Is defined as “the role of English in a language course or programme of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners”

Are people who have a stake or interest in the curriculum (for example, teachers, students, administrators, and parents).

. Is one that satisfies most of the language learning and teaching requirements of the students and teachers within the context of the particular institution(s) involved in such a way that it can be successfully defended to and accepted by all stakeholder groups

For defining and validating a defensible curriculum includes any and all types of quantitative and qualitative information from all relevant stakeholder groups that turn out to be available and appropriate in the particular NA.

Whoever is actually doing the work of the NA including planning, gathering, analyzing, interpreting, and using the data, as well as writing the report.

Language skills addressed include: listening comprehension, fluency development, oral intelligibility, reading, grammar, writing, and vocabulary development. test taking and note taking skills, academic vocabulary usage, critical reading and writing, comprehending academic lectures, research and library skills.

Refers to the specific ways English is used in different work and professional situations

Generally refers to English used in scientific publications, papers, textbooks, technical reports and academic lectures, etc. It is used to describe the physical and natural phenomena, their processes, properties, characteristics, laws and application in productive activities.

Pertains to ways of organizing the course and materials.

Pertains to a set of courses constituting an area of specialization commonly offered by an educational institution.

The learning experiences and opportunities that are provided to learners in the context of formal education and serve as basis for certification basis.

This refers to the number of forces within any institution may tend to delimit what can be accomplished.

Are statements of what the needs analysis shows the students should be able to do by the end of their training

Provides structure and organization to the materials, assessment and teaching, but do not have very precise meaning until they are embedded in that curriculum.

an SLO is something that will happen by the end of the course (when) and students (who) will be doing it.

-describes what, that is, the behavior that will be observed by the end of the course.

describes what in more detail.

-explains how well the SLO must be.

refers to ESP’s characteristics which is viewed or existing independently and not in relation to other things.

require (something) because it is essential or very important

–Pertains to the different strategies that we can use on analyzing the various needs of the learners

–detailed examination of the elements or structure of something.

These refers to the different viewpoints that should be considered in analyzing the NA of the learners

It is the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities. Needs assessment makes use of both subjective and objective information

Involves important groups of stakeholders in the process of determining the needs that will be addressed in the ESP program. Since people like to be consulted in any such process, they are more likely to buy into whatever the needs analysis reveals if they have been asked about it.

This often leads needs analysts to investigate and describe where the program wants the students to end up with regard to their ESP knowledge and skills, where they currently are in their ESP learning, and what the discrepancies are between the two. All the stakeholders involve must be consulted to avoid failure.

The needs analysts should first learn what the SLA field knows about the hierarchy of learning English (or the steps involved in the process). Then, they should interpret what that means for learning the specific ESP in question, particularly for their students in terms of where the students currently are in the hierarchy or process of learning the ESP

refers to ESP’s characteristics which is viewed or existing independently and not in relation to other things.

Are like embedded SLOs in that they do not take on much meaning until they are placed in a particular context.

The ones often described as the ideal SLOs because they are very detailed and clear in that they describe who will be able to do what and when, but also under conditions they will be able to do it and how the teachers will know that they can do it

Typically lead needs analysts to investigate the ESP situations that the students are likely to encounter, and then, based on what is known about the students, the needs analysts will first identify potential student needs, then prioritize those needs that are likely to have the most negative consequences if not addressed, then include less crucial needs if there is sufficient time.

What the students should be able to do in the ESP at the end of instruction. The language uses in the particular ESP and exemplars of those language uses.

What linguistic features the students will need to know and use in the ESP. The specific linguistic characteristics of the ESP (for example, vocabulary, discourse markers, pragmatics, and genres) in the exemplars gathered above

What the features of learning and continuing to learn are in the ESP community. Information about the target situation in terms of the sorts of learning that students will need to do in in target ESP situations at various stages

What the students’ ESP abilities are at the beginning of instruction. What the students can do with the language of particular ESP are at the outset of instruction (with respect to target-situation use, linguistics, and/or learning) –using tests or other observational technique.

What are the disparities between the students’ current abilities and what they need to be able to do in the ESP. The disparities between what the students can do at the beginning and the end of instruction with regard to the ESP – typically based on analysis of test scores or other observational techniques.

What students’ individual preferences are with regard to learning processes. Students individual preferences in learning strategies, learning styles, error correction, group sizes, amount of homework, and so forth.

.What the key power relationships are in the situation and how they are resisted. The ways power is exerted and resisted within the ESP-teaching institution (in terms of teaching, materials, curriculum decisions, governing rules, and so forth), between that institution and other entities, or within the target ESP community.

What the classroom-learning situation is or should be. The selection and ordering of course content, teaching methods, and materials that will be used in learning the ESP, and so forth (often requiring negotiations among stakeholder groups)

What the classroom-teaching situation is or should be. The selection and ordering of course content, teaching methods, and materials that will be used in learning the ESP, and so forth from the teachers’ perspectives

What the contextual constraints and strengths are. The availability of funding, facilities, equipment, materials, and other resources; cultural attitudes that might affect instruction; and the teachers’ proficiency levels in English, training, and teaching ability –all in terms of both constraints and strengths.

What global strategic language policies should be adopted. Aimed at regions (like the European Community), countries, companies, professional groups, and so forth, such analyses typically ignore the needs of students in particular ESP situations, but can nonetheless inform local ESP NAs.

needed in developing and administering the NA procedures.

these are the factors that limits or restricts the things that you can do.

an outline of the subjects in a course of study or teaching.

may arise in an NA because of issues in the general society in which the institution is situated, because of politics and policies in the entire chain of command above that institution, because of restrictions on funding and resources, or because of issues within the curriculum of the institution itself. Let’s consider each of these four sources of situational constraints in turn.

Related to society but also distinct in the area of politics/policy, which can impinge greatly on what can be accomplished in an NA

One of the most tangible results of the impact of societal or political/policy constraints will be resource constraints from lack or withdrawal of funding. This may be a general trend for education in the country or estate, or generally for an entire school, or be a particular problem for the ESP program involved.

The sorts of constraints that you may find yourself dealing with at the societal level include things like the society’s general attitudes toward education or more specifically general attitudes toward language learning and its role in life.

These may have to do with the duration of courses in terms of the number of weeks/months available for instruction

much will depend in any NA on the characteristics or the people involved, who is also known as the stakeholders

–Refers to approaches (that is, sets of beliefs about language and language learning) and syllabuses (that is sets of principles used to organize the teaching/learning process).

Also consider other potential, stakeholders like teaching assistants, parents, future professors in content area courses, future employees, politicians, or any other pertinent group in your situation. These groups can vary tremendously in importance depending on the context.

These people may go by many titles, but typically they are the program director, assistant director, program coordinators, or other such people.

can vary in a number of interesting ways that can affect any NA. Some of the most obvious ways teachers may vary are in terms of their professional backgrounds with regard to professional training as ESL or EFL teachers, professional qualifications (degrees or certification), professional development (papers published, conferences, and workshops presented), expertise in different aspects of the second language teaching field.

can vary in a number of important ways that can dramatically affect an NA (like gender, language backgrounds, nationalities, and ages

may arise when the language teaching and learning approaches that various stakeholders believe in differ. Approach encompasses both theories of language and learning. All language teaching methods operate explicitly from a theory of language and beliefs of theories about how language is learned

–is the oldest formal school of thought which began around 1900 and continued into the 1920’s. It is mainly concerned with increasing the efficiency of workers and organizations based on management practices, which were an outcome of careful observation.

–is a method of teaching foreign language derived from the classical, the focus of this method was on the translation of texts, grammar, and rote learning of vocabulary (memorization).

–is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques.

sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners’ native language and uses only the target language

distinguished between synthetic syllabuses that are organized in terms of task derived from the description of the language, as opposed to analytic syllabuses, which are organized in terms of the purpose for which people are learning language and the kinds of language performance that are necessary to meet those purposes.

–is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language

distinguished Type A syllabuses, which are organized instruction in terms of “what is to be learnt?”, from Type B syllabuses, which organized instruction in terms of “how is it to be learnt?”

tends to analyze data that are expressed in numbers.

Quantitative –tends to analyze data that is expressed in words.

has shorter, brief, or specific response.

refers to the response which is bound to be elaborated.

–are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting them from among existing answers.

–an act of recognizing and noting a fact or occurrence often involving measurement with instruments.

–a meeting at which information is obtained from a person;

–an act or process of coming together with agendas.