需求分析

語(yǔ)文學(xué)利●外語(yǔ)教育赦學(xué)2014年第4期Needs Analysis0 Hou Xiangqin(Cuangdong University of Foreign Sudies , Guangzhou, Guangdong, 510420)[ Abstract] Needs analysis, involving target situation analyeis, leaming situation analysis and preent situationanalysis, plays an indispensible role in the succes of a training program. Conducted in terms of instuments such 8 inter-view, questionnaire, needs analysis can help us to idenify the needs and wants of the trainces and provide sugstions andguidelines accordingly for the training.[Key words]needs analysis，signifcance， elements， data olleting means[中圖分類(lèi)號] H319[文獻標識碼] A [ 文章編號] 1672-8610(2014)04-0152-03sities, wants and lacks. Dudley - Evans & St John state thatL IntroductionNeeds Analysis is the process of the identifing the wbo,needs analysis in ESP encompases the fllowing: Profesionaldetermining the what and deigning the bow of a traininginformation about the learmers - - target situation analysis and ob-jective needs; Personal inforation about the leamer: wants,course. It is erucial to ESP courses.Broadly speaking, two diferent types of needs analysis aremeans , subjective needs; Their curent 8kills and language ube:involved before designing a course: leamer analysis vs task anal-present situation analysis.Between TSA and PSA there is lacks.ysis The former is based on information about the leamers;2.1 Types of needs(that is: For what purpoes are tbe leamers leaming the lan-1. Target needs: objective, perceived, product - orientedguage) ; while the ltter is to specify and categorize the languageTarget needs is kind of an umbrella temm, under which arekills required to carry out real - world communication tasks,and tbus to etblih the comicaive pupoe for which the leamen' necsitis, lacks and wants.ecessities belong to the type of need determined by the delearmer wishes to achieve.The process of cllcting and interpreing data on the leam-mands of the target situatin ( the destination) , that is, what theens' likely use of the target language has been a idisensable leamer has to know in order 0o fumction efectively in the targetfeature of ESP.situation. For example, a businessman may need meeting skillsBrieger (1997) suggeats that noeds analysis for busines to call a meig. To make an eective metig, he may need toEnglish will et out to identify the range of general and specialitdevelop communication skills needed for chairing and participat-language knowledge required, together with general and profes-ing in metigs. Or he may need language knowledge such a8 in-sional communication skills.terrupting, clarifying, agreeing or disagreeing.Lacks refers to the gap between the target proficiency andI. An Overview of Learners' NeedsAccording to Robinson (1991), needs refer to students'the existing proficiency of the leamers (the starting point). Bstudy or job requirements, namely, what tbey have to be able todeciding lacks, you need to know what the leamner knows alread-do at the end of their language course. This is goal - onientedy, so that you ca then decide which of the necessities the leamnerdefnition of needs. Needs can be seen as obijectives. They canlacks.Wants indicates the leamer's view a to what their needsbe regarded as“what the leamer needs to do to actually acquireare or their aspirations for achieving a certain goal in the future.the language.”This is process - oriented definition of needs.2. Leaming needs: subjective, felt, process - orientedBrindley (1989) describes needs in terms of bijective andLeamers' needs are subjective, felt and process - oriented.subjective needs. The formner refers to needs of leamersmation: their use of language in real - life communication situa-In this sense, the trainer should knowing how to get from thetions, their curent language proficiency and language difcul-starting point to the destination and defie the leaming purposeties. The latter refers to the cognitive and afective needs of theboth for job - experienced leamer and pre - experienced leamer.learmer in the leaming situaion, factors such as personality,On the other hand, the trainer should know information a-confidence, atitude, expectations concening leaming English.bout the leamer factors ffecting the leamer' s response to train-Whereas Hutchinson & Waters (1993) see needs as neces-ing, moivation中國煤化工[基金項目]本文系2013年度全國高校外語(yǔ)教學(xué)科研項目(粵-0013 -B)“商務(wù)英語(yǔ)多MYHCN M H G成果之一。[作者簡(jiǎn)介]侯香勤,女,廣東外語(yǔ)外貿大學(xué)商務(wù)英語(yǔ)學(xué)院講師,硬士,研究方向:語(yǔ)言學(xué)與應用語(yǔ)言學(xué)、商務(wù)英語(yǔ)教學(xué)。-152-TEACHING RESEARCHHou Xiangqin / Needs Analysis2. 2 Importance and signifcance of needs analysisground?)The basic purpose of needs analysis is to collect informationWbere will the training course take place? ( In company orconcemning leamers’needs, wants 8 well as the expectations ofoutside it?)the learmers for whom you are going to design or/ and deliver &Wben will the training course take place? (How long willcourse. Needs analysis highlights such informnation and providethe course last? How often will it take place?)you guidelines and prepare you well in establishing aims and ob-3.3 Present Situation Analysis (PSA)jectives of the course in course design and materials writing.Present Situation Analysis (PSA) focuses on such quetionsTraining needs analysis is the diagnostic part of the wholeas: What are the students' capabilities now? What difculies dotraining proces. ( Anderson, 1994) It helps to do the fllowing:the students have in studying English? What are the features ofproviding necessary information on participants ( careful thoughtthe setting for the ESP course? Namely, PSA attempts to estimateabout the learmers helps determine the starting point of the coursethe learmers' strength and weakness in language skills and leam-and helps shape the course) , identifying employee dificultiesing experience.and performance problems ( the knowledge and skill needs of em-Needs analysis not only addresses leamers’ needs andployees, and what the organisation wants them to know or to bewants , but also the needs of the concermed company, and the jobable to do) , identifying important topic areas ( these areas mightrequirements. By asessing these needs, the training aimns andbecome modules in your training course)，practicing documenta-objectives can be established and target at. Aims and objectivestion and materials for training (by doing interviews, you can col-in a EIB course are often clear and specific. The course is care-lect documentation from the feld) , providing information on atti-fully tailored to the leamers and tend to focus on certain languagetudes to training (pcople' s feling about the topic area and thekills and specific business communicative events, for example,proposed training) , inereasing management and supervisory inpresentation skills, telephone skills and correspondence writingvolvement ( if managers and supervisors are involved, the train- skills, etc.ing will go on smoothly), etimating the duration, the cost ofIV. Data Collecting Means for Needs Analysistraining, saving time, money and resources, helping to tailor theThere are many methods to gather infomation such as inter-service accurately, and providing a means of measuring trainingview， questionnaire， observation, informal consultation witheffectiveness.sponsors, case studics, etc. , among which ioterview and ques-m. Elements of Needs Analysistionnaire are most commonly used and effective methods.Needs analysis involves target situation analysis, leaming4. 1 Interviewsituation analysis and present situation analysis ( Richterich &Interview is quite a convenient way to collet information.Chancerel, 1980).By conducting interviews, the trainer will meet face- to - face3.1 Target Situation Analysis (TSA)with the sponsor or the learmers’line managers, thereby get in-TSA addresses the following questions: what do studentsformation conceming learming situation, which is essential toneed to be able to do in English 88 a result of the course? Whatcourse design. By talking with the target leamen, the trainer canknowledge and abilities will the leamers require in order to be a have a clear picture of learners, needs, wants, atitudes towardble to perform to the required degree of competence in the targetlearming, expectations of the training, By tlking with them, thsituation? Why is the language needed? It is used for research,trainer and the leamers can get mutual understanding, tbereby ,study, job or promotion purpose. How will the language be good interpersonal relationship is able to be developed, whichused? Is it in the channel of speaking or witing? What will thehelps to promote teaching and learning.content areas be? Is it commercial English or Scientific English?1. Aims of an interviewWho will the learmer use the language witb? Are they nativeInteriew can help the researcher to do the fllowing: to ispeakers or non - native speakers of the target language? Wheredentify each prospective trainee, to gather the needs ( objective/will the language be used? At ofice, at work or over telephone?subjective) and the wants of all the potential trainees, to estab-When will the language be used? In class or afer the course?lish initial communication with them, to get a better understand-3. 2 Learning Situation Analysis (LSA)ing of the organization, and to form the basis of determining theLeaming situation refers to the forces at work behind a train-content of the training course.ing program, namely, the constraints posed on training in tems2. Successful interviewer vs unsuccessful interviewerof time, budget, expectations both from the Imer and the spon-1) Succesful inteviewersor. The fllowing questions address such analysis:A successful interviewer tends to do such things as follows:Why are the learmers taking the course? ( Who decided theto explain why this interview is to be conducted, to talk to the in-learer' B attending the course? Does the learner take the course terviewees as if he / she is talking to the friends, to invite themfor commercial reason, promotion, or compulsory?)to introduce themselves, to encourage them to speak in targetHow do learners leam? ( What are their leaming habits ,language, though they may do so with dificulty, to switch to LIstyles, strategies and methodology?)immediately if necessary, to writer down a few key words, to e-What resources are available? ( Are there any expected fa-licit from them information for the TSA, LSA and PSA, and tocilitis needed for the training? What about the materials? Anfind out their ne中國煤化工they published books or self - made materials?)2) UnsucesfY分Who are leamers? ( What positins do they bhold in theIn contrast,CNMHGeiclinedtodocompany? How about their sociocultural and educational back-the things as below: bombarding the interviewees with questions一153-語(yǔ)文學(xué)刊●外語(yǔ)教肓教學(xué)2014年第4期from the beginning till the end, asking such private questions asincome, marital status, or sensitive organisational information,tions that are asked, i. e. information collected is rather limited.spending most of the time taking notes, making an unfulflledSecondly, it genernly fails to produce much accurate or precisepromise，tallking too much about the training programme in ques-job information. Thirdly, low response rates can distort findings.ion.Next, questions may be ambiguous or misunderstood by respond-4.2 Questionnairents. Then, it is inlexible as an instrument. Besides, answersQuestionnaires are the most convenient method for collectingto open questions are diffcult to standardize and to quantify. Ininformation. It can be sent bye-mail or fax, and the partici-addition, analysing information can be time - consuming. Last-pants can f1 it in their own time and retum it. Questionnairesly , design skills are needed to produce a questionnaire which willare useful for providing the participants' personal details , educa-give reliable data.tional background and prevrious leaming experience. In conducV. Conclusionting a questionnaire, a dual - language questionnaire form is al-Needs analysis is indispensable to ESP courses. It providesways preferable.assumptions 8S well 8 rationales for designing a course. It helps1. Aims of a questionnaireto promote the effectiveness and efficiency of training. NeedsA questionnaire in this sense aims to gather data about jobeanalyeis may be time consuming, but it is quite rewarding. With-and tasks and the job holders ' atitudes towards various aspectsout doing it, you can never get anywhere in designing or delive-of work as welll s to find information relaing to experience,ring a course. It is believed to be the comer stone of ESP , name-training and motivation of the job holders.ly, a must in an effective training process.Conceming informnation about the leamning situation, que8-tions to be asked could be:Who docided that the leamer shouldattend the course? What training needs does the leamner per-[References]ceive? What training needs does the sponsor perceive? What are[1] Anderson, H. A. 1994. Succesful Training Practice (2nded. )[ M]. Oxford: Blackwell.the constraints of the learning situation: time, budget, groupsize, evaluation and stated objectives?2] Brieger, N. 1997. Teaching Business English Handbook2. Advantages vs Disadvantages of conducting a question-[M]. England: York Associates Publications.naire".[3] Brindley, C. P. 1989. The role of needs analysis in adult1) AdvantagesESL program design[C]//R. K. Johnson. The SecondLanguage Curiculum. Cambridge: Cambridge UniversityA questionnaire has many advantages. Firstly, it can reachPress.many people quickly. Secondly, it is relatively inexpensive andeasy to administer. Then, it gives respondents a chance to offer[4] Dudley-Evans, T, M. J St. John. 1998. Developmentstheir own suggestions, ideas and opinions and express themselvesin ESP[M]. Cambridge: Cambridge University Press.without fear or embarrassment. Next, it provides a lot of data[5] Hutchinson, T., A. Waters. 1993. English for SpecifcPurposes (8th ed. )[M]. Cambridge: Cambridge Universi-that can be quantifted, summarized and reported to management.ty Press.Then, it is easy to distibute (it can be used with job holders over widely dispersed geographical area). Lasly, it can impress[6] Richterich, R., Cbancerel, L. 1980. Identifyjing thethe organisation with the poeitive approach and responsiveness ofNeeds of Adults Leaming a Foreign language[ M]. Oxford:the training to company needs.Pergam on Press.2) Disadvantages[7] Robinson, C. P. 1991. ESP Today: A Practioner' s Guide[M]. London: Prentice Hall Intermational Ltd.Despite its advantages, the questionnaire embeds many dis-需求分析侯香勤(廣東外語(yǔ)外貿大學(xué)商務(wù)英語(yǔ)學(xué)院,廣東廣州510420)[摘要]需求分析包括目標情景分析,學(xué)習情景分析與現狀情景分析,對培訓項目抑或所開(kāi)設之課程的有效實(shí)施起著(zhù)不可或缺的作用。利用訪(fǎng)談、問(wèn)卷等調查手段收集有關(guān)信息,需求分析可使教師充分地了解學(xué)習者的需求及缺乏,以便制定出切實(shí)有效的培訓及教學(xué)方案。[關(guān)鍵詞] 需求分析; 意義; 成分; 信息收集手段.(上接第151頁(yè))[7]蔡基剛,唐敏.新一代大學(xué)英語(yǔ)教材的編寫(xiě)原則[J].中國[4]高嘉璨.高校專(zhuān)門(mén)用途英語(yǔ)教材建設[J].外語(yǔ)界,2009大學(xué)教學(xué),2008(4).(6).[8]上海高校大學(xué)英語(yǔ)教學(xué)指導委員會(huì )上海市大學(xué)英語(yǔ)教[5]黃萍.專(zhuān)門(mén)用途英語(yǔ)的理論與應用[M].重慶大學(xué)出版學(xué)參考框架(試行)[M].高等教育出版社,2013.社,2007.[9]上海市教育委員會(huì )關(guān)于開(kāi)展大學(xué)英語(yǔ)教學(xué)改革試點(diǎn)工作[6]Canale,M. , M. Swain. 1980. Theoretical Basis of Commu-的通知[Z].中國煤化工nicative Approaches to Sccond Language Teaching and Tes-[10]蔡基剛.學(xué)YHC N M H G法研究[J].外ting[J]. Applied Linguistics, 1 .語(yǔ)教學(xué)理論與實(shí)踐,2012(2).