Even though I have heard the need of needs analysis many times, I didn't know exactly what the purposes, procedures and other considerations of that. I could learn many things while I reading this chapter. The first thing I learned is that needs analysis is not that simple matter, that is, it is far more than just collecting information about learners' need.
Here are things I've learned from reading. First, as for the purposes of needs analysis, the first step is to decide exactly what its purpose or purposes are. Second, needs analysis may take place prior to, during, or after a language program. I have thought that needs analysis always takes place prior to a program before reading this chapter. However, to be an effective and learner-centered program, there need to take place not only "a priori" but also during and after a language program. Third, when needs analysis is administered, many stakeholders situation should be considered by asking some questions. Therefore, I should try to find out their real intention when I see or hear the results of needs analysis because some of them may misuse the result not for learners but for themselves. Fourth, I've learned that what really matters in needs analysis is not collecting the information but interpreting the information. When interpreting the information, my knowledge about language teaching and my philosophy will be influenced. Therefore, I should try to have sufficient knowledge and right philosophy. Lastly but most importantly, I've learned, as Shaw and Dowsett (1986) said, that informal needs analysis is part of a teacher's ongoing responsibilities. To be honest, I have overlooked what my students want and need. I have closed my ears from listening their opinion or complaints. As a teacher, I should listen my students carefully and open my eyes so that I will be able to see what is going on in the classroom, communicate with them and accomplish the teaching goal.
Here are things I've learned from reading. First, as for the purposes of needs analysis, the first step is to decide exactly what its purpose or purposes are. Second, needs analysis may take place prior to, during, or after a language program. I have thought that needs analysis always takes place prior to a program before reading this chapter. However, to be an effective and learner-centered program, there need to take place not only "a priori" but also during and after a language program. Third, when needs analysis is administered, many stakeholders situation should be considered by asking some questions. Therefore, I should try to find out their real intention when I see or hear the results of needs analysis because some of them may misuse the result not for learners but for themselves. Fourth, I've learned that what really matters in needs analysis is not collecting the information but interpreting the information. When interpreting the information, my knowledge about language teaching and my philosophy will be influenced. Therefore, I should try to have sufficient knowledge and right philosophy. Lastly but most importantly, I've learned, as Shaw and Dowsett (1986) said, that informal needs analysis is part of a teacher's ongoing responsibilities. To be honest, I have overlooked what my students want and need. I have closed my ears from listening their opinion or complaints. As a teacher, I should listen my students carefully and open my eyes so that I will be able to see what is going on in the classroom, communicate with them and accomplish the teaching goal.
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