The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.

1. Rhovie-mei Sucab
Researcher
Joana M. Iniego
Computer-in-Charge
Sheryl Ann T. Dionicio
Reporter

2. Needs Analysis and
Evaluation In
English Specific
Purposes

3. Needs analysis
key component in ESP course design
and development and its role is clearly
indisputable
The corner stone of ESP and leads to
much focused course
needs analysis is a pivotal step that
the other steps rest on

4. Evaluation in ESP situations
concerned with the effectiveness
and efficiency of learning; with
achieving the objectives

5. Needs analysis in
ESP
now encompasses
the following :

6. A. Professional information about the
learners
B. Personal information about the
learners
C. English language information about
the learners
D. The learners’ lacks

7.  E. Language learning information
 F. Professional communication information
about (A)
 G. What is wanted from the course;
 H. Information about the environment in
which the course will be run – means analysis

9. Three different models for Needs
analysis
– by Dudley-Evans and St. John
(1998)
TSA (Target Situation Analysis)
PSA (Present Situation Analysis)
LSA (Learning Situation Analysis)

10. The TSA/ Target Situation
analysis
 Aspect of a needs analysis basically tries to
glean information from the students about what
they are hoping to be able to do with the language
by the end of the course and certainly into the
future
 The term Target Situation Analysis (TSA) was, in
fact, first used by Chambers in his 1980 article in
which he tried to clarify the confusion of
terminology. For Chambers TSA is
“communication in the target situation”. In his
work Munby (1978) introduced Communicative
Needs Processor

11. According to Hutchinson and Waters (1987) the
history of ESP indicates that Munby is the first
specialist who enounces “a highly detailed set of
procedures for discovering target situation needs…” ,
in 1978 in his noteworthy contribution entitled
“Communicative Syllabus Design”. "Communication
Needs Processor" or "CNP is first most through and
widely known model on needs analysis. For
Hutchinson and Waters:
“The CNP consists of a range of questions about key
communication variables (topic, participants,
medium, etc.) which can be used to identify the target
language needs of any group of learners”

12. In Munby’s CNP, the target needs and target
level performance are established by
investigating the target situation, and his
overall model clearly establishes the place of
needs analysis as central to ESP, indeed the
necessary starting point in materials or course
design (West, 1998). In the CNP, account is
taken of “the variables that affect
communication English for Specific Purposes
world, Issue 4, 2008, www.esp-world.info
Introduction to Needs Analysis. Mehdi Haseli
Songhori 5 needs by organizing them as
parameters in a dynamic relationship to each
other” (Munby, 1978: 32)

13.  Participants
 Communication Needs Processor
 Profile of Needs
 Meaning Processor
 The Language Skills Selector
 The Linguistic Encoder
 The Communicative Competence
Specification

14. The PSA/Present Situation
Analysis
 The term PSA (Present Situation Analysis) was
first proposed by Richterich and Chancerel (1980).
In this approach the sources of information are
the students themselves, the teaching
establishment, and the user-institution, e.g. place
of work (Jordan, 1997). The PSA can be carried
out by means of established placement tests.
However, the background information, e.g. years
of learning English, level of education, etc. about
learners can provide us with enough information
their present abilities which can thus be predicted
to some extent .

15. Pedagogic Needs
Analysis
The term “pedagogic needs analysis” was
proposed by West (1998) as an umbrella term
to describe the following three elements of
needs analysis. He states the fact that
shortcomings of target needs analysis should
be compensated for by collecting data about
the learner and the learning environment. The
term ‘pedagogic needs analysis’ covers
deficiency analysis, strategy analysis or
learning needs analysis, and means analysis.

16. The LSA/ Learning Situation
Analysis
 is often how language teachers think. These are
the types of skills strategies and other cognitive
aspects of learning which we are trying to guide
our students towards
 It is important for in ESP practitioner in the
planning of their course to be able to translate
both TSA and LSA goals to specific language
forms which relate to the content area, genre, or
fields that they are trying to get the students to
be able to work and function in

18. The purposes, goals, and ways of doing a
needs analysis are many, but they all boil
down to one simple thing – a needs
analysis makes the class more focused
and therefore more successful.

19. The Theoretical model of
ESPl
☻Needs Analysis
☻Course Design
☻Teaching/Learning
☻Assessment
☻Evaluation

21. The only way we can accurately
evaluate the students, ourselves, and
the course itself is to use the needs
analysis as a guide. If the needs
analysis needs to be used to guide us
in designing and running the class
then it must also serve to help us
evaluate the course. Just as we would
not know what and how to teach
without the needs analysis, we would
not know how to evaluate with the
needs analysis

23. the distinction between evaluation and
assessment is a very fuzzy one. It’s very
difficult to evaluate our course without taking
student assessment into consideration and
the same techniques we use for evaluation can
also be used for assessment and vice versa
we don’t have to wait till the end of the course
to do with these things. We can evaluate and
assessed on a weekly or daily basis
depending on the way our course is run

25. According to Soriano (1995, as cited in
Channa, 2013 ) the most frequent
reasons for needs analysis to be
conducted are “justification for funding,
regulations or laws that mandate needs
analysis, resource allocation and
decision-making determining the best
use of the limited resources and as part
of program evaluations” (p.XV).
Richards (2001) states that needs
analysis in language teaching can be
used for a number of different purposes,
for example:

26. “To find out what language skills a learner needs in
order to perform a particular role, such as sales manager,
tour guide or university student
To help determine if an existing course adequately
addresses the needs of potential students
To determine which students from a group are most in
need of training in particular language skills
To identify a change of direction that people in a
reference group feel is important
To identify a gap between what students are able to do
and what they need to be able to do
To collect information about a particular problem
learners are experiencing”

27. References:
 1. Berwick, R. 1989. Needs assessment in language
programming: from theory to
 practice. // In R.K. Johnson (Ed.) The Second Language
Curriculum. Cambridge:
 Cambridge University Press. 2. Brindley, G.P. 1989 The role of
needs analysis in
 adult ESL programme design. // In R.K. Johnson (Ed.) The
Second Language
 Curriculum. Cambridge: Cambridge University Press. 3.
Dudley-Evans T. and
 St.John. 1998. Developments in English for Specific
Purposes. Cambridge:
 Cambridge University Press. 4. Holliday,A. and T.Cooke. 1982.
An ecological
 approach to ESP. In issues in ESP. Lancaster Practical Papers
in English Language
 Education 5. Lancaster: Lancaster University. 5. Hutchinson,
T. and A. Waters. 1987. English for Specific Purposes.
Cambridge: Cambridge University Press.

28. THANK YOU 