NEED ANALYSIS IN ESP
DEFINITION
Dudley-Evans and St John (1998:121) state that “needs analysis is the process of establishing the
what and how of a course”.
West (1994) states that language needs analysis is essentially a pragmatic activity focused on
specific situations, although grounded in general theories, such as the nature of language and
curriculum. Therefore, in the ESP/EAP context, needs analysis is crucial in determining the aspects of
language that are critical for a particular area of teaching.
According to Robinson (1991:7), “needs analysis is generally regarded as critical to ESP,
although ESP is by no means the only educational enterprise which makes use of it”. As Robinson
(1991, p. 8) suggests, needs analysis is not only for determining the “what and how of a language of
teaching”. Robinson (1991) also suggests that needs analysis study should be repeated so that it can be
built into the formative process. This would lead to a very informative database of learners, sponsors,
subject-specialists and above all ESP practitioners’ views and opinions of English language (Robinson,
1991).
Strevens (1977) suggests that needs analysis is a necessary first step for specific purposes
language teaching; it is more concerned with the nature of scientific discourse. The importance of Need
Analysis
Furthermore, Hutchinson and Waters (1987:53) argue that any language course should be based
on needs analysis. Needs analysis is fundamental to an ESP/EAP approach to course design (Hamp-
Lyons, 2001:127).
The importance of Need Analysis
Furthermore, Hutchinson and Waters (1987:53) argue
that any language course should be based on needs
analysis.
Needs analysis is fundamental to an ESP/EAP
approach to course design (Hamp-Lyons, 2001:127).
THE COMPONENT
OF NEED ANALYSIS
1. Target Situation Analysis (TSA)
Target Situation Analysis (TSA) is a form of needs
analysis, which focuses on identifying the learners’
language requirements in the occupational or academic
situation they are being prepared for (West, 1994).
Robinson (1991:8) argues that a needs analysis, which
focuses on students’ needs at the end of a language course,
can be called a TSA (Target Situation Analysis). Munby
(1978) formulates the bestknown framework of TSA type
needs analysis. He presents a communicative needs
processor, comprising a set of parameters within which
information on the students’ target situation can be plotted.
According to Dudley-Evans and St. John (1998:124), “TSA refers to task and activities learners are/will be
using English for target situation”. Finally, they state that TSA includes objective, perceived and product-
oriented needs (Dudley-Evans and St. John, (1998).
The target situation analysis framework are:
Why is the language needed? (1) for study;
(2) for work;
(3) for training;
(4) for a combination of these;
(5) for some other purpose, e.g.
status, examination, promotion.
How will the language be used? (1) Medium: speaking, writing, reading,
or writing; (2) channel: e.g. telephone,
face to face;
(3) Types of text discourse; e.g.
academic texts, lectures, informal
conversation;
What will the content areas be? (1) (4) Technical
Subjects: manuals,
e.g. medicine, catalogues.
biology, architecture,
shipping;
(2) commerce, engineering; (3) Level: e.g.
technician, craftsman, postgraduate, secondary
school.
Who will the learner use the language with? (1) Native speakers, non-native speakers;
(2) level of knowledge of receiver: e.g.
expert, layman, students;
(3) relationship: colleague, teacher,
customer, superior, subordinate.
Where will the language be used? 1) Physical setting: e.g. office, lecture theater,
hotel, workshop, library;
(2) human context: e.g. alone, meeting,
demonstrations, on the telephone;
(3) linguistic context: e.g. in own country,
abroad.
LEARNING NEED
A framework for analyzing learning needs:
1. Why are the learners taking the course? (1) Compulsory or optional; (2) apparent need or
covert; (3) Are status, money, promotion involved?
(4) What do learners think they will achieve? (5)
What is their attitude towards the ESP or general
English course?
2. How do the learners learn? (1) What is their learning background?
(2) What is their concept of teaching and learning?
(3) What methodology will appeal to them?
(4) What sort of techniques are likely to bore/alienate
3. What sources are available? (1) Number and professional competence of teachers;
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(2) attitudes of teachers to ESP;
(3) teachers’ knowledge of and attitude to the subject
content;
(4) materials;
(5) aids;
(6) opportunities for out-of-class activities.
4. who are the learners? (1) Age/sex/nationality;
(2) What do they already know about English?
(3) What subject knowledge do they have?
(4) What are their interests? (5) What is their socio-cultural
background?
(6) What teaching styles are they used to?
(7) What is their attitude to English or to the culture of the
English-speaking world?
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Where will the ESP or general course take place (1) Are the surroundings pleasant, dull, noisy, or cold?
When will the ESP or general course take place? 1. (1) Time of day; (2) everyday/ once a week; (3) full-time/part-
time; (4) concurrent with need or pre-need.
APPROACHES IN NEED
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ANALYSIS
Munby’s Communicative Needs Processor (CNP)
These aspects of language needs analysis are defined by Dudley-Evans and St John (1998: 125) are
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follows:
a) Professional information about the students: the tasks and activities students are/will be using English for-
target situation analysis (TSA) and objectives needs
b) Personal information about the students: factors which may affect the way they learn such as previous
learning experiences, reasons for attending the course and expectations of it, attitude to English wants
means subjective needs
c) English language information about the students: what their current skills and language use are- present
situation analysis(PSA)-this could allow us to assess the students’ lack.. PSA determines strengths and
weakness in language skills.
d) The students’ lacks: the gap between (C) and (A)-lacks
e) Language learning information: effective ways of learning skills and language in (D)-
f) learning needs-Learning Situation Analysis (LSA)
g) Knowledge of how language and skills are used in target situation-linguistic analysis, discourse analysis
and genre analysis
h) Students’ needs from the course: what is wanted from the course?
i) Environmental situation: information about the environment in which the course will be run means analysis
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