To What Extent Can Learners Be Actively Engaged in Language Needs Analysis and Program Design?

Authors

William Savage
Graeme Storer

Publication Date

1993-01-01

Abstract

In describing their approach to ESP language needs analysis, Hutchinson and Waters (1987) distinguish target needs from learning needs. But what they describe as learning needs can, in fact, be seen as instructional logistics needs. They focus on target needs and, thus, view learners as being "short of the mark" rather than as people who bring their own experience to a program. This paper describes an approach to needs analysis and program design that actively engages the learners. It was carried out with a group of aquaculture field researchers in Udornthani, Thailand. After a one-day site visit in which the teachers met the learners to discuss with them their work-related needs, a two-day program planning workshop was set up at the Asian Institute of Technology for representatives from the outreach project. During this workshop, the participants were asked to carry out work-related tasks alongside AIT counterparts and then to report back to the group on what they did. Two advantages of this approach are that by observing the participants using English, teachers are more clearly informed about participant needs and the participants themselves are better able to talk about their abilities.

DOI

10.58837/CHULA.PASAA.23.1.8

First Page

82

Last Page

89

Recommended Citation

Savage, William and Storer, Graeme (1993) "To What Extent Can Learners Be Actively Engaged in Language Needs Analysis and Program Design?," PASAA: Vol. 23: Iss. 1, Article 9.
DOI: 10.58837/CHULA.PASAA.23.1.8
Available at: https://digital.car.chula.ac.th/pasaa/vol23/iss1/9