| dc.description.abstract | Since the beginning of the concept of English for Specific Purposes (ESP) there have been multiple perspectives of the term 'needs' and its classification, and as a result models of needs analysis have evolved tremendously through the last three decades. This study reviews the literature on needs in ESP by tracing the evolution of the term needs and models and approaches in needs analysis. In this study, eight models and approaches of needs analysis were qualitatively analysed in order to identify their appropriateness and limitations in identifying learner needs. The selected eight models include: 1) register analysis, 2) Munby's Communicative Needs Processor, 3) deficiency analysis, 4) learner-centred needs analysis, 5) target situation analysis, 6) critically aware needs analysis, 7) right analysis and 8) stakeholder needs analysis. These eight models were selected for the study as they have been the most widely used ones in curriculum development throughout ESP practice. As the outcome of this study, the researchers have identified that needs have been distinguished as learning and target needs, lacks, wants, gaps, deficiencies and rights. Each approach of needs analysis has been criticized in ESP literature due to its limitations in defining the term needs and in the method used for collecting learner needs. The study has identified that 'needs' has not been viewed as a single entity and the models and approaches of needs analysis have evolved from the most influential early models to complex and modern models which are used to identify learner needs in ESP in the modern context. The understanding developed about the broader perspective of the evolutionary process of needs. | en_US |
