The Utility of Needs Analysis for Nondomain Expert Instructors in Designing Task‐Based Spanish for the Professions Curricula
Bibliographic Data
| ID | 8936138 |
|---|---|
| Authors | Ellen J Serafini (0000-0002-8048-9533, George Mason University, corresponding author), J Torres (0000-0001-8351-6149, University of California, Irvine) |
| Year | 2015 |
| Volume | 48 |
| Issue | 3 |
| Pages | 447-472 |
| Publication date | 2015-08-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12150 |
| OpenAlex | W2154379861 |
| Language | EN |
| Citations received | 9 |
| References cited | 53 |
The demand for Spanish for specific purposes (SSP) university courses in the United States has prompted widespread curricular change in language departments over the last two decades (Klee, 2015; Sánchez‐López, 2013). However, many instructors lack the tools and training needed to design SSP curricula that meet learners’ communicative needs in such contexts. Moreover, little SSP research to date has taken a task‐based approach to identifying learners’ specialized needs (Long, 2015), which can provide much‐needed support to instructors who are nonexperts in the particular domain of interest. The current study reports on a small‐scale, multiphase needs analysis carried out to design a university business Spanish course. In Phase 1, a small sample of business graduates and professionals generated a list of 40 target tasks in the domains of reading, writing, listening, and speaking that were relevant to their particular work. In Phase 2, 54 university business majors rated the frequency and difficulty of each task on a 40‐item Likert‐type questionnaire. During Phase 3, the researchers analyzed and grouped target tasks identified in the needs assessment to create five major target task types that informed course objectives and classroom tasks
Active listening · Curriculum · Domain (mathematical analysis · Likert scale · Linguistics · Management · Mathematics education · Medical education · Needs analysis · Pedagogy · Reading (process · Sample (material · Scale (ratio · Task (project management · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
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Communicative syllabus design
Needs Analysis
Language for Specific Purposes
Spanish for Specific Purposes
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Task complexity, cognitive resources, and syllabus design
Task complexity, task difficulty, and task production
Investigating task difficulty
Suggestions for a subject-specific approach in teaching foreign languages to engineering and science students
University graduates’ workplace language needs as perceived by employers
Needs analysis in language teaching
Three Approaches to Task-Based Syllabus Design
Spanish for Medical Professionals
Legal Spanish
A Responsive, Integrative Spanish Curriculum at UNC Charlotte
Exito comercial
Student Goals, Expectations, and the Standards for Foreign Language Learning
Standards for Foreign Language Learning
Cognitive Complexity and Task Sequencing
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,9 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |