2.1 Principles Needs analysis, is a way of compiling information important for course formulation

800 WordsApr 23, 20194 Pages
2.1 Principles Needs analysis, is a way of compiling information important for course formulation and helps in establishing the what and how of the course (Dudley-Evans and St. John, 1998) (Simpson, 2013) by comparing learner’s current knowledge with their requirements (Nation&MacAlister, 2010). Like any other assessment type, needs analyses must have validity and reliability (Hughes, 2003). The results of the analysis should guide “methodological direction” (Seedhouse, 1995) by taking learner preferences into account and should feed into the course design. 2.2 Learner Profile My learners are a pre-intermediate, mixed gender, multilingual group of eight adults, aged 18 - 50 years. Bengali is the first language for all students and…show more content…
Learner autonomy usually follows by giving them the leeway to have a hand in curriculum formulation (Cotterall, 2000). This activity also formed part two of the speaking diagnostic test (cite appendix). Meaning focussed discussion, with integrated language input, motivated all students to speak, in order to propose and defend topic and activity preferences. 2.4 Diagnostic Testing In addition to the speaking task, the learners also did a writing task and a listening task. A more conventional grammar test was not administered because:  Despite high reliability and validity (Brindley, 2001) (Hughes, 2003), most grammar tests do not test communicative and intercultural aptitude that are very relevant for students in an NESE.  Asking the learners to attempt a grammar test could have also generated a debilitating effect of nerves on results (thus affecting their reliability). Also, to get an accurate understanding of the learners’ grammatical repertoire, the test would have to have been vast which would have made it impractical to administer. (ibid. 2003) The writing task was homework, for practical reasons and time economy. A more holistic scoring approach was used in marking (ibid. 2003) aimed at identifying each learner’s

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