1. Department of English Faculty of Modern Languages and Communication
DOING NEEDS ANALYSIS IN ESP
(A talk for BBI3211)

2. LSP & ESP
The practice and theory of Language for Specific Purposes (LSP) focuses on (Bloor & Bloor, 1986):
“a model of a theory of language and language learning/use;…
linguistic competence comes from language in use in specific situations;…
teaching-learning strategies that are incompatible with certain theories of language learning;…

3. language can be learned in a variety of ways, but the use of language is learned in appropriate contexts;…
learning a language involves much more than providing the optimum circumstances for acquisition; and…
[the argument that] aspects of language use that must be taught even to native speakers i.e. cultural conventions and the system and uses of literacy.”

4. ‘General English’?
‘GE’ aims to develop general competence and capacity in the language (Widdowson, 1983)
But does not refer to any particular variety (Biber, Conrad & Reppen, 1996)
ESP = language learning for use in a specific context, so ‘classroom English’, ‘exam English’, ‘banking English’ etc. in terms of purpose
ESP based on learners’ prioritised communicative needs

5. How is ESP different? Major factors that characterise ESP:
Target set of learners and their communicative needs
ESP ‘teacher’ plays many roles
Texts and task learning materials
Language and content are authentic
Appropriate methodology relevant to target context of language use

6. Orientation to Learner’s Needs
Changes in focus on learner needs in educational psychology
Differences in the way individual learners learn
Skills, strategies, styles, knowledge schemata and approaches to studying
Learner interests, motivations and needs
Learner factors as important as methodology

7. Absolute characteristics of ESP
ESP is designed to meet specific needs of the learner;
ESP makes use of the underlying methodology and activities of the discipline it serves;
ESP is centred on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities.

8. Variable characteristics of ESP
ESP may be related to or designed for specific disciplines or areas of work;
ESP may use, in specific teaching situations, a different methodology from that of General English;
ESP is likely to be designed for adult learners; could also be used for learners at secondary school level;
ESP is generally designed for intermediate or advanced students; but it can be used with beginners; and, etc.

9. THEORIES OF ESP
ESP as superordinate variety of English (‘Super-variety theory’) – Bloor, M. and T. Bloor (1986)
ESP as function of specificity of purpose (‘Continuum theory’) – Bhatia, V. K. (1986); See also Dudley-Evans, T. and M. J. St John (1998, p. 9)
ESP as discourse (‘Discourse-oriented theory’) – Thomas, S. (1991, 1994); Martin, J. R. (1992)

10. Key Stages in ESP evaluation needs analysis assessment course design
teaching-learning
Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p. 121)

11. Key Stages in ESP 2 evaluation needs analysis assessment course design
teaching-learning
Stages in the ESP process: reality (Dudley-Evans & St John, 1998, p. 121)

12. Concept of ‘needs’
In general, ‘need’ = gap between what is and what ought to be
objective vs. subjective needs (Brindley, 1989)
perceived vs. felt needs (Berwick, 1989)
target needs vs. learning needs
product-oriented needs vs. process-oriented needs (Brindley, 1989)
necessities, lacks and wants (Hutchinson & Waters, 1986)

13. A Working Model… Target Situation Analysis Present Situation Analysis
Learners, genres, tasks, activities using English, genre knowledge & skills** (necessities)
Present Situation Analysis
Previous learning experiences, language proficiency, cultural information; Means analysis – resources, time, physical environment, etc. (lacks)
Learning Situation Analysis
reasons for attending course and expectations, attitude to English, preferred ways of learning, styles, strategies (wants)

14. **Professional communication information:
knowledge of genres, language and skills used in target situation/context analysed via:
Linguistic analysis (inc. lexical analysis)
Discourse analysis
Genre analysis

15. A Target Situation Analysis framework (Hutchinson & Waters 1987)
Why is the language needed?
How will the language be used?
What will the content areas be?
Who will the learners use the language with?
Where will the language be used?
When will the language be used?

16. A Framework for Analysing Learning Needs
Why are the learners taking this 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?

17. Authentic Texts What are authentic texts for classroom use?
narrow and defined audience
“owned” by discourse community
used by people in the learner’s target context in the course of their work
Examples:
written text types: s, memos, reports, calls for tender, contracts, project documentation, mission statements, minutes of meetings, etc
spoken text types: interviews, meetings, phone calls, etc

18. Sample text

19. Text Analysis Real Content vs. Carrier Content
Carrier content: the subject of a text, what it is about
Real content: language items which the teacher determines to be present in a text and which he/she regards to be worthy of teaching

20. Text analysis...
Dudley-Evans and St. John (1997):
technical vocabulary: specialized and restricted meanings in certain disciplines and which may vary in meaning across disciplines
semi-technical vocabulary: used in general language but has a higher frequency of occurrence/use in the specialist discourse of professional life

21. Task Analysis What is the main communicative purpose of the task?
Which of the four skills does the task require?
Are there preliminary and follow-up tasks involved?
What language functions can be expected to play a role in the task?
What text types does the task involve?
Where can these texts be found?

22. Methods of Analysing Needs
Tests
Questionnaires
Interviews /structured interviews
Observation
Case studies
Learner diaries
Previous research
Participatory needs analysis (including ‘Shadowing’)

23. Remaining issues The timing of a needs analysis
Pre-course (GNP specs)
In-course (formative assessment of LOs)
Post-course (course evaluation)
Who carries out the needs analysis / Who decides what the language needs are?
JIJOE? (Alderson, 1996)
Home-grown expert?
Often the practitioner/instructor

24. Remaining issues...
Translating needs analysis outcomes – the GNP (Generalised Needs Profile)
Construct TSA, PSA & LSA specifications for target group of learners
Problem with heterogeneous groups
Resolve within available means/resources (Swales, 1989: ‘opportunity cost’)

25. Remaining issues...
Resolve mismatches in expectations to establish “happy mean” (Richterich, 1983)
e.g. How much ‘grammar’? How much focus on speaking skills?
Immediate needs and projected needs
A key issue: how much data to collect and analyse?
Adopt pragmatic approach/stance
Question of power: English specialist vs. Content specialist

26. Question of power...

27. ESP Course Design Issues in ESP Course Design
A' narrow-angle’ approach
A‘wide-angle’ approach
‘mono-skill’ focused courses
Special methodologies for ESP courses
Project-based learning
Deep end strategy
Team teaching
Translation strategy and diminishing control

28. ESP CD… Possible Components of a Syllabus
general aims & specific objectives
a rationale (i.e. why the course is necessary)
an inventory of (language) items
an indication of entry level (essential previous learning)
an indication to mastery level
description of teaching methodology
explanations for students and teachers
indications of time distribution
assessment procedures
indications of non-linguistic content (e.g. topics)
variation provisions (e.g. enrichment activities for more able learners and remedial activities for weaker learners)

29. ESP CD... The Role of a Syllabus Approaches to Course Design
Formal record of institutional curriculum
Blueprint for course design
Approaches to Course Design
Language-centred Approach
Skill-centred Approach
Learning-centred Approach
Type of ESP Syllabus:
topics and tasks
pedagogical tasks and real-world tasks
Task sequencing

30. Possible syllabus components
general aims
specific objectives
a rationale (i.e. why the course is necessary)
an inventory of (language) items
an indication of entry level (essential previous learning)
an indication to mastery level
indications of teaching methodology
explanations for students and teachers
indications of time distribution
assessment procedures
indications of non-linguistic content (e.g. topics)
variation provisions (e.g. enrichment activities for more able learners and remedial activities for weaker learners)

31. Language Analysis… Concepts of special language, register, and genre
Language content in syllabus specification
Vocabulary
Form and function
Genre, task and discourse community: a theory of language in context for ESP

32. Example of a genre and its moves
Research Article Abstract (adapted from Bhatia, 1993)
1. WRITER INTRODUCES PURPOSE OF STUDY: The purpose of the study was to examine …
2. WRITER DESCRIBES METHODOLOGY: 50 high school students in Kelantan participated in the study. They were selected from …
3. WRITER SUMMARISES RESULTS OF STUDY: It was discovered that …
4. WRITER PRESENTS CONCLUSIONS: High school students in Kelantan, and probably in other similar settings …

33. Some concepts about language
register
genre
style
sub-language
technolect
varieties of english
special language