Department of English
Faculty of Modern Languages
and Communication
DOING NEEDS ANALYSIS IN ESP
(A talk for BBI3211)
LSP & ESP
The practice and theory of Language for
Specific Purposes (LSP) focuses on (Bloor
& Bloor, 1986):
(1) “a model of a theory of language and
language learning/use;…
(2) linguistic competence comes from
language in use in specific situations;…
(3) teaching-learning strategies that are
incompatible with certain theories of
language learning;…
(4) language can be learned in a variety of ways, but
the use of language is learned in appropriate
contexts;…
(5) learning a language involves much more than
providing the optimum circumstances for
acquisition; and…
(6) [the argument that] aspects of language use that
must be taught even to native speakers i.e. cultural
conventions and the system and uses of literacy.”
‘General English’?
• ‘GE’ aims to develop general competence and
capacity in the language (Widdowson, 1983)
• But does not refer to any particular variety
(Biber, Conrad & Reppen, 1996)
• ESP = language learning for use in a specific
context, so ‘classroom English’, ‘exam English’,
‘banking English’ etc. in terms of purpose
• ESP based on learners’ prioritised
communicative needs
How is ESP different?
Major factors that characterise ESP:
• Target set of learners and their
communicative needs
• ESP ‘teacher’ plays many roles
• Texts and task learning materials
• Language and content are authentic
• Appropriate methodology relevant to
target context of language use
Orientation to Learner’s Needs
• Changes in focus on learner needs in
educational psychology
• Differences in the way individual learners learn
• Skills, strategies, styles, knowledge schemata
and approaches to studying
• Learner interests, motivations and needs
• Learner factors as important as methodology
Absolute characteristics of ESP
• ESP is designed to meet specific needs
of the learner;
• ESP makes use of the underlying
methodology and activities of the
discipline it serves;
• ESP is centred on the language
(grammar, lexis, and register), skills,
discourse and genres appropriate to these
activities.
Variable characteristics of ESP
• ESP may be related to or designed for specific
disciplines or areas of work;
• ESP may use, in specific teaching situations, a
different methodology from that of General
English;
• ESP is likely to be designed for adult learners;
could also be used for learners at secondary
school level;
• ESP is generally designed for intermediate or
advanced students; but it can be used with
beginners; and, etc.
THEORIES OF ESP
• ESP as superordinate variety of English
(‘Super-variety theory’) – Bloor, M. and T. Bloor
(1986)
• ESP as function of specificity of purpose
(‘Continuum theory’) – Bhatia, V. K. (1986); See
also Dudley-Evans, T. and M. J. St John (1998,
p. 9)
• ESP as discourse (‘Discourse-oriented theory’)
– Thomas, S. (1991, 1994); Martin, J. R. (1992)
Key Stages in ESP
evaluation
assessment
needs analysis
course design
teaching-learning
Stages in the ESP process: theory (Dudley-Evans & St John, 1998, p.
121)
Key Stages in ESP 2
evaluation
assessment
needs analysis
course design
teaching-learning
Stages in the ESP process: reality (Dudley-Evans & St John, 1998, p.
121)
Concept of ‘needs’
• In general, ‘need’ = gap between what is
and what ought to be
• objective vs. subjective needs (Brindley,
1989)
• perceived vs. felt needs (Berwick, 1989)
• target needs vs. learning needs
• product-oriented needs vs. processoriented needs (Brindley, 1989)
• necessities, lacks and wants (Hutchinson
& Waters, 1986)
A Working Model…
1. Target Situation Analysis
•
Learners, genres, tasks, activities using English,
genre knowledge & skills** (necessities)
2. Present Situation Analysis
•
Previous learning experiences, language
proficiency, cultural information; Means analysis –
resources, time, physical environment, etc.
(lacks)
3. Learning Situation Analysis
reasons for attending course and expectations,
attitude to English, preferred ways of learning,
styles, strategies (wants)
**Professional communication information:
knowledge of genres, language and skills
used in target situation/context analysed
via:
Linguistic analysis (inc. lexical analysis)
Discourse analysis
Genre analysis
A Target Situation Analysis framework
(Hutchinson & Waters 1987)
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Why is the language needed?
How will the language be used?
What will the content areas be?
Who will the learners use the language
with?
• Where will the language be used?
• When will the language be used?
A Framework for Analysing
Learning Needs
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Why are the learners taking this course?
How do the learners learn?
What resources are available?
Who are the learners?
Where will the ESP course take place?
When will the ESP course take place?
Authentic Texts
• What are authentic texts for classroom use?
– narrow and defined audience
– “owned” by discourse community
– used by people in the learner’s target context in the
course of their work
• Examples:
– written text types: emails, memos, reports, calls for
tender, contracts, project documentation, mission
statements, minutes of meetings, etc
– spoken text types: interviews, meetings, phone calls,
etc
Sample text
Text Analysis
• Real Content vs. Carrier Content
– Carrier content: the subject of a text, what it
is about
– Real content: language items which the
teacher determines to be present in a text and
which he/she regards to be worthy of teaching
Text analysis...
Dudley-Evans and St. John (1997):
technical vocabulary: specialized and
restricted meanings in certain disciplines
and which may vary in meaning across
disciplines
semi-technical vocabulary: used in
general language but has a higher
frequency of occurrence/use in the
specialist discourse of professional life
Task Analysis
• What is the main communicative purpose of the
task?
• Which of the four skills does the task require?
• Are there preliminary and follow-up tasks
involved?
• What language functions can be expected to
play a role in the task?
• What text types does the task involve?
• Where can these texts be found?
Methods of
Analysing Needs
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Tests
Questionnaires
Interviews /structured interviews
Observation
Case studies
Learner diaries
Previous research
Participatory needs analysis (including
‘Shadowing’)
Remaining issues
• The timing of a needs analysis
Pre-course (GNP specs)
In-course (formative assessment of LOs)
Post-course (course evaluation)
• Who carries out the needs analysis / Who
decides what the language needs are?
– JIJOE? (Alderson, 1996)
– Home-grown expert?
– Often the practitioner/instructor
Remaining issues...
• Translating needs analysis outcomes – the
GNP (Generalised Needs Profile)
• Construct TSA, PSA & LSA specifications
for target group of learners
– Problem with heterogeneous groups
– Resolve within available means/resources
(Swales, 1989: ‘opportunity cost’)
Remaining issues...
• Resolve mismatches in expectations to
establish “happy mean” (Richterich, 1983)
– e.g. How much ‘grammar’? How much focus
on speaking skills?
• Immediate needs and projected needs
• A key issue: how much data to collect and
analyse?
– Adopt pragmatic approach/stance
• Question of power: English specialist vs.
Content specialist
Question of power...
ESP Course Design
• Issues in ESP Course Design
• A' narrow-angle’ approach
• A‘wide-angle’ approach
• ‘mono-skill’ focused courses
• Special methodologies for ESP courses
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Project-based learning
Deep end strategy
Team teaching
Translation strategy and diminishing control
ESP CD…
• Possible Components of a Syllabus
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general aims & specific objectives
a rationale (i.e. why the course is necessary)
an inventory of (language) items
an indication of entry level (essential previous learning)
an indication to mastery level
description of teaching methodology
explanations for students and teachers
indications of time distribution
assessment procedures
indications of non-linguistic content (e.g. topics)
variation provisions (e.g. enrichment activities for more able
learners and remedial activities for weaker learners)
ESP CD...
• The Role of a Syllabus
– Formal record of institutional curriculum
– Blueprint for course design
• Approaches to Course Design
– Language-centred Approach
– Skill-centred Approach
– Learning-centred Approach
• Type of ESP Syllabus:
– topics and tasks
– pedagogical tasks and real-world tasks
– Task sequencing
Possible syllabus components
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general aims
specific objectives
a rationale (i.e. why the course is necessary)
an inventory of (language) items
an indication of entry level (essential previous learning)
an indication to mastery level
indications of teaching methodology
explanations for students and teachers
indications of time distribution
assessment procedures
indications of non-linguistic content (e.g. topics)
variation provisions (e.g. enrichment activities for more
able learners and remedial activities for weaker
learners)
Language Analysis…
1. Concepts of special language, register,
and genre
2. Language content in syllabus
specification
3. Vocabulary
4. Form and function
5. Genre, task and discourse community: a
theory of language in context for ESP
Example of a genre
and its moves
Research Article Abstract (adapted from Bhatia, 1993)
• 1. WRITER INTRODUCES PURPOSE OF STUDY:
The purpose of the study was to examine …
• 2. WRITER DESCRIBES METHODOLOGY: 50 high
school students in Kelantan participated in the study.
They were selected from …
• 3. WRITER SUMMARISES RESULTS OF STUDY: It
was discovered that …
• 4. WRITER PRESENTS CONCLUSIONS: High school
students in Kelantan, and probably in other similar
settings …
Some concepts about language