Académique Documents
Professionnel Documents
Culture Documents
Contents
Title
Acknowledgements ...
Page
2
PART A
The Importance of Needs Analysis to the ESP Courses ...
PART B
Background Information
10
Recommendations ..
23
26
Concluding Remarks ..
29
References ...
30
Annexures
31
110000006
Page 1 of 31
LSU 3206
Acknowledgements
The Man who has always given me the strength to keep going whenever I have
wanted to give up
All at home, especially Nirosha and Pierre, for letting me use and reuse their
computers, and to Nirosha and Nimmi for providing immeasurable support
Sunesh for coming to the rescue and for Microsoft Word 2007
Those names too numerous to mention, but whose immense sincerit y and
patience have borne my exclamations, sighs and e-mails throughout the
compilation of this project report.
110000006
Page 2 of 31
LSU 3206
PART A:
The Importance of Needs Analysis to the ESP Courses
Raheem (2010) says, One can spend nine years teaching English to students in
a school, but one cannot spend nine years teaching a scientist how to speak English.
ESP, or English for Specific Purposes, is an approach to the teaching of English that is
driven by identified and prioritised learner needs so as to defeat the constraints of time
faced by the professionals who undertake such courses. ESP practitioners from
Hutchison and Waters (1987) to Robinson (1991) to Dudley-Evans (1998) have all
agreed on one undeniable characteristic of ESP: i.e. that it caters to the needs of a target
situation and the needs of learners involved. As is evident in the diagram below, needs
make up the largest proportion of the ingredients of an ESP course: in other words,
without the consideration of needs, an
ESP
course
is
redundant
and
because ESP refers to English for Specific Purposes, these needs are specific too. In this
report, needs are Specific to the staff of the Department of Nursing. However, the
110000006
Page 3 of 31
LSU 3206
stakeholders of a course are not just one group of individuals course designers must
analyse Target Needs (in this report, the needs of the Dept. of Nursing) which are
concerned with the use of language, in order to identify what people will do with the
language; in addition, Learner Needs (in this context, needs of students following the B.
Sc Nursing) must be analysed in order to discover how people learn to do what they do
with language.
Needs, and Dudley-Evans and St John (1998) state, rather alarmingly, that The
findings from a needs analysis are not absolute but relative, and there is no single,
unique set of needs. Nevertheless, it is essential that both specific Target Situation
Needs and specific Learning Needs are taken into account. Without the specificity of
needs, there is no specificity of purpose for the course (i.e. there is no awareness of
needs); as a result, the course ceases to be an ESP course and is left once more in the
categorization of General English.
In the following report, we assess the Target Needs Analysis carried out for
students following the BSc Nursing as a preliminary step to the design of a custommade ESP course. What must be kept in mind is that language courses must ultimately
improve the language skill of the learners involved; ESP courses then, must ultimately
improve definite requirements of learners language ability, because ESP learners do not
have nine years (i.e. ample time) to achieve proficiency. Thus ESP courses should
improve specific requirements in the BSc Nursing students language proficiency,
because their time to achieve proficiency is limited too. In order to achieve this
objective, course design must be meticulously planned: Needs Analysis, as explained
above, is the most crucial part of this meticulous planning process. In other words,
Needs Analysis is the hinge on which the door of a successful ESP course swings.
110000006
Page 4 of 31
LSU 3206
Commenced in July 1994 and is offered to registered nurses at the request of the
Ministry of Health
Enables, among other aspects, the appropriate use of communication skills in the
nurse-client relationship, as well as with other members of the health team
110000006
Page 5 of 31
LSU 3206
110000006
Page 6 of 31
LSU 3206
Mrs. S. L. H. Vithanarachchi
Head of Department
Position
Senior Lecturer
Diploma in Nursing (Ministry of
Health)
Educational
Qualifications
Professional
Experience
in late 2004
Worked as a Nurse for 28 years
at National Hospital
Worked as a Nurse for 3 years in
Iran and Oman
Worked as a Nurse for 3 years in
Mr. B. S. S. De Silva
Lecturer
Diploma in Nursing (Ministry
of Health)
Post-Basic Diploma in Nursing
B.Sc. Nursing (OUSL)
MN (RES) (Melbourne)
R.N.
On the teaching staff of OUSL
since 2006
Pending appointment as Senior
Lecturer
Worked as a Male Nurse for 5
years at Neurosurgical Unit of
National Hospital
Worked as Ward Master for 2
years at Neurosurgical Unit of
National Hospital
110000006
Page 7 of 31
LSU 3206
Once finalised, the questionnaire was typeset and circulated amongst all
members of the Level 5 B.A. in ELT Batch
110000006
Page 8 of 31
LSU 3206
Mrs. S. L. H. Vithanarachchi
Time: 11.45 am
Venue: Dept of Nursing/ OUSL
110000006
Page 9 of 31
LSU 3206
Group Questionnaire
1. In what medium will the B.Sc. Nursing be conducted?
a) English
The question above was included in the questionnaire in order to assess the type of
English which the students of the BSc (Nursing) require, and how it will be used. As is
evident, the students will not merely require the usual English as a Second Language
(ESL) course, because the medium of instruction itself is English. It goes without saying
that reading material as well as assignments submitted by the BSc students will be in
English, while in-class discussions will also be in English. The ESP course designer will
need to bear this in mind in order to ensure specificity.
2. What is the duration of the B.Sc. Nursing course?
2 academic years
The purpose of this query was to determine, according to how much time the BSc
(Nursing) students would spend on their course, the upper limit of time when the target
language will be used. The ESP course designer would benefit from this information
110000006
Page 10 of 31
LSU 3206
conducting yet another Needs Analysis once BSc Level 3 gets underway
110000006
Page 11 of 31
LSU 3206
Page 12 of 31
LSU 3206
minimum entry qualifications by Mr. De Silva. This Target Situation information will
serve to guide the ESP course designer when selecting specific material in terms of
maturity level. It may also serve to construct lessons in the Syllabus Design stage, in
terms of how much information will be taught and for how long a duration.
6) What is the background of the students registering for the B.Sc. Nursing course?
a. Employed
The above enquiry was a means of inferring the amount of time (limited) available to
the BSc Nursing students and the expanded context in which the language will be used.
In addition to this, the interviewer group found out that students registering for the BSc
were all employed as nurses. All three facts will play a significant role in the
formulation of the ESP course in terms of both Content and Time. The ESP course
designer may eliminate previously planned content with this new information, and
structure lessons keeping in mind the prior hands-on nursing experience each of the
students have had.
7) Where will the English language be used?
a. Lecture Halls
i. With lecturers
ii. With Peers
iii. For presentations
iv. Other : Assignments
110000006
Page 13 of 31
LSU 3206
b. Hospitals
v. With Doctors
vi. With Nurses
vii. With Patients
c. Other places/environments/situations : Seminars / Workshops
d. What will be the English Language Proficiency of the individuals that the students
will interact with?
Native Speaker
Non native speaker
This question seeks to determine the contexts where the language will be used. The
physical settings where the language will be used are lecture halls and hospitals, where
the situations in which the language will be used will be numerous. The human context
indicates using language with individuals from lecturers to patients, meaning the
breadth of the target language will be significant. Meanwhile the linguistic setting
shows the use of target language for presentations, on assignments, at seminars and
workshops, inter- or intra-university. Additionally, the linguistic context of the language
used (Hutchison & Waters, 1987 Who will the learner use the language with?) can
also be derived from the information above we realize that the language will include
both kinds of speakers, so the course designer has an idea of what type and level of
language the ESP course should include.
8) What is the Basic English qualification required to register for B.Sc. Nursing?
There is no requirement for a Basic English qualification as an English grading test
is conducted by the university.
110000006
Page 14 of 31
LSU 3206
9) Has there been a placement test conducted to assess the level of the students
proficiency in the English language prior to this Needs Analysis? If so, how will
they be graded?
Yes, a grading test for English test is conducted to assess the level of the students
proficiency in the English language. The Nursing Department is unaware of the
details of the grading since it is conducted by the Language Studies Department.
The Department of Nursing interviewees referred here to the grading test carried out by
the Language Department for the courses LSE 1305 and LSE 2305. What must be kept
in mind here is that whether grading has been conducted or not, an ESP-specific
assessment must be conducted ahead of the newly formulated course. However, current
grading is carried out by the Language Department. The above questions in fact pose a
challenge as to the course designer as the answers prove inconclusive.
10) What are the subject areas / content areas included in the B.Sc. Nursing course?
(The content areas, obtained from the Programme Guide for Students 2011/2012 can
be found in the Appendix Group Questionnaire)
The answer to this question will serve the ESP Course Designer in two ways:
1. The target needs are that English is required from the inception of the
course. Keeping the subject areas in mind, the course designer can
now allocate subject-specific language to the course framework.
2. Among the BSc content areas are Primary Health Care I (Level 5) and
Primary Health Care II (Level 6), as well as Concepts in Nursing
Practice (Level 5) and Management in Nursing Practice (Level 6).
Hutchison and Waters tell us that the level of content areas are
110000006
Page 15 of 31
LSU 3206
110000006
Page 16 of 31
LSU 3206
110000006
Page 17 of 31
LSU 3206
designer can comprehend whether aspects of the course are feasible or not. However,
the answers here are inconclusive once again, leaving specificity in the lurch.
14) What is the preferred evaluation procedure?
a. Continuous Assessment
b. Final Examination
c. Other: Presentations.
Dudley-Evans and St John (1998) say, As ESP practitioners, we are most likely to be
concerned with formative evaluation...the findings help to shape the course during its
lifetime. In order to determine whether a formative or summative assessment was
required, the above question was posed. What the ESP course designer understands
from the response given is that both continued assessment and a final examination will
serve to (ultimately) shape the course, while judging whether the learners acquired the
prescribed proficiency. The fact that presentations could be included is an addition to
the medium of how the language will be used (i.e. Speaking). Mrs. Vithanarachchi
explained that Presentations are already conducted by the BSc Students for the subjects
Concepts in Nursing Practice, Teaching and Learning, and in the Final Research
Project. She mentioned that the students will need to learn to reduce fear of speaking
before an audience and to improve presentation skills.
110000006
Page 18 of 31
LSU 3206
Individual Questionnaire
1) Which of the following content areas do you think the new ESP course could
include?
i) Patient admissions
ii) Medical specimens
iii) Pre- / Post-Operative Patient Assessment
iv) Telephone Skills
The first question is aimed at sharpening the content areas that could be focussed on, in
the preliminary stages of ESP course design. These areas were derived from Cambridge
English for Nursing (by Virginia Allum and Patricia McGarr, 2010). The course
designer can now use the above four topic areas as a basis for determining what other
topics could be included as content, using information from Group Question 10 as a
guide as well.
2) i) Do the students cover Satirs categories or anything similar in the BSc course?
Yes
ii) Do you think it could be included in the ESP course?
Yes. English is vital to Nursing and Communication in order to build a nurse-patient
relationship.
The purpose of this question is once again to find out specifically whether the content
area of Communication is conducive to the ESP course. The question is structured
along the Programme Guideline specified in the Faculty of Health Sciences Guide:
Enables, among other aspects, the appropriate use of communication skills in the nurse-
110000006
Page 19 of 31
LSU 3206
client relationship, as well as with other members of the health team. The response to
the question above serves to further taper the ESP content areas.
3. In the entire programme, do the students engage in role play at any point?
No. They used to, for communication. Now there is no longer any time.
The reason the above question was included was to decipher whether the role play
method could be used in the ESP course. Subsequent to administering the questionnaire,
however, it is evident that Speaking is a skill that is needed by the students (see Group
Question 14) Role play, if included by the course designer, could be one method of
enhancing the Speaking skills of students: a specific solution for a specific need.
110000006
Page 20 of 31
LSU 3206
110000006
Page 21 of 31
LSU 3206
110000006
Page 22 of 31
LSU 3206
(d) Recommendations
Although there were responses provided to the greater majority of questions in the
Survey Questionnaire, there were certain questions to which the answers were
inconclusive. If the Needs Analysis is inadequate, then remedial measures must be
taken to ensure adequacy and conclusiveness of Needs, at least for the time being.
Recommendations in this respect are briefly explained individually, below.
1. Conduct a Learning Needs Analysis - The Target Needs Analysis carried out
is one-dimensional as it only pinpoints the target groups needs. It is ultimately
the learners who will undertake the ESP course, and their needs may differ
vastly from the target group: a Learning Needs Analysis is vital. Hutchison and
Waters say learners may be well motivated in the subject lesson (here, BSc
Nursing subjects) or in their work (here, as nurses), but totally turned off by
encountering the same material in the ESP classroom. According to the Target
Needs Survey, needs of content areas are centred on BSc Level 5 and 6 subjects,
Hands-on experience and topics such as patient admissions this may totally
discourage learners. Naiman et al. (1978) as cited by Penny Ur (1991) say The
learner has a need to achieve and this achievement is linked directly to
motivation. If learners are not motivated, then the course is fractured; yet
another reason why a Learner Needs analysis (e.g. Why are the learners taking
the course? How do they learn?) is essential.
2. Conduct a Present Situation Analysis The ESP course designer has to find
out English Language Information about the learners using a Present Situation
analysis. Dudley-Evans and St John note that learners current skills and
110000006
Page 23 of 31
LSU 3206
language use must be assessed, in order that learners lacks (or the gap between
the Present Situation and the Learning Needs) can be gauged.
3. Expand the target group for the Target Needs Analysis
a) Two staff from the Department of Nursing is not a tangible number to represent
the needs of the entire Department. The Target Needs Analysis questionnaire
should be administered to the greater majority of, if not all, the Department
Staff.
b) As the course is progressing to include a partnership with Hemas Hospitals for
Levels 3 and 4, and because English will be required from Level 3 in the future,
it would be beneficial to include one or two staff members from Hemas Hospital
when administering the Target Needs questionnaire.
c) As several questions were redirected to the Language Department, at least one
staff member representing the Language Department should be administered
with the questionnaire
d) Resources available at regional centres were inconclusive when Location and
Technical Facilities were analysed as part of the survey. Thus at least one
representative from each regional centre (Kandy / Jaffna / Batticaloa /
Anuradhapura) must be administered with the Target Needs Survey.
4. Change the structure of questions on the Target Needs Analysis if the
target group specified above (Recommendation 3) is present at the same time, a
whole-group discussion can be held in order to discuss and determine target
needs in a holistic manner, instead of using a majority of time-saving MCQs.
5. Analyse Course Material ESP Materials are developed for a specific
situation, and since the Target Needs analysis has shown the core subject areas
110000006
Page 24 of 31
LSU 3206
110000006
Page 25 of 31
LSU 3206
8.
110000006
Page 26 of 31
LSU 3206
only provided with these questions: any additional information may have been
left out. Quantity of needs data was affected.
4. Batch wholly present for one interviewee but not for the other As one
interviewee (Mr. De Silva) was available before the other, the entire group
administered the survey questionnaire to him. Thereafter each set of individual
questions was administered one by one. At this point, only the members of the
group who had completed individual questioning stayed behind to interview the
second interviewee (Mrs. Vithanarachchi). As a group, we may have been able
to elicit more reliable / concrete information if both interviewees were present at
the same time (e.g. data left out by one interviewee may have been filled in by
the other concurrently). Here, quality of needs data was affected.
5. Regular referral to LSE 1305 and LSE 2305 - It was noticed that both
interviewees repeatedly referred to the two courses currently carried out as part
of the B.Sc. Nursing. We are uncertain as to whether these two courses are
formulated according to the ESP approach or not. The reliability of the needs
data is at risk if any misunderstandings occurred between current courses (LSE
1305 and LSE 2305) and future ESP Course (as yet not fully planned).
6. No knowledge of prior English courses With reference to (4) above, the
interviewer group was unaware of the existence of LSE 1305 and LSE 2305, the
nature of the two courses (i.e. ESP or not), the pre-requisite criteria for them, the
courses content or duration.
7. Regular redirection to Language Department For responses to questions 8,
9 and 13, the interviewees noted that the Language Department would know
better. This indicates a dearth of quality and quantity of needs data. The quality
110000006
Page 27 of 31
LSU 3206
of the data is restricted because in the absence of a specific data, the response
becomes inconclusive. Quantity of data is affected because only staff from the
Department of Nursing has been interviewed, and this has proven inadequate.
8. Medium of Instruction of Diploma (Ministry of Health) uncertain the
Survey (Group or Individual Questionnaire) does not provide for the
determining of the language medium for the above Diploma, which is currently
a fundamental pre-requisite ahead of enrolling for the B.Sc. Nursing. Acquiring
this information would only serve to further specify the needs for the course. If
the Diploma is conducted in Sinhala or Tamil, then the ESP course would have a
general idea of the gap in English prior to the start of the course and the
proficiency level required at the end of the course.
110000006
Page 28 of 31
LSU 3206
Page 29 of 31
LSU 3206
References
Hutchinson, T. & Waters, A. (1987) English for Specific Purposes: A learningcentred approach. Cambridge: Cambridge University Press
Allum, V. & McGarr, P. (2010) Cambridge English for Nursing: PreIntermediate. Cambridge: Cambridge University Press
Bradley, J.C. & Edinberg, M.A. (1990) Communication in the Nursing Context.
Connecticut: Appleton and Lange
Naiman, N., Froelich, M., Stern, H. H. and Todesco, A. (1978). The Good
Language Learner. In Ur, P. (1991) A Course in Language Teaching.
Cambridge: Cambridge University Press
110000006
Page 30 of 31
LSU 3206
Annexures
110000006
Page 31 of 31