LANGUAGE AND COMMUNICATION NEEDS ANALYSIS

Παρουσίαση

The global age has raised the question of language as the primary medium of human social interaction and communication, and has rendered successful language learning vital for a wide range of language learners (immigrants, international students, individuals in occupations requiring advanced foreign language proficiency, etc). Since all those learners are either little aware of their needs or have a view as to what their needs are, and relatively few teachers are ever provided with detailed background information on their students' aims in taking a second language course, no language teaching program should be designed without a needs analysis. The procedures associated with the analysis of needs offer a framework for the selection of language content according to the goals of particular learners, and therefore the possibility of creating tailor-made programs, rather than starting with a ready-made syllabus that does not of itself discriminate between differing objectives. In this context, the present study examines the most influential needs analysis models and instruments to detect learners' language and communication needs, and provides a N.A. Instrument (a questionnaire) based on Hymes' "SPEAKING" taxonomy, and tested for its validity and reliability.
(From the publisher)

Περιεχόμενα

PREFACE
1. INTRODUCTION
2. ORIGINS
English in the world
Language policy
3. THEORETICAL BASIS OF NEEDS ANALYSIS: APPROACHES TO TEACHING AND LEARNING TAKING LEARNERS NEEDS INTO ACCOUNT
Linguistic and Communicative Competence
English for Specific Purposed (ESP)
Ethnograghy of communication
4. FROM LANGUAGE PLANNING TO COURSE DESIGN
5. NEEDS AND NEEDS ANALYSIS
The learner's needs
Needs analysis instruments
Approaches to needs analysis
Learner-centred approaches
A task-based approach
Self-directed learning approach
Needs and course design/language content
6. NEEDS ANALYSIS MODELS
Richterich's model (1973)
The learner-centred model by Richterich and Chancerel
Munby's sociolinguistic model
Coffey's model
Tarone and Yule: Analysis of needs at four levels of generality
Tokatlidou's ethnographic model
7. DESCRIPTION OF THE MODEL
The Research
Purpose of the research
Sample of population
The research instrument
8. DEVELOPMENT AND EVALUATION OF RELIABILITY OF THE QUESTIONNAIRE OF LANGUAGE AND COMMUNICATION NEEDS DETECTION AND ANALYSIS (THE CASE OF INTERCULTURAL SCHOOL STUDENTS)
Control reliability-Reliability Test
Split-Half Model
Guttman Reliability Model
Parallel Reliability Model
Strict Parallel Reliability Model
Tukey's Test for Nonadditivity
Questionnaire reliability
Sampling adequacy control and sphericity control
The Scree Plot chart
Internal consistency of the conceptual design which was constructed for the attitudes toward English
Test for Model Goodness Fit
Factorial Validity test
The criteria: inertia, contribution and correlation
Factor Analysis of Correspondence
9. CONCLUSIONS/DISCUSSION
REFERENCES
TABLE OF FIGURES AND TABLES
ABBREVIATIONS
APPENDIX
INDEX