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Needs Analysis: Remembering the Vital Step of Curriculum Design in General English
https://kindai.repo.nii.ac.jp/records/13302
https://kindai.repo.nii.ac.jp/records/13302135d49c3-51f3-492b-8191-a157556ddeae
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AA11591720-20091225-0083.pdf (1.7 MB)
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| Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2011-08-26 | |||||||
| タイトル | ||||||||
| タイトル | Needs Analysis: Remembering the Vital Step of Curriculum Design in General English | |||||||
| 言語 | en | |||||||
| その他（別言語等）のタイトル | ||||||||
| その他のタイトル | ニーズ分析―一般英語教育カリキュラムデザインにおける重要なステップ― | |||||||
| 著者 |
Kitzman, Alison
× Kitzman, Alison
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| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者(英) | ||||||||
| 言語 | en | |||||||
| 値 | キツマン, アリソン | |||||||
| 著者 所属 | ||||||||
| 値 | 近畿大学語学教育部; 専任講師 | |||||||
| 版 | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 出版者 名前 | ||||||||
| 出版者 | 近畿大学語学教育部 | |||||||
| 書誌情報 |
近畿大学語学教育部紀要 en : Kinki University Department of Language Education bulletin 巻 9, 号 2, p. 83-98, 発行日 2009-12-01 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 13469134 | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | [Abstract] Before taking any action, professionals across all fields perform consultations, diagnoses, interviews, and other forms of assessment to determine the situational needs, concrete objectives, and broad goals of their clients. In the field of English as a Second Language, needs analyses are generally relegated to English for Academic Purposes or English for Specific Purposes. In Japan, the infrequent use of needs analyses is justified by a presumption of learner homogeneity, as well as large student numbers and limited class time that make assessment unfeasible. However, there is a slim likelihood that students have uniform learning styles, interests, background knowledge, or future goals. Empirical evidence of differences is required, in the form of need analyses, for institutions, educators, and learners to create the necessary learner-centered approach that truly motivates learning. This paper provides a thorough literature review and argues for incorporating needs analyses at all stages of curriculum design by all members of the learning process. | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | 執筆者専攻: TESOL | |||||||
| フォーマット | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | application/pdf | |||||||
