NEEDS ANALYSIS IN ELT在英语教学中的需求分析.doc

---------------------------------------------------------------------------------------------------------------------------- NEEDS ANALYSIS IN ELT By Eleni Bindaka and Marisa Christopoulou ---------------------------------------------------------------------------------------------------------------------------- INTRODUCTION This paper presents a needs analysis project we have developed for the General English (GE) class. Needs Analysis (NA) is an important means of carrying out research prior to designing and evaluating lessons/materials/syllabus and it helps draw a profile of students/course in order to determine and prioritise the needs for which students require English (L2). (Richards et al, 1992, cited in Jordan, 1997:20) Our NA project aims at establishing the students’: personal profile motivational profile needs and wants lacks target needs learning styles and strategies strengths/weaknesses In other words NA is the first step carried out before a course and it is the process of establishing the what and the how of the course/syllabus. (Evans, 1998: 121-26) APPROACHES TO NA There have been several surveys of approaches to NA in EFL since the term was first introduced by Michael West in the 1920s but almost all concern ESP mainly because of two reasons: Early NA focused on English for Occupational Purposes (EOP) which later changed to Academic (EAP). (West, 1994: 1) The belief that GE learners’ needs can not be determined (Seedhouse, 1995: 59) because it is taken for granted that General English learners learn the language in a TENOR (Teaching English for No Obvious Reason) situation. (Abbott Wingard, 1981) Nowadays NA is an umbrella term covering several approaches, namely: Target-situation Analysis (TSA) It is the well known Munby’s influential approach and model which focuses on the learner’s needs at the end of the course and target level performance. (Jordan, 1997: 23) Present-situation Analysis (PSA) Richterich and Cha