University of Nigeria Research Publications

Ezeugwa, Irene N.

Aut

hor

PG/MA/97/24091

Title

Needs Analysis: A Case Study of Accountancy

Students, Federal Polytechnic Oko

Facu

lty

Arts

Dep

artm

ent

Linguistic and Nigeria Languages

Dat

e July, 2000

Sign

atur

e

A l b l < O . J I C C ~ SIJllM171"l'ICl~ IN l *AlWIAl . I+'II141+'Il~1,MI~:N'I' O I C 'I'IIIC liEQlJIH1l:MIZNI' FORTHE AWAHDOF MAST15li OF

ARTS DEGREE IN 1,INCIJISTICS. L?

I k u g w a Irene Nkemakonam PG/MA/97/24091, a postgraduate student in the

Ilepartmcnt of Linguistics and Nigerian Languages, University of Nigeria, Nsukka has

satisfiictoril~ completed the requirements for courscs and project ~ o r k s for thc degree of

Mnstcr-s of Arts (M.A.) in Applied Linguistics. The work embodicd in this project

rcport i b original and has not been submitted in part or in full for any diploma or dcgree

of'this or any other University

.............................................. Professor Benson 0. Oluikpe

I'roject Supervisor Dr I.U. Nwadike

(Head of Department)

...................................... Internal Examiner

'1.0 MISS I'AI'I'I I NKIIM. E%VJ JGWA

ACKNOWLEDGEMENT

I express my profound gratitude to Professor B. 0. Oluikpe for

his constructive corrections and criticisms throughout his supervision of this

work. I am particularly gratefill for his patience, use of his home and his

Ieiswe time for this work.

I remain highly indepted to my beloved husband Mr. R. E.

Ezeugwa whose understanding, support, both morally and financially made

this work and the entire programme a success.

My sincere thanks go to Dr. P. I. Ndukwe. Dr. R. M. Mba, Dr. B.

N. Anasiudu, Dr. C. U. Agbedo, Dr. 0. S. Ogweleka, Mrs. R. I. Okoroji.

for the materials I got from them and for their constructive corrections

at different stages of my work.

To God Almighty, I owe my whole life for his endless mercy.

'TABLE OF CONTICNTS

I kdication

Acknowledgement

Table of contents

( 'hapter One

I . I Background to the study

1.2 Statement ol'the Problem

1.3 Research Qucslion

1.4 Hypothesis

1.5 Purpose o f thc stidy

I .h Signilicancc oi'lhc slurly

1.7 Scopcl I .imihlion ol'thc study

c'haptcr two

2.1 Introduction

2.2 Theoretical studies

2.3 Empirical studics

7.4 Sumrnary ol'the litcraturc rcview

Chapter three

Methodology

Design o f tht. study

Area of the sludy

I'opulatirm 111'Ihc study

Sampling I'roccdurc

Inslrunichnt

Vdida~ion ol'l~~slrumcnl

lieliirbili~y 01' l~~s~rumcnt

Method ol'lnstrumcnt Administration

iv

ii ... 111

iv-v

1

3

4

4

5

5

0

7

7

15

2 1

3.9 Method of Data Analysis

Chapter 4

4.1 Introduction

4.2 Advance of basic language skills of students'

4.3 Effects of socio-economic background of

students on their performance in the basic

language skills

Chapter 5

5.1 S~unmary

5.2 Discussion

5.3 Conclusion

5.4 Implications of the conclusions

5.5 Recommendation

5.6 Suggestions of further research

5.7 Limitations of the study

1.1 BACKGROITNDTOTHESTIJI~Y: 'I'lw agc ni'cnor~nous ~rnd unprcccc1cntc.tl cspi~nsion in sciiwlilic.

ic.~.l~~rici~l trnd economic ~~clivitics or1 iln in tcr l~ i~l io~~;~l S C ~ I I C wils I i c . ~ ~ ; ~ l t l ~ x l

1,) tlic end ol'the sccond world war in 1945. 'I'lic c.up:rrrsion, iiccol.tli~lg

to I lutchinson and Waturs (1087) croated u world unilicd uncl tlomi-

rwtcrl hy two forccs - twtinology and commcrcc - which in their rclcntlcss

progress soon gencratcd a demand Sor an intum:ttionuI language. According

to 1 lutchinson and Watcrs (1987:6:):

'I'he etkct was lo crcirtc u whole ncw mass ot'pcoplc wanting to

learn linglisli. not liw tlic pla~surc or prchligc ol' knowing 111c

languirgc. hui I~ccitusc Ilnglish wirs tlic kcy to the itllcnii~Iio~ii~l

currencies ol'icclinology and conlmcrcc.

lnihlly, the reason liw learning English or any other langungc hi~d not

hccn clclincd. This tiwy likcly hc h c rcrrson why imy cliscus.;ion ol'lw-

pi111gc tuaching hiis lruqucntly taken thc liwn 01' clcbi~tcs in wliicit 0 1 1

~l~~orctically derived vicw conlionts anothcr irnd subscqucntly Iiolds stwy

1111til i t in turn, is over - thrown (lk~logim 1997j I<ohinson ( 1 WI). 'l'li~~s 111c.r.c

\\CI.L. IIic ninctccni ti I'crltr~ry 'I'l.irdilio~li~lists.

iku11sc il h C ~ ; ~ ~ l 1 c 1 1 1 ~ ~ICCCP~CC! i1ilc'r1li1lio1~i11 I ~ I I I ~ I I ~ I ~ C O I ' I C C ' I I -

1101ogy and commtrrcc, I:nglish crcatcd a ncw gcncrution of'lcarnurs wlio

l\ncw speciticnlly why tlicy were learning. As C'urlc ( 1002) points out:

.... businessmen and womcn wlio wanted to sell their procltlc~s,

mechanics who had to rutid instrudion rnanuals, doctors \+ho

needcd to bccp up with clwclopmcnts in llicir ficlcls illid wl~olc

range of students whose course of study include textbooks and jour-

nals only available in English. All these and many others needed En-

glish and, most importantly, they knew why they needed it.

What Carle (1 992) means here is that a lot of people need English for spe-

citk nurposes. Hutchinson and Waters (1 987:53) are quick to expalin that

English for specific purpose is "an approach to language teaching which a i m

at meeting the needs of particular learners" as well as "an approach to course

design which starts with the questions: why do these learners need to learn

English? They, fi~rther, emphasized that, although all courses are based on a

perceived need of some sort, it is the awareness of a need rather than the

nature of the need that seems to mark ESP out as different and distinct horn

any other course. According to them:

If we had to state in practicaI terms the irreducible minimum of an

ESP to course design, it could be needs analysis, since it is the awal-ness

of a target situation - a definable need to conmunicate in English -

that distinguishees the ESP learners from thUe learners of general En-

glish.

The above reveals that needs analysis is indispensible in ESP studies - the

most vital stage in the design of a lan_yage training programme. Needs analysis,

according to Robinson (1 991), refers to the process of determining the necds

for which a learner or groups of learners require(s) a language and the ar-

rangements ofthe needs according to priorities. Mehren and Lehrnann, (1 991),

howeaer, emphasize that needs analysis is not restricted to the studies in

English Language alone, rather the concept cuts across all fields of learning.

They righifully observed that:

needs analysis is quit .e popular amon g those who advocate the sys-

tem-approach to education and is based on the notion that the rcl-

evance of education must be empirically determined and should iden-

tify the discrepancy between "what is" and "what should be".

As such, need analysis is a skill-centered model. Consequently, it is a r ex -

tion both to the idea of specific registers of English as a basis for English for

specific purposes (ESP) and to the practical constraints on learning imposed

by limited time and resources.

Et is against the foregoing theoretical consideration that Balogun (1 997)

obser-ses that, because of the technical and technological bent of polytech-

nics inNigeria, the students quite appropriately quali* as ESP learners, whose

need4 cannot be global but must be specified from the onset. The idea is

simple; if language varies from one siixation of use to another, it should be

possible to determine the features of specific situations and then ~nalte these

features the basis of learners course.

1.2 STATEMENT OF THE PROBLEM:

In Oko Polytechnic, all the students are required to take a corn-

puIsory Use of English Course for effective academic performance in their

various disciplines. All the departments in the Polytechnic share a common

syllabus for the use of English. As such, the department of accountacy share

a co,runon use of English syllabus with those of Engineering, Physical Sci-

ences, Enviromental Sciences and Sculphtre. This practice makes one wcn-

der whether a course of this nature caters for the specific language needs of

the various students from various departments ofthe Polytechnic. In fact, the

syllabus appears to have been designed without regard to the question:

"Why do these learners need to learn English" (Hutclinson and Waters 1987).

Since there is no indication that syllabi were based on well articu-

lated need analysis procedure, students are confronted with a number o f

problems. For instance, the students often do not exhibit any mastely ofthe

language necessary for their specific target situations.

Consequently, the problem for this study is stated as follows: To

what extend does the use of English Course at the Polytechnic. Oko,

equip accountancy students with the basic language skills for efficent

fiinctioning in their target professions, considering such variables as gen-

der and socio-economic status.

RESEARCH QUESTIONS

The following questions will guide this study.

be considered adequate for effective functioning in their target situa-

tions?

To what extent does the gender of accountancy students p s i -

tively affect linguistic performance in their target situation?

To what degree does socio-economic background of the accoun-

tancy students positively contribute to the satisfactory linguisi ic

performance in their target situation.

HYPOTHESES:

The following null hypotheses will be tested at 0.05 level oFsignifi-

cance.

HO,:

I-TO,: -

HO, :

1 .s

The basic language skills of the accountancy students will not he

significantly adequate for satisfaction performance in their target situ-

ation.

The impact of gender of the accountancy sh~dents on their satisfac-

tory linguistic performance in the target situation will not be statisti-

cally si@cant.

The impact of socio-economic background of the accountancy stu-

dents on their satisfactory linguistic performance in their target sihla-

tion d l not be statistically significant.

PURPOSE OF THE STUDY:

The major purpose of this research is to assess the extent to which

the existing basic language skills ofthe Accountancy Students of Oko Poly-

technic adequately prepares them for effective functioning in their target sihl-

ations by exploring their necessities, wants and lacks using acIassified Need

AnaIysis Scale (CNAS).

Specifically, the purposes of this study are:

a. To assess the extent of adequacy of accountancy students in their

target situations.

b. To determine the impact of gender on satisfactory performance of

accountancy students in their target situation; and

c. To assess the extent to which the socio-economic background ofthe

Accountancy students will contribute to their satisfactory performance

of their target situation.

1.6 SIGlMFICANCE OF THE STUTJY:

The significance ofthis study would be to guide the course designers

who wodd design English Programme Cow-ses for Accountancy Students. 5

Federal Polytechnic, Oko to focus on the problems evident from the analy-

sis. It will help the textbook writers to select materials in line with the de-

signed courses. It will also serve as a guide to teachers of the use of English

Course for Accountancy Students to focus in the teaching process on the

specific needs ofthe relevant students.

Since the course \?rill be based on the linguistic needs ofthe students.

such students will be highly motivated to learn.

1.7 SCOPE/LIMITATION OF THE STUDY:

The study focuses on deficiency analysis in which one has to seek

and find information relating to both present and target situation analyses

sirndtaneously.

The study will cover gender and socio-economic background as

important variables which could not be overlooked in carrying out needs

analysis.

The study will not, however, cover practicalities and constraints, teach-

ing methods and learning strategies which are also considered as part and

parcel of Needs Analysis.

CHAPTER TWO

REVIEW OF LXTERATURE

2.1 INTRODUCTION:

Since the development of ESP three decades ago, many scholarly

witings have emerged. By 1980 when the field seemed relatively new, one

bibliography of ESP amounted to 500 references (Robinson 1980). Since

1980 however, "ESP activity around the world expanded tremendously and

the number of references is now at least 800 or, more realistically. many

more" (Robinson 1991 5). lnspite ofthis growth in the number of referenccs,

many ofthe titles are not readily accessible.

This chapter focuses on some of the accessible titles that are relevant

to this study and covers such areas as origin, development and approaches

to ESP, and needs analysis. It also reviews other areas in order to find out

what gaps exist for the present study to fill. This chapter is presented under

the folIowing headings:

1. Theoretical studies

u. Empirical studies ... 111. Summary

2.2 THEORETICAL STUDIES.

When the functionalists introduced the communicative approach. a

meaning - centred approach, different horn structured - centred approach of

the formalists, one problem that they faced was that of what to teach. This

problem led John Munby in 1978 to fashion out the Communicative needs

processor (CNP) which provided the Functiooalists with what to teach.

Munby (1 978) thus, became the most thorough and widely known

text on ESP in general andNeeds Analysis in particular. The work presents

a highly detailed set of procedures for discovering target situation needs.

This set of procedures comprises a range of questions about key communi-

cative variables (topic, participants, medium, etc.) which can be used to identify

only the target needs of any group of learners.

Munby's CNP provided a meaning - centred approach to Needs

Analysis; hence it illustrated in effect, not how much could be learnt from a

scientific needs analysis, but rather, how little. The CNP thus produced only

a list of linguistic feahres ofthe target situation to the exclusion of practicalities,

constraints, teaching methods and language strategies as well as material se-

lection. Since Munby's (1 978) text excluded a number of practical steps and

likely constraints to the meaning - centred approach, it may be assumed that

the text lacks some vital attributes. X i s does not. however, reduce from the

ueatness of the work which marked a watershed in the development of L

ESP.

Kennedy and Bolitho (1 984) is a good introductory material which

provides a straight forward Uway into ESP for such readers as:

1. Teacher - trainees faced with an ESP component on their course: ? A * Teachers who want to find out more about ESP with aview to teaching

an ESP group latter;

3. Teachers who have been "thrown in at the deep end" with little or no

preparation time, and who are now having to teach an ESP group

for the first time.

4. Teachers who have been in a limited area of ESP for some time.

without adequate preparation and feel the need to a wider view of

the principles, skills and activities involved.

8

Having thus identified its audience, the book proceeds to give an

outline of some of the main background ideas which may inform the teacher

of 'an ESP group as well as offering some accessible guidelines for material

witing . Further more, the historical background to ESP, its development and

types of ESP are all eeated. Especially worthy of note is the author's remark

that:

It is important not to regard ESP as an area of development separate

from the rest of English Language teaching. It is part of the recent

move within the ELT sphere towards a more communicative basis

for teaching and learning (Kennedy and Bolitho 1984:7)

Nevertheless, as even the authors admit, the hook is very limited in scope,

omitting testing and evaluation, teaching method and learning strategies just

like R4unby (1973). This text, however, presents a gap which needs to be

filled. This is not treated, indepth save for the passing reference that was

made to it. "What is N,4, and how, when and where can it be carried out?,

are questions that were left out of the text. Its practical exercises, however.

make the book remarkable.

Widdcwson (1 984) introduced more encompassing text which

addressed the three basic activities on which the needs analysis programme

revolves. His work addressed the following activities:

a. Listing the full range ofpossible goals (or objectives) that might be

involved in needs assessment;

b. determining the relative importance ofthe goals or objectives;

c. assessing the degree to which the important goals (or objectives)

are being achieved by the programme (ie identi@ing the

discrepancies between present and desired performances and the

one most important to correct).

9

The point ofemphasis in Widdowson's (1984) text is that every course should

be based on the analysis of learner's needs. His work provides linguistic

instructors with adequate guidelines on how best to teach English for specific

purpose. In addition, his work also provides interesting clues on course de-

sign and programme evaluation in the field of English for specific purpose

and needs analysis.

Another relevant and readily accessible text is Hutchinson and Wa-

ters (1987). Although quite like Kennedy and Bolitho (1984) in some re-

spects, this text presents an up-to-date information on ESP. It discusses the

evolution of ESP revealing that it is an outgrowth from the age-old ELT, the

role of EST teacher, course design, syllabus materials, teacuhing and leanling

methods and evaluation procedures with detailed illustrations which are ab-

sent in the work of Kennedy and BoIitho (1 984). Having first of all explained

what ESP is not, it then proceeds to explain ESP as "an approach to lan-

guage learning which is based on learners need". An approach to course F.

design which starts with the question "why do these learners need to learn

English"?. and also "an approach to language teaching in which all decisions

as to content and methods are based on learners reason for learning". Such

explanation led to the issue of needs analysis (NA) and how to go about it.

relying heavily on Munby (1 978). It distinguished ESP neatly from general

English. revealing that distinguishing ESP from general English is not exist-

ence of a need as such, but rather an awareness of the need.

The introductory aspects ofthe text interestingly reveals that never

before, in the history of ELT, had there been a focus on the learners as a main ' consideration incourse design until in the last two decades when ESP evolved.

Even then it paid no attention to the question of how people Iearn.

In view of this, the text proposes the learning centred approach to ESP. The

implication of this is that the learner and his needs are now taken as central

to the problem of deciding course content.

Needs Analysis, therefore. occupies a central position in Hutclinson

and Waters (1 987) where it is explained that it comprises t a g 9 needs (what

the Iesrners need to do in the target situation) and learning needs (what the I

learners need to do in order to learn). Target needs are fi~rther explained in

terms of necessities, lacks and wants with a target situation analysis pro-

vided. A framework for analyzing learning needs is also provided. The text

still explains filrther that information about needs can be gathered. using one

or a combination of questionnaires, interviews, observation, and informal

consultations with sponsors, learners and others.

In view of the heavy reliance of the Hutchinson and Waters (1 987)

text on the Munbyan CNP in providing analytical frame works for both tar-

get and learning needs analysis, the book appears to be inadequate by present

standards. This is more so because it took no account of "Pra~ticalities.~

learning strategies and teaching methods" which are today crucial in ESP in

general and Needs Analysis in particular (West 1994).

Nevertheless, Hutchinson and Waters (1987) remains a classic which sharp-

ens the researcher's focus for present day study.

Another interesting aspect ofthe review centres on the work of Hullen

(1 988) which presents a general guideline in the design of an ESP programme

in particular. The factors discussed in the text are:

I. Issues relating to orthodoxy.

ii. Issues pertaining to new realms of knowledge. ... m. Change of status of English teaching.

The text convincingly presents enough evidence to back its argument

that in all cases of needs analysis, it would be very unusual to talk of ortho-

doxy since needs of learners vary across subject areas and personal desires.

As Hullen (1 988) wrote:

A general consideration here is that designers of texts and resource

materids for ESP course should avoid unnecessary conventions and

stereotypes rather emphasis should be placed on individual needs of

the learners.

Hullen (1 9881, however, did not present in his text a clear analysis on how

individual needs should be approached. The text does not categorize indi-

vidual needs of learnenqther it went ahead to consider issues pertaining to

new realms of knowledge. In this regard the text emphasizes that ESP tcach-

ers have to stniggle to master language and subsect matter beyond the bounds

of their previous experience.

The presentation on the change in status of English teaching is also a

good aspect ofthe text. An issue worthy ofnote is the author's remark that:

An essential feamre of ESP in relation to general English is that the

status of English changes from being a subject of its own right to a service

industry for other specialism. The text adequately points out that in contrast

to the general English teacher, the ESP teacher is faced by a group of learn-

ers with certain expectations as to the nature, content and achievement of

course. The effect of this can be seen clearly if we consider the problem of

having learners of several different subject specialism in the same ESP class-

room. An interesting contribution of the work of Hullen (1 988) is its presen-

tation ofinnovations and materials for ESP instructions. The text considers a

number of subject areas and ensures that each course is equipped with spe-

cific methods and materials for ESP instruction. The major limitations ofthis

work is its inability to categorize lecmers according to stages of development

and learning needs. It is an established fact that within each subject special-

ism, there are categories of learners who require varied methods and mate-

rials. The argument here is that Hullen (1 988) could have specified innova-

tions and materials to be used in relation to the various stages within a given

subject area.

Another text which comes in hand in the ESP literature is Swales

(1 988). The main thnist of this text is English for Science and Technology

(EST), which the author claims is the senior branch of ESP. In his words " It

is senior in age, larger in volume of publication and greater in number of

practitioners, Swales (1 988) the book does not trace the historical deveIop-

ment of ESP but it, however, explains what ESP is not in vely metaphoric

language as:

ESP is not a young Cuckoo determined to eliminate all other birds

from the nest it has infiltrated; it is better seen as a recently evolved

specie that best thrives in certain secluded and restricted habitat

Swales (1 988: 208).

Nor is "ESP simply a matter of teaching atraditional description of the En-

glish Iwguage well'll" as he further points out. In its classification of ESP, the

book gives three categories as EM. EOP, and EPP (English for professional

ptlrposes). An issue which is quite glaring in general sense, %vales (1 988)

focuses on Needs Analysis, the way Hutchinson and Waters (1 987) has

done.

An improvement on the work of Hutchinson and Waters (1 987) and

Stvales (1 988) was presented by Robinson (1 991). The text is an updating

of the record in ESP literature. The book clearly identifies some issues and

challenges that have arisen in the EPS field in recent time.

"These include the focus on text which is a high-lighting of surface structure

of special purpose language underlying rhetorical structure; the focus on task

which is a contrast between a focus on "ends needs" and mean needs" of the

learner. the focus on place which is Iocation of ESP teaching in the classroom

or in the workplace. and the focus on roles which refer to the ESP teacher as

a service provider or as a collaborator with the specialist subject matter,

teacher of Work - Supervisor", (Robinson 1991 :9).

While avoiding the history and development of ESP, the book gave a

state-of-the-art account of the subject in the light of the above issues and

challenges. Robinson +- (1 991) presents a practical guide to the operation of

Needs Analysis in a way none of the other tests so far reviewed has done. It

gives three techniques of investigating Needs as questionnaire, the detailed J

interview and participating observations. It still explains that needs analysis

may be seen as a combination of target situation analysis (TSA) and present

situation analysis (PSA), with PSA representing consraints on TSA which

may he conducted first. In the words of the author, "In practice, one is likely

to seek and find inforn~ation relating to both TSA and PSA simultaneously"

(Robinson 1991 :9). Hutchinson and Waters (1 W), Kennedy and Bolitho

gIish usage through EGP classes, they had not actually learnt the 1 . - I . 1 . . . i - > . . ~ n - i . ! . inn?.??,

easons informing the present

lish usage through EGP classes

ir sy1Iabus presentation. The

hits is not learner-centred.

1.

been conducted which relate

1 Ianguage and applied linguis-

aham and Beardsley ( 1 988):

:l992); Enuesike ( I 993) and

nethod to investigate the needs

xas the observation technique

3f the subject over a period of

nity to study the subject's intu-

1. Furthermore, the instrument

uld study situation in order to

'leaning. Schimdt's research,

.SP is very valid for the present

is study will use.

was conducted by Alexander,

es of Needs Analysis for pre-

Needs of students on a course

Jsing the Munbyan CNP and

:d, he identifies two main pur-

used as an organizing principle for instruction in relevant linguistic structures;

for instruction in communication principles and techniques and for more ac-

tive student participation. The course focused on the acquisition of speaking

proficiency. The students' evaluation and the comparison of the result of pre-

and post test suggests that the course was effective.

This exercise by Graham and Beardsley, no doubt, was carried out

after acareful needs analysis; otherwise the results would not be effective. It.

therefore, confirms the importance of NA and co-operative teaching in ESP.

This research of theirs points directly to what should obtain in Nigerian Poly-

technics, as far as the teaching of English is concerned.

Osakwe, (1 991) also conducted an empirical study on Needs Analy-

sis. She applied the result of needs analysis to course design in the ESP for

marketing students, Institute of Management and Technology, Enugu. The

study assessed the needs of NDI and NDII students offering General stud-

ies English, the instrument she used was questionnaire, observations and in-

terview schedules. The analysis revealed that students of NDI should be

taught English for general purposes while students in HNDI should be taught

English for specific purposes. She designed courses that followed suit. Her

reason was that from the analysis, NDI students could not comprehend lec-

tures delivered in English language. They could not tale notes, they needed

the whole skills of languages:- writing, reading, listening, spealting; etc. So

she designed their courses to take care of them. From the analysis of data on

the HNDI students, the study revealed that students lack specific sl<ills for

their courses. So she recommended and designed a course for specific pur-

pose for them which will take care of their needs. Nevertheless, their English

for general purpose was encouraged.

Ubahakwe andNtia (ed) (1 991) is another compilation of empirical

study mainly in NA. in clear and unmistakable tems, the document is a

Univeristy document by University teachers and University students, with no

room whatsoever for Polytechnic students. It includes: (a) Needs analysis of

speaking skills; @) Needs analysis ofreading skills; (c)Needs analysis of )r -

writing skills; (d) Needs anaIysis ofIistening and study skills; all of the univer- - s ip of Ibadan and six others namely; Jos, Port-Harcourt. Zaria., Kano. Cala-

bar and Nsukka. It is indeed, a practical demonstration of how to operate a

needs analysis: hence this study draws heavily from it in terms of instrument

and methodology.

Nevertheless, as the analyses were not restricted to fresh University

shdents alone (except in the case ofthe University ofNigeria, Nsukka) and

as the socio-economic backgrounds ofthe learners were not taken into con-

sideration, it becomes difficult to apply the findings of this research to the

subjects ofthe present study who are fresh students of Accountancy depart-

ment in the Pol>-iechnic, Oko. A particular striking point about the volume,

however, is the statement by the editor to the effect that:

I Needs ,analysis is so central to programmes that it defines the con-

tents oftbe syllabus and the approach to be adopted in impliementing

the syllal~us.

This central position ofNA to programmes has long been acknowledged by

Bloor (1 984: 17) when she cautioned that the order to specify an adequate

r syllabus. "is almost certainly desirable to operate both target- centred and

learner - centre? needs analysis"

In another empirical studies, Akwanya (1 992) sh~died the needs of

workers. The study focused on English bothas a University discipline and as

the means of cc?mnunication increasingly favoured in Nigeria. Even at the

local level where the vernacular may be used as much as English, there are

occupations which require English almost exclusively. The concern of the

study is with the .mining provided by ow Universities for the workers who

need the language for occupational purposes and wilUl be required to perform

operations in the language which involves special skills. The study reveals

that the basic cornmunication skill needed by the sample are oral skills md

written skills. The study emphasizes that the two basic skills are very

indispensible forthe effective discharge of their duties. The workers needed

oral skill for efixtive communication in their various departments and also

need writing skills in order to function well and perform their day to day

office duties. D e study? however, did not explore details of specific needs in

the various fields of specializations so as to assess the extent to which the

special needs of students are at variance. The instrument the researcher used

was a Likert type scale. The samples were drawn using simple stratified

random sampling. Data collected from the study were analysed using simple

frequencies, mean and Chi square tests.

An empirical study was also conducted by Agbedo (1 992). The

study centred on needs analysis ofnomadics in Igbo-land. The study found it

veery pertinenr to examine the specific needs of nomadics in Igbo communi-

ties who have not previously had any contact with the language of the com-

munities where they settled. Since the target groups are not native speakers

of Igbo langu~~ge, objectives cannot be fully achieved since it can be as-

sumed that they have not learnt the language. objectives cannot be fully

achieved since it can be assumed that they have not learnt the language pre-

viously either formally or informally. The implication is that the study fully

adopted the process of developemental ability in Igbo 1anguage.The study

proposed an hteresting design meant at helping learners develop and

acquire communication skills and teaching them how to use these skills in

order to .function effectively in the new environment. The instrument em-

ployed in this study is a combination of developmental programme and SF-

cific need analysis scale. The study reveals that they need mainly communi-

cation skills. in the fields of inquiry, business transact ions, greetings. counting

system. travelling, situations and emotional expressions. The study recom-

mended that adequate materials necessary for the fdfilment of these commu-

nication needs to be provided to the instructors of the nomadic settlements.

This will enhance their peaceful existence within the Igbo Communities and

ensure that they progress in their enterprises.

Orisawayi (ed) (1 995) is a product of a caref3lIy conducted need

analysis. As the editor notes, "traning in the use of English for academic

prlrposes o h presume that the students already has adequate linguistic corn-

petence to be 13ble to cope with the versatility required in manoevering him-

self or herself through the varieties ofEnglish specific to various disciplines".

This is why the twenty chapters ofthe two-volume book are based on the

investigated needs of students -University students though. Because of the

practical nahm, the book presents what can be produced after a need analysis

has been carried out. Although the NA on which the text is based was fo-

cused on University students, the contents are very relevant to Polj~echnic

students. It is not, however, clear whether the NA was the Munbym - type

or the ULMNAQ.

Th: last empirical study reviewed is that of Enuesike (1 993). He

studied the application of the result of needs analysis to course design in

University of Nigeria, Nsukka. Enuesike (1 993) wrote that the course de-

sign is the product of a dynamic interaction between the results of the needs

analysis, the course designer's approach to syllabus and methodology and

the influence of existing materials as well as the previous syllabi. The study

specifically assessed the needs, lacks and wants ofthe first year students in

the faculty of Agr'culture, University ofNigeria, Nsrikka in the use of English

course in 1989/93 academic session. The objective of the study was to use

the result of the survey design to develop English language course for the

students. The instrument the researcher used was questionnaire. The ques-

tiormaire was structured in the Likert form and used to elicit responses from

both groups ofrespondent. Results of interview and observations were used

to supplement the responses to the questonnaires. The sample consisted of

second, third, fourth and fiith year students who had done their use of English

course d~uing tht: fist years. The questionnares were randomly distributed tn

six students in e;xh of the four classes of seven departnlents of the faculty,

Responses from both lecturers and students were separately tallied

and converted to score and percentages. Enuesike (1 993) concluded that

from all indications, our needs analysis was basically an interactive broad

skill approach. It is a mixture of language-centred and skill-centred ap-

proaches. It was intended to yield a syllabus that could provide for fidfi!ling

the cornmunicztive needs of the students, thus making them better proces-

sors of written and oral information generally. The analysis revealed that both

lecturers and sb~dents agree that speaking skill had less relative importance

than reading, writing, listening and study skills in the students' programmes.

2.4 SUMMARY OF THE LITERATURE REVIEW

So far, this reviewed literature has explored both theoretical and

empirical stud es on Needs Analysis. Mumby (1 978), Kennedy and BoIitho

(1 984), Widdowson (1 984), Hutchinson and Waters (1 987), Hulllen (1 988),

Swales (1988:, Robinson (1991) are some ofthe theoretical studies

reviewed here. While Munby provides a guide as to the operation of needs

analysis in ESP using a range of questions about communication variables,

Kennedy and Bol;tho provide an outline of some of the main background

ideas which may inform the teachers of the ESP group and also for some

accessible guidelines for material - writing. Hntchinson and Waters (1 987)

touched on all aspects of ESP starting fiom the historical background through

needs analysis to evaluation in ESP. Robinson dwelt on review of major

studies in ESP bol-h from the theoretical and empirical aspects drawing his

own inferences based on the reasoning and findings of other authors.

There are also a number of empirical reviews in this study. The em-

pirical study centred mainly on come design and instructional models. Sclmidt

(1 98 1 ), Alexander (1 988) Graham & Beardsley (1 988), Osakwe (1 991 ),

Ubahakwe and Ntia (1 99 1 ), Akwanya (1 992), Agbaedo (1 992). Enuesi ke

( I 993), Orisawayi (1 98 1). They provided enough backing on the en1piric:al

assumptions on ESP.

The review of literature reveals that the analysis is a new but an im-

portant approach to language teaching and learning.

CHAPTER THREE

This chapter presents the method and procedure the researcher

will adopt in data collection and analysis so as to answer the three re-

search questions and test the three hypotheses which will guide this study.

This chapter is organized as follows: Design of the Study, Area of the

Study, Population of the Study, Sampling procedure, Instrument, Va!i-

dation of Jnstrument, Reliability of the Instrument, Method of Instm-

ment Administration, Method of Data Analysis. '--'Clmrmp *

* y-v , , m , 3.1 Design of the Study

This study will employ a case study. A case study is an intensive

study geared towards a thorough understanding of a given social unit

(Nworgu 1991). In this social unit are Accountancy students of Federal

PoIytechnic, Oka.

3.2 Area of the Study.

This study will be conducted in Federal Polytechnic, Oko which

is Iocated in Onrmba North of Nnewi senatorial zone in Anarnbra State,

Nigeria.

Orumba - North Local Government is bounded in the North by

Ugwoba in Enugu State; in the south by Ekwulobia, Aguata local Gov-

ernment Area; in the West by Agulu in Aniocha Local Government Area,

Anarnbra State; and in the East by Inyi in Enugu State.

K 2 Slds 77 Sltls 00 Sltfs 5-1 Slds , .

273 S b l L ' l , lS

N O I)I<AWN I ~ O l t ' I l I f ; S'l 1 Illy

v 5

( ' I .ASS N( 1 I N ' 1 ' 1 11:

( ' I ASS I

( IN11 I \o

Section A-

Section B-

Section C-

Section D-

Section E-

Section F-

Section A'

Demographic data

Self Assessment

Spoken English

Writing Skill in English

Reading Skills

Listening Comprephension.

Each of these sections is described below:

Demographic Data

This is designed to seek information about respondents' socio-

economic background and gender. It contains eleven question items

with alternative from which the respondents have to choose the correct

one.

Section B' Self - Assessment

This is designed to elicit information for research question one.

It contains three major questions with graded alternatives on a 4- point

Likert type scale arranged as follows:

Very good (4 points)

Good (3 points)

Fair (2 points) and weak (1 point)

Section C' Spoken English'

It comprises of two major questions. The first major question

contains ten graded items and the second major one contains thirteen

graded items as f'ollo~vs:

Very Great Extent, Great Extent, Little Extent, Not at all.

Respondents are required to choose from these alternatives.

Section D' Writing Skill'

It comprises four major question. Question one has five sections

with each further sub-divided into seven sub-section. All the items in

the sub-section x e also graded on the 4-point scales as above. 27

This inctrurrlcqt. illtllotlg'l an aSmtntiot1 oq a frilly \.~'i&tec!

ir lcmment at the t'qrvel'srty 15aean l ~ v l ' ~04ksscv %J'\ L"xtLlatwe, was

1 . Mcthrd lrT I h h AIII I~YS~H

Iteseilrch qwstions will hc answcrcd dcscriplivdy using li-L.cluc~~-

c ~cs. pCrcentagcs. nic;tn and sl~rndurct deviation.

l lypolhcsus 1 i~nd 2 will be Lestc~l 11sing tllc t-test in dilli.rcncc

I~clwc~c*~~ lnenn ol'siln~plc at ~ l p f i t ~ lcvel 01'O.OS.

4.2 ADKQ11AC'Y OF BASIC LAN(; I ]/\(;I2 SKI 1,LS 0 1 2

STI1I)EN'PS

licsci~rch qucstion 1 : '1.0 what cxtcnt will the Acco~l~lt;t~~r.y s111-

c l c . 1 1 ~ ~ ' basic Innguagc skills bc: considcrctl i~t lc~l~~il tc libr clli.ct ivc* I I I I I C -

tioning in tht-ir target situation?

In order to answcr this rcsearch qucs~iol~, thc respondcnls wcrc

1-q~iircCI1 to ~ I ~ S C S S tllt'ir rcccpiivc and prod~~ctivc skillgm a 4-pint IncL:i-

sure as follows:

Very gooil/ vcry nilcqualc:/ vcry import;1111 (4) (;00d/ ~ I ~ I ~ ' L I I I ~ I ~ C /

i~nportnnt (3) !:air/ l'airly ndcquatel I'airly importiuit (2) weak: 1101 ;I[ itII/

1101 inlportanl ( I).

'I'hc n x x n and s!aricli~rd deviation ol'thc rcsponscs ol'tl~i. r~~spon-

dents Sor the two skills that niakc up thc basic language skills (prodi~c-

~ i v c md reccptivc skills) ilrc shown in tabk I .

I'hc annlysi> was tlo~ic i n rclation to the d q w e 01' iriiportancc 0 1 . tllc 3 1

.111clivc skills l i w s:~tisli~c~ory pcr1i)rmanc.c. in tl~cit- ti~rgcl s i t w ~ l i o ~ ~ .

I \;\sic Sliil's ( I<cc~pl ivc &

I ~ n d ~ ~ c l i w

12cccption Skill (listelling t t

~ c ~ l ~ l i l l g )

i Ability ~ l ' l c i ~ ~ ~ l c r ~

ii Adcil\~acy ol'sli ills 1iw prcscnl

s i l u : ~ t i o ~ ~ . .

111 ~ l l l ~ ~ ~ ~ ~ ~ l l l c i ' 0 1 ' I i l l l~!Il i l~L' 1i)r

1woIhio11

S

3.42

3.s 1

3.2%

SI)

0.3X

0.42

0 . 2

I)cci:,io~~

-1 vc

1 vc

1 Vc*

present situation rs 3.51 while the mean score for the importance cf

language (English) to their discipline/ profession is 3.28. Their standard

de~.iation are 0.38.0.42 and 0.62 respectively. Insofar as the mean score\,

are not below 2.50 which is the decision level, it can be concluded that

the respondents receptive skills are very adequate for satisfactory per-

fnrmLulce in their target situation; their abilities are good; and the lan-

guage is important for success in their profession.

Their productive skills as shown in the table do not read differ-

ently. The inean score of the respondents productive ability is 3.10 with

a standard deviation of 0.39; the mean score of adequacy of the produc-

tive skills for satisfactory performance in their target situation is 3.4.6

and a standard deviation of 0.41 while the inean score of the in~portance

of language for srccess in their profession is 3.78 with a standard devia-

tion of 0.33. For the three skills. the mean ranging between 3.10 and

3.75. quite far above the decision level of 2.50. 'The researcher consill-

ers the producli~e skill or the respondent very adequate for satisfactory

performance in the target situation and the productive abilities good

enough for the present situation.

HYPOTHESIS 1

The basic language skills of the Accountancy students will not

be significantly adequate for satisfactory performance in their target sit u-

ations.

The T-test was used to find out whether to accept or reject the

null hypothesis. The hypothesis which was tested at an alpha level of

0.05 was rejected as table 2 shows:

rcccprivc and ~mxluctivc shills.

Critical 1)ccision 1

Tlic t-v;~luc ol'thc tim- skills us shown in tihlc 2 :Ire lisllwit~g

(2.23 ); rcuding (2.1 X I ; spc;rking ( l .W) and wr i t i~~g ((2.02). 'I'hcsc v ; ~ l w s

arc grcntur than thc crilicd vduc of' 1.96 ot a11 dpllu lcvcl ol'O.05. 'I'lic

sli~tisticnl dccisioll rule i s to rcjucl thc null I i y j> r~~ l~~s i s W I I C I I C V C ~ 1 1 ~ ~ i ~ l -

CXX. thc calc~:l:~lccl vi~luc csccods Ihc critical i n all cillcgorics ol'sC.ill so

tioli 01'0.29. In writing skill. li.mirlcs ulso pcrlijrmccl lxttcr hy rccorclilig

a mcan (3r3.39 arid a standard deviation of 0.36 while thcir male coiin-

trrparts only had n mean o f 3.34 with a standard deviation 01'0.30. It

can. however, be concludcrl that both males nntl fkniales pcribrmcd Ifcry

wcll in receptive and productive skills.

HYPOTHESIS 2

isll\cliwy pcrlimnill~cc ill Il~cir 111rgct siluitticw will I I ~ I I he slritisl icn;ll ly

'I'lie t-tcst was also uscd in rcsting this hypothesis bccauw tcvo

'Ilihlc 4: Gender and performance in the recept ivc ~ I I K I productive skills

is 1:rcatcr than thc ~ i \ I ~ t ~ l i \ t ~ d value. I:ollowing tlic decision rirlc. tI1c

gcntlcr of the Accountancy Studcnts on their satist'actory linguistic pcr-

I<cscarrl~ qucntion 3:

To what cxtcnt clocs socio-economic h ;~ckgt+ou~ of'thc Accouti-

tar~cy st LICICH!S positively ~~ontr i hutc to thc silt i<litc~(wy linguistic 17c'rli)r-

niance in their txget sitirit~ion'?

I'rovidcd hclow is tahlc 5 which nnswcrs h i s rcscarcli question.

'l'uhlc 5: Extent of co~itribution of socio-economic Ixdqyuund to wtis-

li~~.tory pcrlbnti:~ncc in rcccptivc i111rl proclilcliw skills ol ' rcspond~~~i~s.

I-lY1801'11KS1S 3

'I'lic ~~~~~~~~t ~I'socio-CCO~OII~~C bucIi~!~.~lul~d 111' I I W ACCL) \ I I I I~II~L' !

stidcn!s on theirb s;~tisl\~clr)ry linguistic pcr l i ,~.~~ia~lc.c ill lhcir 1;lrgcbl s i l~ i -

: \ ! I ~ ) I I will ~ io t bc ~ l i ~ l i ~ l i ~ ; ~ I I y s i~ :~ i i l i c ;~~ i l .

7 X

' I his hypotl~csis was tcstcd using the Chi scl~~arc test o f the intlcpcn-

tlc.licc. 'I'hc sutnmiiry ol'tlio tcsl is shown in lhc I;hlc 0 bclow:

'I'rtblc 6 :thovc rcvcals that Ibr all skills, tlic' C;IIL'LII;IICCI V ~ L I C S ~I I -e

grc;~tcr ~hilil 1.h~ cri~ic;~I vducs at an alpha Icvcl 01'0.05. In ('hi sililarc.

,jl~sI lilic in t-test. Ihc clccisio~i ri~lc is to rgjccSt thc 1 1 ~ 1 1 hypr)ll~csih il'llic

~.al~!~l;~lccf v a k s grc;tPcl. I~LIII tllc uilicul \.'ill irc a1 ; I givcll i l I l ) I l i ~ I c v c ' I , or

I C - V ~ I o1'signific;incc. 'I'hc rcscarclicr. LIicr~'li)r~, rciccls the 111111 11ypoll1-

cssis am! co~iclutlcs tllirr thc itlipact ol'socio-cco~io~iiic hachgro~l~d 0 1 '

Acuoiintnt~cy stt~rlci~ls on llicir satislhctory linguistic pcrli)~miincc ill Ilicir

I ; I I ~ ~ I siluution is sliilislic;tIly sigtiilicalil.

C'I IAP1'15M FIVF:

SIIRIMAIW, I)ISCIISSION, CONCLUSION, IMIDI . ICATI0N,

ItlSC"OMMKNIIATIC)N, SUC;(;ICSTIONS.

Not w i l l i ng l o rely o n thc Icarncr's sell'-;tsscss~~ic~ll us st~I'lic.ic-111.

lliis slruly II;I~I 10 I~)I.IIIIII~IIC II 111111 I ~ y p o ~ l ~ i ' s i s 10 ~ x ) ~ i I i r ~ i i 01. I.~~~L*L.I I l l i s

I I ~ I ~ ~ ) I I i l l N A I l i i j t I l lc ICLII'IICI'S IIIY l ihcly I t ) itsst.ss ~ l i c i r n l l i l i l ics it!, ;)'I.

c.q~~;~tc. 'I'liis Iiypollicsis whic l i was I csk t l ;iI 0.05 Icvcl ol ' sig,tii l i c ; ~ ~ i c c

11si11g 1-test, W;IS rc,jcclcd. ' l ' l i is is iI 1'~rtI icr ~ o ~ i l i ~ ~ i ~ i ~ l i o ~ ~ o l ' l l ~ c 11oIio11 111

NA I )pcralion 111;1t ill I'SA. l l ic Iciirncrs arc li l \cly l o asscss thcir ;rkil i l ics

as i~clcclu:ik. I! is, Iiowcvcr, during lhc scct)t~cl a d Ihird stitycs 01' NA

11i:1I this asscssmcnl c;tn bc vcriliccl.

As )n thc works ol'I3ulogun (1007). sub.jccls l i)r this s ~ ~ l t l y ;lrc

~ w c - c s p c r i c n c ~ d 1ci11.11cr-s.

l ' l ~ y 1111 ; t c c r p I ~ ~ l 1 1 ~ t l l icy ~ i c c i l i i ~ u r ski l ls - I , i s t r ~ i i i ~ ~ . r d i ~ i l . ! . . s l ~ r i ~ l \ -

1111: ;111tl WI i l i~ ip , - I'III. SIILII~SS i t 1 l l i c i ~ . ~I~::L*I~IIIIL*. 111 i ~ ~ ~ ~ ~ ~ ~ t i ~ i / ~ , ~l i i :~. 1 1 1 ~ 3

!;1111ie-~ls l ~ i . t ) ~ t ~ l , l i l I l ic l i ~ i i l i i ~ g s i111cIcr ~~SL. I ISS~I ) I I l o I)c c o ~ i s i s l e ~ ~ ~ l will1

:\IL.\:II~L~~I.'s ( I ()NU) l i11tI i11~ ~ , c g ; ~ ~ , i l i ~ ~ g lm*- t *s l ) t+v ie -~ i~ -~d IC~~I~IIL~I~S 111 il I , 11

I.O~ILYII~ I311si1icss Scllool as sul?jccls liw his slucly. Ii:d 1i)i111d (1111 11ti11 l l l c '

Ic.;~~icrs ncctlCd r l ~ c 1'1111 gii1iiu1 ol'skil ls 10 c'I~;II~c I I ~ c v i C O ~ C ill ~ l ic - i r t1isc.i-

p l i ~ i ~ . A I t h o ~ ~ g l ~ A l c s i ~ ~ i d c r L I S C ~ tl ic MLII~~)~;III ( 'N I' i ~ n t l c l i c l IN~I ICSI i1Ily

li!~po~licsis, his l i t i i l i ~ ip~ is Iwrc s ~ ~ p p o r t c i l w i i h ii h y p o h s i s .

4 1

5 4 I~npl icat ions ol't l ic concl i~sions

Thc I?ndings or I l l is s tudy l ~nvc inicv-cstilrp iimplicution I iw tllc

IL-;II~IILW, ilw b x i h ~ s :IIILI 11ic s y [ I ; ~ l ~ r s d c s i ~ ~ . ~ i l ~ r s 01, ; ~ ~ ~ . c ~ i c i ~ * s LXU~\I~IIII I I ~

IIK- i ~ i s l i l ~ ~ l i o t i .

As I~L*VV;IIC~I 111 1 1 ~ - I i ~ d i ~ r g s o l ' l l i is SIII[I~. I~.;IIIILT; IILX-11 1 1 1 I. I N I S \

, I I ~ he well - grounded in hoih productive ;lnd rc~cptive skills. I low-

cvcr since listcni~lg shill wits rcvcnlcd to bc tlic tnost nccclcd skill . learn-

c.rs nccd to engogc in cxcrciscs that would strcngtllcn this skill fiw tlic~n

so os to do wcll in tlicir I;rrgct cliscipline.

I:or thc tc:~clic.rs. morc ;rttcntion ncctl lo lx. pliiccd on cscrciscs

tll;tl ;iim at s ~ I ~ c I I ~ , I ~ I c ~ I ~ I ~ ~ ICI \ I ' I~CI .S r e~~ 'p t ivc SL ills. Apirt l i ' u ~ ~ this. cscr-

ciscs or topics t l i ~ t t do not contrihi~tc to cnliancing learner's procl~~ctivc

; I I ~ rCccptivc skills dioi~ld IIC ilisroi~rugcd,

On t11c pxl Ol'rIlc sylt;thi~s dcsigncrs. clicrc is the ~icccl 10 p ~ ~ t inlo

co~i~iclcratioti llic ncctis ol'thc Icarl~crs while designing thcir sylld~us.

Si~cli syllubuwi ncctl to includc topics iuirl cxcrciscs ui~ricd at cnhi~~~citlg

or strcnghtening tlic Icimlcrs' receptive and productive skills.

crs in I:SP mclhodology.

n detailed assessment of needs analysis ol'dl thc dcpartnicnts

and disciplines within Oko Polytechnic should bc nwdu.

il dctnilcd rcscarch on construints to l i ~ l l rcdi~ution ot'ihc ohicc-

tivcs ol' 1 3 1 ' pn)graninws in Nigcriirn I'oly kcllnics should I3c

uphclrt

Mcthotls. I . ; ~ g o ~ : Acadcnlic i d I l c v c l ~ p ~ ~ ~ c ~ ~ t I < C S U U ~ ~ ~

1 , ~ I ' l ) .

I lollcn, W. C. ( 1 W#). '!'lie 'lkaching of lbiglish li)r Spcci tic I'urposc: -

A I,iniwii;tic Vicw. In Freulii~stcn. I<. (cd) !,;innu:iw 1 1 1 g ! w ~ 7 ~ ~

r i ~ . ' l ' c x l ~ i ~ i g l ; o r ~ i ~ i j L ; ~ ~ i ~ t ~ i ) ~ c s i l l l~idi~slry, Ncw Yo1'1\ :

I ' crg i~~ io~ I'I'CSS.

I I uIclli~luon, '1'. rrnd Wutcrm, A. (1987). Ilriglisl~ liy. Spcci i ic I ' i ~ ~ y o s ~ ;

Missicmmy School i5 ti. I'suenls' ( )cci~pution:

SECTION B: SELF ASSESMENT

a. Assess yo~u English language ability in the following skills:

b. To what extent do you consider your English language ability in i hese

skills adequate for your resent situation?

ASSESSMENT 1

c. To do well in your p-ofession, how im~ortant are these skills?

7 ASSESSMENT 1 Skills 0 . - - I - . .ing

'6

n g Listening

m~ortant

-----

\eq im~ortant : Fairly im~ortan. Not

SIXTION C: SPOKEN ENGLISH

l%-asc tick m a s it applies to you

1 . To what extent do you think you need the following spoken English

:. E, rocess -

1. Usmg v l s w d a t s to

describe Ohjucls.

Participating in group

discussion

I'rcp~rinp ;I criliquc 01'

u pupcr liw

~ ~ ~ a u e n l i ~ t i o ~ i lo yaw

group.

2. To what extent do you think you can express these ideas ir English

Lmbwge?

Very great

I. State &justify your choices

. Express your

disagreement

stmnply

Narmte an incident

I. Express preference

for something

Expwss your

resenration about

something

Protect someone

3rmt 1 Fairly great Not :it all

SIKTION D: WRITING SKILLS IN ISNGLISH

I . To whatextcnt do you think you need [he following writing sliiIIs to

pcprfurm well in your course?

ry great

Extent

LISTrnG:

ideasfprocedures

processes/procedure!

phenomena

instnunents/tools

situations

actiondreactions

causes and cll'ccls.

1. COMPARlNG AN1

CONTRASrnG:

Ideadproblems

Processes/Procedure

Phenomena

Instrumentdtools

sitwition

actinndreactions

causes and efTect

Teat

3xtent -

-

-

~ir ly great

lixtent

\lot :!t all

<. DESCRIBING

Ideas'rsrobl ems

Processes/procedwes

phenomena

instrurnentdtools

situations

actiondreactions

I causes and effects

1. DEFWPJG

Ideas/problems

Processes/procedures

phenomena

instnunents/tools

situations

actions/reactions

causes and effects

,. CLASSIFYING

Ideas'problems

Processes/procedures

phenomena

hitmrnentsltools

situahons

acticr~~s/react ions

causes and c t't'ccts

2. To what extent do you think you need the following writing skills in

your course?

3. To what extent do you think you need the following informatim on organizing and expressing ski 11s.

between facts and

I. expressing facts .,. expressing opinions.

4. To what extent do you consider the following writing tasks relcvant

in your course?

r . taking lechlres notes

. %aking notes from text books

writing technical

essays

writing experimental

reports

writing project

reports

writing instructions/

directions

reporting interviews,

discussions

writing business

reports

writing playdpoem:

stories

writing qew reports

writning critical

essays

writing case notes

writing memoranda

writing telexes

writing letters

writing fillsfE-mail

eat extent irly great

ctent

- all

-

SECTION E: READING SKILLS

pleast: tickms it applies to you in this section

1 . To what extent do you think you need recognition skills in Enl$sh

in order to:

:. Distinguish between

words that have the

same spelling but

different sounds

. cope the errors of

more than three

syllables

,. distinguish between

words & indiscrete

syllable:

1. Distinguish between

words that have the

same spellings but

different meanings

. pronourlce words

with silent letters.

very great

Extent

h e a t extent

2. To w h t extent do you think you need lo improve your vocahlary

Aills with regards to thc

I. tlcrivc n~caning li-om

word elenlent.

J. distinguish between

the differmt meaning

c , respond appropriately

to idiomatic

expressions

.I grasp the essential

differences between

words like sympathy

1 andernpathy

2. derive meanings of

words and phrases

from the context in

the passage you are

reading.

nh i l i th :

V x y great

l2x tent

'airly great

cxtcnt

h a t ex tcnt Not at all

3 . '1.0 what extent do you think you need to improve your comprc-

hcnsion skills with rcgard to heability to:

Zxtent - I . recall the fact of what

you have read

, r ccogn ix thc n l i ~ i ~ i

o !'a passage

.I. summarize the main

the ideas presenicd

I. lidlow the orgnnimtior

ol'a passugc

. recognize thc wrilcrs

point of view

, . understanding thc

mornings of ligt~rcs of

speech.

with regard to thc nbil i~y to:

number of words

5 , 'Ib what extcrit clo you h i n k you nccd 1 0 ir~qv-ovc your skills ill

I. Assess the valrrc of I the content in what

you read. 1. assess the relevance

of the content in what you read

. separate f x t s from thc opinion of the

-. author

I . compare di llkrcnt vcrsions of the sarnc t--

I event

assess the written

style or method by which meaning is 1 conveyed

ihlc to:

reat extent 1:airly great

extent Not ;tI iiII

SECTION F: LISTENING & COMPREHENSION Please tick mhe app-opiate column as it arp-plies to you

1. In reallactr~al lecture situation, to what extent do you think you need the following skills attitudinal traits.? r

G reat extent "irly great Not at all e a

Yxy great Exta t

3. ~hysical and mental qmpration for the lecture

3. being resent at the beginning of the lecture.

. thinking about t q i c ( and content of the I

lecture in dv n e listening attentively (~hysically and mentally) to the i establishing areas of agreement hetween you and the Iecturer

, eserclslngqxtience , askmq questions . jotting dovtn

questions . nith holding

judgement evaluatior of ihe message until

11 ends. c. listening for the

~rirnary theme of the message

. determining the value of the twic lo YOU

11, listening to graded high density! different expsitory materials

2. To what extent do you think you need the following listering skills to take notes from lectures

. adjusting to different accents or unique proni~nciation slylc of lecture

I . cnping with the speed and tilt: speaking rate of thc lecture.

. understanding the subject-matter of tho t o l G -

Ire - 2. identlvlng the

dwelopment tec hnique/organiza- lion31 patterns Ihrtt

1hc Iccturcr uses

'. itlcntify the main iclcas in the Iecturcs

. deciding what notcs are necessary

1. recognizing the structure of Iectl

clcciding what abbreviations to use recognizing what is important and what worths n n t h i n ~

. takingd6wn n o t i c on slient points.

oil

3. As you listen yeneraly, to what extent do yo^^ think you are in-

<. l ime yourself to concentratein any l i S w l t ~

-

. rc;~ct emotionally to ccrtuin words in whutever contcnl they are used

111. gcll mg easlly lrntntcd hy the speakers' mannerism should bc avoided

----

4. Ilach time you listen to a lecturerltalk, how long docs it takc ~ L I LO

internalize what the speaker says? lmnediately 5 - 1 O mins n I 1 - 30 mins much longer time

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