Needs Analysis and Syllabus Design for Language for Specific Purposes

Abstract

Needs analysis and language for specific purposes (LSP) courses are inextricably intertwined. LSP courses aim to help learners function linguistically within a particular academic, professional, or workplace environment, and the course syllabus is based on analysis of the needs of the learners in relation to such environments. The analysis of learners' needs is thus a key process in the design and ongoing revision of the LSP syllabus. Such is the importance of needs analysis that it is generally seen as the defining characteristic of LSP. This entry discusses the importance of needs analysis in LSP, identifies trends in the practices and methodologies used, and examines how the results of needs analysis can be used to inform the design of the LSP syllabus. Although needs analysis is often viewed as essentially procedural, it is not without theory, nor is it devoid of controversy and debate. The final sections discuss the role of theory and issues in needs analysis.

Understanding Learners� Need of Esp for Accountancy Program at Vocational School

“…In order that the teaching materials in ESP syllabus meet with the learners' need in the prospective work, need analysis must be carried out. Need analysis is the process for the course developer to investigate what the learners need to know or be able to do in the targetr language in order for them to be able to use the language effectively in the chosen profession, work or study area (Basturkmen, 2013). Richards, (2001) had emphasized the purpose of need analysis, among them are to find out what the language skills a learners needs in order to perform a particular role, such as sales manager, tour guide, accountant, engineer; to identify a gap between what students are able to do and what they need to be able to do.…”

Transforming the community’s linguistic landscape in a mixed-learner service learning capstone course in a Spanish for specific purposes program

“…As stated, the new APS major concentration (2018) culminates in a required mixed learner capstone course titled 'Spanish for Leadership in the Professions'. This course was designed based on the results of a needs analysis process (Basturkmen, 2013;Brown, 2016;Sánchez-López, 2019) conducted in a previous advanced course offered by the author in 2016. In the 'Globalization in the Hispanic World' course learners studied major current globalization topics that affect the Spanish-speaking world, such as immigration trends and their consequences, Latinos in the US., and economic trade agreements.…”

An Analysis of Algerian Manufacturing and Engineering Master’s Students’ Needs

“…As far as the present research work is concerned, the researchers opt for Basturkmen's (2013) integrated approach to needs analysis which combines Target Situation Analysis to identify what students should realistically be able to do after attending the English course, Present Situation Analysis to portray the students' immediate and current needs, Learner Factor Analysis to investigate the students' motivation, learning styles and strategies, and the reason for learning English, and Teaching Content Analysis to investigate the content that should be included and offered in the English course.…”