Syllabus

Needs analysis

Needs analysis and need assestment are used as the same.

To refer to the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes

The point of view would probably affeect the balance between objective and subjective needs, as well as the balance between linguistic content and learning procees

But it is up to the personalities and institutions affecting that program

Target group: people whom info will ultimately be gathered.

Audience: teachers, teachers aides, program administrators, and governing bodies or supervisor.

The needs analysts: persons responsible for conducting the needs analysis. consultants or members of the faculty.

The resource group: people who serve as source of info about the target group.

Four philosophies of needs assesmment:

Discrepancy philosophy: needs are view as differences between a desired performance and what are they actually doing.

Democratic philosophy: need is defined as any change that is desired by a majority of the group involved.

Analytic philosophy: need is what students naturally learn next based on what is known about them an the learning process: x+1- i+1.

Diagnostic philosophy: need is anything that would prove harmful if it was missing. Language requiired to accomplish survival needs.

Basic steps in the process decision making of needs analysis

Parameters necessary to perform a succesful needs analysis.

Who will be involved in the needs analysis?

What info should be gathered:

Which points of view should be taken?:

How might philosophy and points of view interact?

Four philosophy of needs assestment

Situational needs: human aspects such as physical, social and psychological contexts. This needs are related to administrative, financial, manpower, pedagogic, religious, cultural, personal factors. Whereas the disntinction between them is not clear they are interrelated.

Language needs: Target linguistic behaviors that learners acquire. Including details of the circumstances in which language will be used, the dimensions of language cocmpetence involved, the learners' reasons and so forth.

Objective needs: Are observable data gathered about the situation, the learners, the language.

Subjective needs: they have to do with ''wants'', ''desires'' and ''expectations''.

The distinction between them has to do with the observabiulity of the needs which may affect the selection of instrumments and proceduras to use .

Linguistic content: Language needs, phonemes, momrphemes, grammatical, structures, case rules, or whatever.

Learning process: Tend to be more subjectively analyzerd needs in the affective domain: motivation and self-esteem.

Situation vs Language

Objecctive vs Subjective

Linguisticc ocntent vs Learning processes