Needs Analysis
Bibliographic Data
| ID | 23714674 |
|---|---|
| Authors | M H Long (0000-0002-8579-9354, corresponding author) |
| Year | 2018 |
| Pages | 1-5 |
| Publication date | 2018-12-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal0860.pub2 |
| OpenAlex | W4254496786 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 16 |
Learners vary considerably in the uses they have or will have for a new language. Identifying their communicative needs makes it possible to design courses that are visibly relevant for them and that are efficient because they include what they do need, and exclude what they do not. For several reasons, a task‐based needs analysis is more appropriate than a grammatically based one. It has two parts. First, target tasks are identified, triangulating results obtained from a variety of sources of information, of which domain experts are the most important, using a variety of methods. Then, genuine samples of spoken and written target discourse surrounding successful target task accomplishment are analyzed, and prototypical models developed. The L2 input the models provide is elaborated, not simplified, and suitable for teaching materials in the form of series of pedagogic tasks.
Domain (mathematical analysis) · Human–computer interaction · Natural language processing · Task (project management) · Variety (cybernetics) · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Engineering · Mathematics · Speech and dialogue systems
| Citation velocity | historical |
|---|---|
| Highly cited | No |