Ask Rachel about the information about each individual, see point 1 and as a group

Give Rachel – make up one Learning Style questionnaire- important for justifying course plan and materials

Diagnostic assessment = needs analysis (current and desired state of oral/ writing etc. skills) will inform you design of the course programme.

and samples

1. YourLearners

Describe their age, nationality(ies), level, the learning context e.g. country, institution, length and frequency of lessons, time of day etc., and the nature of the course they are following as well as how they have come to be in the same class. You should give a brief overview of the group as a whole, but because of the strict word limit, you will not be able to give details about individual learners. Make sure the information you include is relevant to course design.

While it is important to discuss motivation and learning styles (see below), do not take up too much space with this. You only have about 900 words in this section and you will need most of it for dealing with linguistic data and priorities.

2. MOTIVATION

Williams, M. October 1999 Motivation in Language Learning ETP Issue 13Nunan, D. & Lamb, C. 1996 The Self Directed Teacher Cambridge

University Press chapter 7

Williams, M. & Burden, R. L. 1997 Psychology for Language Teachers Cambridge University Press chapter 6

3. LEARNING STYLES

how the characteristics of an individual learner and the context in which he or she is learning may affect his or her progress and achievement.

ou also need to find out about the learners’ preferred learning styles

learner styles and refer to this research explicitly when you write this section. Give clear definitions of terminology and in-text referencing.

QuestionnairesE.g. agree/disagree with statements about learning, statements about the language, statements about learning strategies etc.

Observation/impression of the learners in class If your chosen learners are in your class, you can observe their behaviour. Which activities do they seem to be most enthusiastic about and when do they go quiet or look bored? If you have an opportunity to observe your learners when you are not teaching, this can be helpful. Alternatively you may be able to ask another teacher to come to your class and specifically observe the behaviour of your group.

Informal conversationsYou may glean some idea of the learners’ learning preferences through comments they have made during informal conversation during breaks etc.

However, you do need to do a questionnaire and you should avoid unnecessary repetition. Remember to include a copy of any learner styles questionnaire or other data in the appendices.

4. WritinguptheCommentaryontheLearners

Who are your specialist group?

Their main characteristics: ages, educational and language levels,

nationalities, jobs, learning styles, motivation etc.

5. Needs analysis and diagnostic testing

You need to obtain information about the group’s needs and wants, in terms of skills focus e.g. current and desired state of oral, reading, writing, listening ability) and language work (lexis, grammar, phonology, discourse. You also need to run diagnostic tests.

Needs analysis: include 1-5 graded questions, not yes/no. Make sure that students don’t just fill in what they think you want them to say. Remember that you need to be able to balance what your learners have said they want with what you think they need, you must have evidence for the way you gain this understanding

Diagnostic Testing: reveals information regarding their strengths and weaknesses

Whatever test or assessment type is chosen you must provide a clear rationale based on the learners’ needs and level. The link between the learners and the test is paramount. The rationale for the test must show awareness of the learners’ perceived language learning priorities. It is important that you provide evidence for the selection of all skills work and language focus included in your course plan

In the assignment, as well as discussing the principles of needs analysis and diagnostic testing, you need to briefly describe how you obtained the information and why you chose these methods.

You need to write a summary of your conclusions based on the information you have obtained both in relation to language and skills needs and learning styles /strategies. Be careful that you differentiate between your perceptions and opinions and your students’ opinions of what they want and are interested in etc. they may not necessarily tally. It is more efficient to present these in bullet point form in your assignment. Again, keep a check on the

findings in relation to institutional constraints.

Suggested Reading on Principles of Needs Analysis

Graves, K. 1996 Teachers as Course Developers Cambridge University Press

Graves, K. 2000 Designing Language Courses Heinle and Heinle

Hutchinson, T. & Walters, A. 1987 English for Specific Purposes Cambridge University Press

Nunan, D. 1988 The Learner Centred Curriculum Cambridge University Press

Nunan, D. 1989 Syllabus Design Oxford University Press

Richards, J. 1990 The Language Teaching Matrix Cambridge University Press

Seedhouse,P.NeedsAnalysisandtheGeneralEnglishClassroomELTJ49/1

Tudor, I 1996 Learner Centredness as Language Education Cambridge University Press