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 |  Tiêu đề: NEEDS ANALYSIS  19th May 2013, 14:52 | |
| [color=black] Need analysis
1. Who should be involved in need analysis? Target group? Audience? Resource group? Need analysts? All parties involved? Why?
Four categories of people may become involved in a need analysis: the target group, the audience, the need analysts themselves, and the resource group. While certain individuals may find themselves playing roles in several of these categories, the role are quite different even when the same person occupies more than one.
The target group is made up of those people about whom information will ultimately be gathered. The usual target group is the students in a program, but sometimes the teachers and/or administrators are also targeted.
The audience should encompass all people who will eventually be required to act upon the analysis. This group usually consists of teachers, teacher aides, program administrators, and any governing bodies or supervisors in the bureaucracy above the language program.
The need analysts are those persons responsible for conducting the need analysts. They may be consultants brought in for the purpose, or members of the faculty designated for the job. In addition to conducting the need analysis, this group will probably be responsible for identifying the other three groups. The need analysts are individuals and as a group must be willing to divide up, share, and delegate responsibilities and the entire needs assessment process may prove unrealizable.
The resource group consists of any people who may serve as source of information about the target group. In some context, parents, financial sponsors, or guardians may be included as source of valuable information about the target group. In other cases, outsiders may provide valuable information about the target language that students will eventually need o use.
2. What philosophy is the most effective in need analysis? Discrepancy philosophy? Democratic philosophy? Analytic philosophy? Diagnostic philosophy? Some combination of these philosophies? Why?
Some combinations of these philosophies are effective in need analysis because the importance of these philosophies lies in the face that they will affect the types of information that will be gathered. In need analysis, there are many types of information gathered o find the learning needs of particular group of students.
The democratic philosophy is one in which a need is defined as any change that is desired by the majority of the group involved. The democratic philosophy would need to needs analysis that would gather information about the learning most desired by the chosen groups(s).
The discrepancy is one in which needs are viewed as differences, or discrepancies, between a desired performance from the students and what they are actually doing. This might lead to gathering detailed information about what is needed to change students’ performance.
In the analytic philosophy a need is whatever the students will naturally learn next based on what is known about them and the learning processes involved. Thus this philosophy might lead to a survey ò existing literature on second language acquisition in search of the hierarchical steps involved in the language learning process.
A diagnostic philosophy proposes that a need is anything that would prove harmful if it was missing. This philosophy might lead to an analysis of the important language skills necessary for immigrants to survive in their adopted country.
3. What position is most appropriate for each of the following viewpoints? Situation versus language needs? Objective versus subjective needs? Linguistic content versus learning processes? Why?
The positions of these following viewpoints are shown as this figure above because there are 3 basic dichotomies exist in need analysis. The first dichotomy is one that distinguishes between two types of information founded in any language program, situation needs and language needs. The second one is dichotomy between objective needs and subjective needs. The last is linguistic content and learning process. These following viewpoints will interact with one another and can easily have an effect on the balance chosen for another dichotomy.
Situation needs: The physical, social, and psychological context in which learning takes place; related to any administrative, financial, logistical, manpower, pedagogic, religious, cultural, personal, or other factors that might have an impact on the program.
Language needs: Details about circumstances in which the language will be used, the dimensions of language competence involved the learner’s reasons for studying the language.
Objective needs: Are those needs determined on the basic of the clear-cut, observable data gathered about the situation, the learners, the language...
Subjective needs: Are more difficult to determine because they have to do with “wants”, “desire” and “expectation”.
Linguistic content: tends to favor needs analyzed objectively from a language needs perspectives and spelled out in linguistic term whether they be phonemes, morphemes, grammatical structures, case rules…
Learning process: leans toward needs specified from a situation needs perspectives, in affective domain, such as motivation and self-esteem.
4. How might answer to question two affect answers to question three, and vice versa?
(cau nay t ko hieu cau hoi nen ko bit tra loi)
5. Frame at least two need analysis questions (one that would appropriate be asked of students) for each of the following question categories: problem, priorities, abilities, attitudes, and solutions.
* Problem:
1. What problem have you been having with your English when you talk to native speaker at work?
2. What is your difficulty when you listening to native speaker?
* Priorities:
1. In writing, any of following elements might be considered most important?
A. Using correct spelling and punctuation,
B. Organizing information well.
C. Doing library research before writing.
D. Proofreading.
2. In your opinion, what is the most essential skill?
A. Reading
B. Writing
C. Listening
D. Speaking
* Attitudes:
1. Do you feel that you learn English better and more effectively by studying grammar points, language functions, or some combination of the two?
2. Do you like studying grammar points?
* Abilities:
1. Can you speak English fluently on some simple topics?
(Leisure time, health, food & drink)
2. Can you write a paragraph describing a chart? (150 words)
* Solutions:
1. What should you do to improve you speaking skill?
A. Take part in an English club
B. Practice English at home
C. Talk with foreign friends through internet.
2. Should game be used in speaking lessons? Why?
6. What are the fundamental differences between situation and language needs in term of the procedures that will be used to collect information on them?
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