FROM LANGUAGE NEEDS ANALYSES TO CLASSROOM INSTRUCTION

Nana Toradze

Language Training SchoolNational Defense Academy, Georgia

2015 1

Seneca the Younger

“If a man knows not to which part he sails, no wind is favorable.”

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Language Training School

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From Language Needs Analyses to Classroom Instructions

Why?• a needs analyses is the starting point for a

syllabus/course design.

Which way?• Keith Johnson - ''In order to plan a

foreign language teaching we need to find a way of analyzing learners' needs.”

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From Language Needs Analyses to Classroom Instructions

John McKillip “Need Analysis: Tools for the Human Services and Education”

• “Needs are value judgments that a target group has problems that can be solved.”

• “Needs Analyses involves the identification and evaluation of needs which is a tool for decision making in the human services and education.”

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From Language Needs Analyses to Classroom Instructions

• Goal Provision of different foreign languages

to the target groups in order to enable them to fulfill required needs (ISAF, IMET)

• ObjectivesMastering target groups (students) in different language skills

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From Language Needs Analyses to Classroom Instructions

GELNA

(General English Language Needs Analyses Instrument)

Kanto Gakuin University, Japan

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Language Needs Analyses Instrument

Put numbers in accordance with priority of the issue for you (1-20):a) I need to learn concepts in cross-cultural communication such as cultural

values.b) I need to practice many activities that make me understand my own

culture and aware of cultural differences.c) I need to learn how to handle situations when I encounter cross-cultural

differences.d) I need to take a class that uses authentic audio-visual materials such as

videos, CDs, and audio.e) I need to practice listening to be able need to practice listening

extensively to get the main ideas.f) I need to learn reading skills such as reading rapidly and getting the gist.g) I need to practice reading by focusing on the grammar of English texts

and translating them into Georgian.h) I need to study the structures of English sentences effectively in English.i) I need to learn to discuss issues effectively in English.j) I need to practice making speech and presenting ideas in English.

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Language Needs Analyses Instrument

k) I need to take a class in which my final grading is decided based on my score on test performance such as a speech.

l) I need to take a class where I solve many ALCPT, ECL, and STANAG 6001 questions.

m) I need to learn test-taking strategies to solve problems in ALCPT, ECL, and STANAG 6001 tests.

n) I need to practice writing papers in English. For example how to write Military Reports, After Action Reports and other kind of formal letters.

o) I need to practice writing business letters in English.p) I need to take a class in which my final grading is decided based on

the result of my paper.q) I need to learn to work out the meaning of the new vocabulary from

the context when I am already on elementary level and do not look up the meaning of the word in a bilingual dictionary unless it is inevitable.

r) I need to learn all grammar rules thoroughly so that I was able to produce accurate speech and writing.

s) I need to understand stress pattern and intonation.t) I need to practice watching movies in English in order to be able to

understand the content.9

Language Needs Analyses Instrument

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Fulfilling English language needs of students

Requirements:• exposure to military bias texts, terms blended

with other aspects of language learning - reading, listening, grammar and writing.

• classroom instructions must be imaginative in creating learning environment that invites students to participate actively during learning process.

Materials:• American Language Course; General Military

Topics; Army Topics 1, 2; Topics in counterinsurgency; Campaign 2 , 3. 11

Fulfilling English language needs of students

Possible reasons:1)not having appropriate environment2)social or ethnic characteristics3)insufficient confidence

Possible solution: - More speaking activities: group work speaking

activities and individual speaking performances.

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Group work benefits

1. Your students talk2. Your students help each other 3. Your students challenge each other4. Your students use language creatively 5. Your students encourage each other

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Benefits of individual performance

1. Builds confidence2. Develops ability for giving presentations3. Students get motivated by other students’

performance4. Develops communicative skills5. Self studying and preparation

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Conclusion

• course design should come in accordance with the student’ and academic needs

• a student should be an active participant and a teacher – only a facilitator

• A survey should be conducted every time we get a new course

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Thank you for your attention

Questions?

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