The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom

Hugh Randal HOLME, Bussabamintra CHALAUISAENG

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27 Citations (Scopus)

Abstract

Needs analysts have understood how needs change during a course [e.g. Richterich, R., & Chancerel, J. (1978). Identifying the needs of adults learning a foreign language. Oxford: Pergamon]. They have also considered how learning needs should influence the way course content is delivered [Robinson, P. (1991). ESP today: a practitioners’ guide. Hemel Hemstead: Prentice Hall; Widdowson, H. (1984). Educational and pedagogical factors in syllabus design. In ELT documents: Vol. 118. General english syllabus design (pp. 23–28). Oxford: Pergamon Press; Hutchinson, T., & Waters, A. (1987). English for specific purposes: a learning centred approach. Cambridge: Cambridge University Press; West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19; Tudor, I. (1996). Learner centredness as language education. Cambridge: Cambridge University Press], examining how to integrate this iterative concept of needs into a course structure [Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press; Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63–78) Cambridge: Cambridge University Press]. However, such goals are neglected when ESP practitioners base their course design on a Target Situation Analysis. In response, this paper derives a set of qualitative techniques of needs analysis grouped as Participatory Appraisal (PA) from an aid project approach known as Participatory Rural Appraisal (PRA), assessing how these helped evolve course structures that both responded to changing needs, and began to advance learner independence in the EAP reading classroom. Copyright © 2006 Elsevier.
Original languageEnglish
Pages (from-to)403-419
JournalEnglish for Specific Purposes
Volume25
Issue number4
DOIs
Publication statusPublished - Sep 2006

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classroom
syllabus
target analysis
pedagogical factors
language
situation analysis
learning
Needs Analysis
curriculum
language education
Teaching
foreign language
Language Teaching
Pergamon
Syllabus
water
English for Specific Purposes
Language Curriculum
Course Design
Learner-centred

Citation

Holme, R., & Chalauisaeng, B. (2006). The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes, 25(4), 403-419.