Chapter 2. The need for needs analysis in technology-mediated TBLT
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Marta González-Lloret
Abstract
Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.
Abstract
Needs analysis (NA) is an important component of any well-developed language curriculum and an essential component of a task-based language curriculum (Long & Crookes 1993; Long & Norris 2000). It is actually “the first stage in the design of a TBLT program” (Long 2007, p. 124). In this chapter, the tasks that make up such a program are understood in real-world terms, as something that the “learners need to do with the language” (Norris 2009, p. 578) in order to function in a certain situation which is based on authentic needs (Long & Norris 2000). It is through a NA that the tasks to be included in the program are identified, as well as the language needed to be able to conduct them effectively and appropriately. In a technology-mediated TBLT program, the NA should address not just the language necessities (linguistic and pragmatic) to complete the tasks, but also the informational and multimodal digital skills needed to effectively engage with the technology. In addition, a NA should help us gather information about what innovations and technological tools are most appropriate for the curriculum, as well as inform us about the necessary training for students and teachers to be able to use them successfully. Although NAs have been reported in the literature in the field of language teaching since the early 1980s, they are not yet a systematic practice in language educational curriculum development. This chapter defends the importance of such a practice, especially for technology-mediated language teaching. It presents the steps necessary to conduct a well-balanced, reliable NA for a technology-mediated TBLT program that would target not only the language needs and wants of students, teachers, and administrators, but also their multimodal, digital and informational needs. The chapter includes examples of several NAs conducted for task-based technology curricula and discusses the possible challenges of conducting such NAs.
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
