Monolingual Classes Essay

Monolingual Classes

Needs analysis as well as the General British classroom

Paul Seedhouse

Even though learners' demands are theoretically of perfect importance in current learner-centred approaches, requires analysis can be rarely carried out in the Basic English class. It is contended that this is usually partly because of an wrong belief it is not possible to specify the needs of General English learners, and partly due to a lack of literary works on the practicalities of analysing needs info in the circumstance of Standard English. Among the the analysis of mental and sociable needs in one particular Standard English classroom is worked well through in detail. The purpose of this can be to show that it is possible to specify General English requires, even in the abstract part of psychosocial requires; to demonstrate that has to have analysis can be useful in the General English classroom with respect to problem-solving and as a basis to get designing aims, courses, and materials; and provide a tangible illustration of how analysis of data can be performed, and just how a tight and direct link can be preserved between demands, aims, and materials, and what basically occurs in the classroom.

Introduction

Demands analysis is commonly associated with ESP, and is neglected in the General English class room. Hutchinson and Waters (1987: 53-4) say that ‘What distinguishes ESP coming from General English is not the existence of a need as such but rather an awareness in the need... for now, the tradition persists generally speaking English that learners' demands can't be specific and as a result zero attempt is normally made to discover learners' true needs. ' One may possibly expect to find an increased interest in the analysis of learners needs at the heart of current learner-centred and expansive indeed there have been several standard approaches, and acknowledgements in the place of demands analysis in curriculum design, for example in Richards (1990: 2): ‘Needs analysis is also fundamental to the planning of General The english language courses. ' However , close analysis continues to be noticeably lacking: during the past five years, for instance, there have been zero articles in needs research in possibly ELT Diary or Used Linguistics.

The condition for the General English instructor who is thinking about needs evaluation appears to be this: there are some good guides for the theory of ELT Record Volume 49/1 January 1995 В© Oxford University Press 1995 59

needs evaluation (Berwick 1989, Brindley 1989) as well as Munby's exhaustive data and taxonomies of expansive needs (Munby 1978). Nevertheless the crux of the matter is definitely how a single interprets your data collected, and what one particular does with it, As you receive a stack of forms back, how will you convert these people in sensible terms in courses or materials? Because Berwick (198959) observes: ‘Interpretation is probably the most practical problem any needs assessment director is going to face... ‘. At this time the General British teacher currently appears to be in the or her own, with no guidance on how to go about this. Needs research in the General English

class

The rest of this article gives one of how needs data had been collected, construed, and converted into materials design. The process is certainly not intended like a guide or maybe a model: there are many possible types of requirements analysis (outlined in Berwick 1989). Somewhat, it is wished to provide someone with a basis for judging whether it is possible to stipulate learners' requires in the General English class room, and whether or not it is a possibly useful work out. In this case the needs examination was accomplished because the students did not look like validating or engaging together with the main coursebook being used. It ought to be stressed that the was a particular type of evaluation suited to a particular situation: the emphasis was on discovering motivation, and psychological and social requires, rather than upon making lists of specific communicative demands or linguistic items.

Requires analysis questionnaire...

References: Berwick, R. 1989. ‘Needs assessment in dialect

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programming' in L. K. Manley. Brindley, G. 1989. ‘The role of needs analysis in mature ESL program design' in R. K. Johnson. Hutchinson, T. and A. Marine environments. 1987. English for Particular Purposes. Cambridge: Cambridge School Press.

J. C. 1990. The Language

Instructing