s society. People who wish to learn an additional language often do so to communicate with people who reside in different countries. With an increase in today’s globalization, it is forcing companies throughout the world to break the language barrier. However, with the advancement of technology, numerous citizens find it unnecessary to learn another language, as a translation is at the tip of their fingers. The methods of learning a foreign language can differentiate between people. Nevertheless it has been
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
For many years, the thought of English being the official language of the United States has come with a little controversy. Some argue that English should be the official language because it is the most dominant language in the world. Some believe by doing so, it would create a stronger unity among the American people. Proponents believe that although the United States is diverse, it may be too much for the American people to juggle multiple languages. Others believe that English shouldn’t be the official language and instead be one of many prominent languages that are widely used in our nation such as Spanish, French, and Chinese. I believe English should be the official language in the United States. However, I believe more emphasis should be placed on learning new languages especially among youths in school and during developmental stages.
Over the years English inarguably has reached a status of a global language and commonly is characterized as a lingua franca. It has become the language that is spoken by millions of people all over the world; as the mother tongue, as the language used for international communication and as the language learned in the millions of schools.
Learning another language provides high rewards including “improved cultural understandings, communication abilities and job prospects.” (Preston and Seedhouse, 2013) Because of the rapid development of technology, applying an array of media is being presented to students in different parts of the world in an effort to achieve different purposes such as educational needs.