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The role of needs analysis in language teaching

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 International Multidisciplinary Conference
"Innovative Research on Modern Scientific World"
www.online-conferences.com

The role of needs analysis in language teaching

Abdulkhay Kosimov Akhadalievich

Fergana State University The department of Applied English
Gulomova Nozimakhon
Independent researcher, Fergana State University The department of Applied English

Abstract: The term “need analysis” refers to an examination of the learner and society,
including factors such as the learner's capacity and ability, aptitudes and potential for learning,
motivation, needs, interests, and values, as well as society's attitude toward nurturing or exploiting
the individual. It also provides a framework of assumptions about the emotional, political, cultural,
religious, and geographical state of a country. This helps curriculum planners select objectives,
organize learning materials, and recommend appropriate evaluation procedures.
Keywords: Needs analysis, assessment, evaluation procedures, Curriculum development,
EFL classroom.

Introduction.
One important goal of the Uzbekistan government is to improve education quality. Curriculum
should be strategically arranged and formulated into specific programs in order to achieve the
national educational goals set by the government of Uzbekistan. Needs analysis plays an important
role in determining the outcome that learners should achieve when developing a language
curriculum. In language curriculum development, needs analysis is defined as the process of
determining and prioritizing the needs for which a learner or group of learners requires a language.
Before developing a syllabus for language teaching, it is customarily necessary to conduct a needs
analysis.
Needs analysis in EFL classroom.
Nunan (1988) defines needs analysis as a set of processes for acquiring information about learners
and communication tasks. Richards (1992) suggests that needs analysis is the process of defining
the needs for which a learner or group of learners requires a language and organizing those needs
according to priorities in language education. According to Brown (1995), it can also be defined as
the systematic gathering and analysis of all subjective and objective data required to define and
validate defensible curriculum processes that meet students’ language learning needs within the
context of specific institutions that influence the learning and teaching situation.
Kayi (2008) conceptualized that the act of collecting and analyzing information about learners is
critical in needs analysis in order to design goals and contents of a language curriculum based on
their needs. According to Nation and Macalister (2010), needs analysis looks at what students
already know and what they are required to know.
The phrase needs analysis was defined by Johns (1991) as the first phase in syllabus creation, and it
assesses the needs of learners during their learning process in the classroom. Iwai et al. (1999)
define needs assessment as activities that aid in the collection of information that assists to build a

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 International Multidisciplinary Conference
"Innovative Research on Modern Scientific World"
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curriculum that satisfies the needs of learners. Morrison, Ross, and Kemp (2004) recommend that
EFL teachers do formal needs analysis to examine learners' requirements for four key reasons:
 To specify the demands of learners that are relevant to a specific job.
 To achieve the objectives of the EFL classroom.
 To prioritize the choosing of instruction.
 To give baseline data for assessing the effectiveness of instruction.
The principles to design Needs analysis
Nation and Macalister (2010) presented twenty design concepts for language curriculum. Nation
and Macalister categorize the principles into three broad categories: 1) content and sequencing, 2)
format and presentation, and 3) monitoring and assessment. In the curriculum design diagram, these
three groupings reflect the three major divisions of the central circle. Frequency, methods and
autonomy, spaced retrieval, language system, keep moving forward, teachability, learning burden,
and interference comprise the first group of principles, which is content and sequencing. The goal
of these principles is to ensure that the students get something helpful from the course. The second
group of principles is format and presentation. Motivation, four strands, intelligible input, fluency,
output, purposeful learning, duration on task, depth of processing, integrative motivation, and
learning style are all included in this category. These concepts, in general, are concerned with what
happens in the classroom and during learning. They are most directly related to the kind of activities
utilized in the course and how the learners process the course material. Teachers may have the most
influence on the course in this part of curriculum design.
The third set of principles is monitoring and evaluation, which includes continuing requirements
and environment analysis as well as feedback. In terms of ongoing needs and environment analysis,
Nation and Macalister (2010) state that the selection, ordering, presentation, and assessment of
material in a language course should be based on a continuing careful consideration of the learners
and their needs, the teaching conditions, and the time and resources available. According to Nation
and Macalister (2010), this principle emphasizes the need of conducting needs analysis during
course preparation.
Conclusion.
In the curriculum creation process, needs analyses are conducted to establish the purposes, vision,
principles, goals, essential competencies of learners, desired traits, learning standards, and
indicators. The information gathered during the needs analysis may be used to choose the pupils'
best material. It also assures that curriculum and teaching decisions are correct, credible, unbiased,
and decided based on rationality, which reduces errors, saves your time and money. Needs analysis
considers the learner's professional and personal information, as well as their interests and gaps in
language learning. It refers to the procedures for acquiring and assessing important information for
lesson planning. Using proper approaches and tactics during the session aids in determining which
abilities students should develop. Needs assessment is an important tool in the syllabus or course
creation process. It should ascertain the learners’ target demands and learning requirements. All in
all, needs analysis can assist teachers in determining the students' needs, deficiencies, and desires. It
is also critical to gain a better understanding of the teaching technique, strategies, or method to aid
learners in the language learning process.

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