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

Yıl 2020, Cilt: 28 Sayı: 2, 1092 - 1104, 20.03.2020

Hülya Sönmez

https://doi.org/10.24106/kefdergi.706127

Cited By: 1

Öz

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.

Anahtar Kelimeler

needs analysis, language education, focal point, scope

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

Öz

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.

Anahtar Kelimeler

ihtiyaç analizi, dil eğitimi, odak noktası, kapsam

Kaynakça

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