What every EFL Instructor Needs to Know: Effective Implementation of Needs Analysis

Q2 Arts and Humanities

Research in Language Pub Date : 2023-02-09 DOI:10.18778/1731-7533.20.3.05

Olga Trendak-Suślik

引用次数: 0

Abstract

One of the first issues that any foreign language teacher needs to take into consideration prior to commencing on their language course is the implementation of a comprehensive learner needs analysis (NA) also referred to as needs assessment. Garnering information on, among others, students’ learning preferences, their previous learning experience or their goals is pivotal in order to design a course that would cater to students’ different needs and meet their expectations. A one-size-fits-all approach is not in line with the reality of language teaching in the 21st century, hence the need for the introduction of NA during language classes. The aim of the following article is to explore the area of needs analysis – examine its beginnings and further development; define its basic components and also investigate the different data-collection instruments language teachers have at their disposal. The article will also present the results of a pilot study exploring Polish teachers’ perspectives on the introduction of needs analysis in the foreign language classroom.

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每位英语教师需要知道的：需求分析的有效实施

任何外语教师在开始语言课程之前都需要考虑的首要问题之一是实施全面的学习者需求分析（NA），也称为需求评估。收集学生的学习偏好、以前的学习经历或目标等信息，对于设计一门满足学生不同需求和期望的课程至关重要。一刀切的方法不符合21世纪语言教学的现实，因此有必要在语言课堂上引入NA。下一篇文章的目的是探索需求分析领域——考察其开端和进一步发展；定义其基本组成部分，并调查语言教师可使用的不同数据收集工具。本文还将介绍一项试点研究的结果，该研究探讨了波兰教师在外语课堂中引入需求分析的观点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Language Arts and Humanities-Language and Linguistics

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Research in Language (RiL) is an international journal committed to publishing excellent studies in the area of linguistics and related disciplines focused on human communication. Language studies, as other scholarly disciplines, undergo two seemingly counteracting processes: the process of diversification of the field into narrow specialized domains and the process of convergence, strengthened by interdisciplinarity. It is the latter perspective that RiL editors invite for the journal, whose aim is to present language in its entirety, meshing traditional modular compartments, such as phonetics, phonology, morphology, syntax, semantics, and pragmatics, and offer a multidimensional perspective which exposes varied but relevant aspects of language, e.g. the cognitive, the psychological, the institutional aspect, as well as the social shaping of linguistic convention and creativity.