- Who are the learners? e.g. the personal information of the learners - Where and when will the course take place? Furthermore, Dudley-Evans & ST. John (1998) propose the concept of needs analysis which are the additions form Hutchinson & Waters (1987) including aspects as follow: - Target needs analysis and objective needs focus on the activities for which English is used. - Wants, means, subjective needs focus on factors that may affect language learning.
An examination of Saudi students’ motivation to learn English and its relationship with their performance. By Reem Rashed Alharby A dissertation submitted in partial fulfillment of a master in TESOL UNIVERSITY OF LEICESTER SCHOOL OF EDUCATION Table of Content: 1. Introduction: 1.1. Context of the study. 1.2.
Norton mentioned that “social identity, investment and language learning drew on post structuralist theories of language and identity to offer new perspectives on language learning and teaching. In addition Block (2007a:864) notes that a post structuralist approach to identity has became the approach of choice among those who seek to explore lines between identity and language learning. The author has come up with new theories or study on identity and language learning in L2 learning. They have an assertion on Martina’s vignette by interconnecting identity and language learning researcher. The first theory is known as contemporary identity where its explainable on the second language acquisition.
The need for teachers to generate different interaction patterns in the classroom to better equip students to meet the varied demands of the less predictable, more variegated, and context-sensitive nature of everyday social discourse, as well as to enable students to experience language use with different roles and identities so that “student’s initiative, independent thinking, clarity of expression, the development of conversational skills (including turn taking, planning ahead, negotiating, and arguing), and self-determination” will not be reduced (van Lier, 1996, p. 156). In an institutional setting, the classroom small talk is non-institutional in nature. By non-institutional, I mean that it involves informal interactions between teachers and students
Even so, the role and status of the English language is institutionalized as an important Second language (English as a second language) in the Education Ordinance since 1957 and reaffirmed in the Education Act (GoM 1961 and 1996) and the National Education Policy issued in 1970 (MoE 2012). Young