Research Article
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An Examination about "Focal Point" and "Scope” in Needs Analysis on Language Education

Year 2020, Volume: 28 Issue: 2, 1092 - 1104, 20.03.2020
https://doi.org/10.24106/kefdergi.706127

Abstract

In this study, studies on language education were examined and the focal point and scope characteristics of these studies during need assessment were determined. Since the focal point specifies the source of the needs in the process of determining needs, it can be associated with the individual (student and teacher). The scope implies the purpose of the language learn-ing process. For this reason, it is possible to relate the scope to the "why" question. Based on these two factors, it is aimed to present a different perspective in the process of determining the needs of language education in this research. The general survey model was used. The data collected by the general survey model were examined via the descriptive analysis meth-od. According to the findings, it was determined that students' and teachers' needs should be brought to the forefront in the process of determining the contents. Particularly in the content preparation process, it is necessary to focus on two aspects. The first aspect is how the content will be given according to the learners' needs. The second aspect is how to transfer the contents depending on the teachers’ needs. Therefore the elements of education should be able to update depending on the learner's needs and teacher's needs in the educational process. Because the learners' needs and teachers' needs are equally important. Based on this fact, the relationship between “focal point” and “scope” in education needs to be examined in more detail.

References

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Dil Eğitimi İhtiyaç Analizinde "Odak Noktası" ve "Kapsam" Üzerine Bir İnceleme

Year 2020, Volume: 28 Issue: 2, 1092 - 1104, 20.03.2020
https://doi.org/10.24106/kefdergi.706127

Abstract

Bu çalışmada dil eğitimiyle ilgili çalışmalar incelenerek bu çalışmaların ihtiyaç değerlendirme sürecindeki odak noktası ve kapsam özellikleri belirlenmiştir. Odak noktası, ihtiyaçları belirleme sürecinde ihtiyaçların kaynağını göstermesi itibariyle bireyle (öğrenci ve öğretmen) ilişkilendirilebilir. Kapsam ise dil eğimindeki amacı ifade eder. Bu nedenle, kapsamı "neden" sorusuyla ilişkilendirmek mümkündür. Bu iki faktörden hare-ketle araştırmada ihtiyaçların belirlenmesi sürecinde farklı bir bakış açısının sunulması amaçlanmaktadır. Çalışmada genel tarama modeli kullanılmıştır. Genel tarama modeline uygun olarak toplanan veriler, betimsel analiz yöntemiyle incelenmiş-tir. Ulaşılan bulgulara göre içeriklerin belirlenmesi sürecinde öğrencilerin ve öğretmenlerin ihtiyaçlarının ön plana çıkarıl-ması gerekir. Bu kapsamda içeriği hazırlarken iki konuya odaklanmak gerekiyor. Birincisi, içeriğin öğrencilerin ihtiyaç-larına göre nasıl verileceğidir. İkinci boyut, öğretmenlerin ihtiyaçlarına göre içeriğin nasıl aktarılacağıdır. Bu nedenle eğitim unsurları, öğrenenlerin/öğretmenlerin ihtiyaçlarına göre eğitim sürecinde sürekli güncellenebilmedir. Çünkü öğrencile-rin ihtiyaçları ve öğretmenlerin ihtiyaçları aynı derecede önem-lidir. Bu gerçeğe bağlı olarak eğitimde “odak noktası” ile “kapsam” arasındaki ilişkinin daha detaylı incelenmesi gere-kir.

References

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  • Al-Hamlan, S. A. (2015). A needs analysis approach to EFL syllabus development for second-grade students in sec-ondary education in Saudi Arabia: A descriptive-analytical approach to students’ needs. American Internation-al Journal of Contemporary Research, 5 (1), 118-145.
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  • Aydın, Y. (2014). Erasmus yoğun dil kurslarında Türkçe öğrenen yabancılara yönelik bir ihtiyaç analizi. Ondokuz Mayıs Üniversitesi Eğitim Bilimleri Enstitüsü, Türkçe Eğitimi Anabilim Dalı, Yüksek Lisans Tezi, Samsun.
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  • Bosher, S. & Smalkoski, K. (2002). From needs analysis to curriculum development. designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21, 59-79.
  • Çelik, S. (2003). In investigation into students’ academic and occupational English language needs at offıce man-agement and secretarial studies departments of Niğde university’s vocational colleges. In Particular Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language in the Depart-ment of Teaching English as a Foreign Language Bilkent University, Ankara.
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  • Chang, J. (2013). English learner needs analysis: A case study of Beijing institute of petrochemical technology (BIPT). International Journal of Humanities and Social Science, 3 (1), 178-182.
  • Changpueng, P. & Pattanapichet, F. (2015). An analysis of English in the workplace: The needs of engineers in writing in English. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 15(3), 151-176.
  • Chen, I-J., Chang, Y.-H. & Chang, W.-H. (2016). I learn what I need: Needs analysis of English learning in Taiwan. Universal Journal of Educational Research, 4 (1), 1-5.
  • Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: A descriptive account of students’ needs. Procedia Social and Behavioral Sciences, 2, 4507-4512.
  • Chovancov´a, B. (2014). Needs analysis and ESP course design: self-perception of language needs among pre-service students. Studies in Logic, Grammar and Rhetoric, 38 (51), 43-57.
  • Dehnad, A., Bagherzadeh, R., Bigdeli, S., Hatami, K., & Hosseini, A. F. (2013). Post graduate ESP curriculum: Reading and writing needs. Acta Medica Iranica, 52 (5), 406-410.
  • Doruk, S. (2016). A needs analysis study on academic English needs of freshmen students in English medium instruct-ed programs. Yeditepe University Institute of Educational Sciences Department of English Language Teaching, Master of Arts.
  • Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for academic purposes (EAP) in Iran. English Language Teaching, 3 (1), 3-11.
  • Fatihi, A. R. (2013). The role of needs analysis in ESL program design. South Asian Language Review, XIII (1&2), 39-59.
  • Gborsong, P. A., Afful, J. B. A., Coker, W., Akoto, O. Y., Twumasi, R., & Baiden, A. (2015). A needs analysis of under-graduate students of communicative skills: The case of tertiary institutions in Ghana. Open Journal of Modern Linguistics, 5, 413-424.
  • Guiyu, D. & Yang, L. (2006). An empirical study on business English teaching and development in china-a needs anal-ysis approach. Higher Education Studies, 6 (2), 142-153.
  • Hajana, O. H. O. & Adam, A. M. A.. (2015).The role of needs analysis for the quality of English for specific purposes and English for academic purposes course design. International Journal of Recent Scientific Research, 6 (5), 3868-3871.
  • Huh, S. (2006). Task-based needs analysis for a business English course. Second Language Studies, 24 (2), 1-64.
  • İnceçay, G. & İnceçay, V. (2010). A case study on needs assessment of English language teachers. Procedia Social and Behavioral Sciences 2, 317–321.
  • Kahraman, O. (2006). A needs analysis to develop an astronomy program for Turkish elementary and secondary schools. A Thesis Submitted to the Graduate School of Natural and Applied Sciences of Middle East Technical University, Ankara.
  • Kar, İ. (2014). İstanbul Sabahattin Zaim Üniversitesi zorunlu yabancı dil hazırlık programı öğrencilerinin İngilizce dili ihtiyaç analizi. İstanbul Sabahattin Zaim Universitesi Sosyal Bilimler Enstitüsü Yabancı Diller Eğitimi Ana Bilim Dalı İngiliz Dili Eğitimi Bilim Dalı, Yüksek Lisans Tezi, İstanbul.
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  • Kayı, H. (2008). Developing an ESL curriculum based on needs and situation analyses: A case study. Journal of Lan-guage and Linguistic Studies, 4 (1), 29-49.
  • Kazar, S. G. & Mede, E. (2014a). Students’ and instructors’ perceptions of the learning and target needs in English for specific purposes (ESP) program. K. Ü. Kastamonu Eğitim Dergisi, 23 (2), 479-498.
  • Kazar, S. G. & Mede, E. (2014b). The perceptions of ESP students’ target needs: A case study. Procedia - Social and Behavioral Sciences, 191, 2526 - 2530.
  • Kazar, S. G. (2013). Needs analysis study in terms of the perceptions of the students’ learning and target needs at an ESP program: A case study. An MA Thesis Submitted to the Institute of Educational Sciences of Yeditepe Uni-versity for the Degree of Master of Arts İn English Language Teaching, İstanbul.
  • Khansir, A. A. (2014). Needs analysis and general English language. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7 (2), 161‐174.
  • Kim, H. H. (2013). Needs analysis for English for specific purpose course development for engineering students in Ko-rea. International Journal of Multimedia and Ubiquitous Engineering, 8 (6), 279-288.
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  • Kösterelioğlu, İ. (2012). Sosyal bilgiler ders programının ögelerinin değerlendirilmesi ve öğretmenlerin hizmet içi eğitim ihtiyaç analizi. Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü. Doktora Tezi, Bolu.
  • Külekçi, G. (2009). Assessing the attitudes of pre-service English teachers towards the use of the internet. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10 (3), 153-160.
  • Kusumoto, Y. (2008). Needs analysis: Developing a teacher training program for elementary school homeroom teach-ers in Japan. Second Language Studies, 26 (2), 1-44.
  • Li, J. (2014). Needs analysis: An effective way in business English curriculum design. Theory and Practice in Language Studies, 4 (9), 1869-1874.
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There are 81 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Hülya Sönmez This is me

Publication Date March 20, 2020
Acceptance Date September 13, 2019
Published in Issue Year 2020 Volume: 28 Issue: 2

Cite

APA Sönmez, H. (2020). An Examination about "Focal Point" and "Scope” in Needs Analysis on Language Education. Kastamonu Eğitim Dergisi, 28(2), 1092-1104. https://doi.org/10.24106/kefdergi.706127

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