Needs Analysis and English for Special Purposes - Literature review Example

In the process of course designing, ESP became the dominant tool in view of its demand by the stakeholders and the employers (Anthony 1997, 2).

With the passage of time, it was admitted that such a module of learning would attract workforce migrated from all over the world in search of green pasture. In the fast-developing economies like India, Dubai, Malaysia, and Eastern Europe such courses are considered as a useful method of learning for the workforce. The learners themselves now realize that English is an effective tool in achieving empowerment and self-expression. Hence, it should not confine to a few situations only (Anthony 1997, 2-3).

To further improve the situation in the mid of seventies, the idea of needs analysis was floated. Prior to that, needs analysis mainly focused on linguistic and register analysis. The focused analysis method in the 80s was first used by chambers in their articles and tried to remove the confusion that existed about certain terminologies (Astika 1999, 1). 

In the light of the statement of Iwai, a formal needs analysis was the new concept in the field of language teaching. This method was mostly used by the teacher to examine what sort of techniques could woo or influence the students to become masters of the English language. These experiments were the mother of new approaches to be replaced with the existing ones. John opined that such analysis is needed to introduce course designing, which provides authenticity, validity and relevancy for the following courses to be designed in the same pattern (Astika 1999, 2-3).   

The insertion of subject-related pictures in course of English language for Specific Purpose is in fact technological and theoretical assessments of languages that are to be used to satisfy the learner needs and to meet the globalized requirement, where local and global needs are merged. By using ESP with its multiple analytical methods may address the need of a hotel worker at one particular place or situation in a detailed manner than ever before.  Now the learners and the workers are started realizing that in different circumstances different methods of learning are to be adopted in an effective manner to cope with the situation. Now the specialists of ESP finding out more ways and means that attract more and more participants in the courses specifically designed for them to cater to their needs. It is true that without understanding the problems of the course participants, the desired result could be elusive dreams. Therefore, in order to ensure effective participation of the specific participants in basic learner’s academies, at the workplace and in the communities merits in-depth research by the researchers about their needs and how to handle them (Belcher 2006, 134-135).  

The aim and work of Munby were just to find out the linguistic problems for the initial learners, used in many situations are praiseworthy. The outcome of Munby’s model is appreciated by Hutchinson and Waters (1987) since it serves the purpose of learners very effectively in a targeted situation. The subsequent model derives its strength from the model of Munby because it provides valuable data banks and targets performance (Songhori 2008, 7-8).

There are researchers who focus on analyzing target situation needs that followed Munby’s CNP model. We should take into consideration the efforts of Hutchinson and Waters (1987) which provide a framework to deal with a comprehensive target situation comprising a list of questions to find out the answers by analysts.   According to the statement of Hutchinson and Waters (1987) analyzing the target situation to address the problems that are faced by the participants in certain circumstances during the course of learning is imminent. From the above study, it appears that most of the questions directly or indirectly relate to the Munbian model (Songhori 2008, 7-8).