Análisis de necesidades en el diseño de los cursos de inglés: convergiendo las voces de los aprendices, los profesores y autores
DOI:
https://doi.org/10.30827/portalin.vi33.26642Palabras clave:
triangulación, análisis de necesidades, diseño de cursos, evaluación de materiales, orientación al estudianteResumen
El análisis de necesidades (AN), que se considera fundamental para el desarrollo del curso Inglés para fines académicos, normalmente precede al diseño del curso. AN incluye la identificación de potenciales motivaciones, necesidades y carencias de los estudiantes. Sin embargo, este enfoque tiene inconvenientes como la orientación en el momento presente y la distorsión de los resultados debido a los conceptos erróneos de los alumnos y las creencias establecidas. Este documento demuestra que el análisis de necesidades puede extenderse a la etapa de evaluación de materiales y tener en cuenta las necesidades identificadas por los estudiantes de idiomas, desarrolladores de cursos y profesores de idiomas, lo que mitiga las posibles distorsiones. Los métodos implementados en el análisis de necesidades en particular incluyeron encuestas y cuestionarios administrados a aprendices potenciales en diferentes etapas del diseño del curso, cuestionarios para maestros y la comprensión de los autores de las características de los alumnos y el entorno en el que funcionan. La triangulación de las fuentes de NA ayudó en el desarrollo de nuevos y mejores materiales existentes en el proyecto internacional “English for Academics”.
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Baek, E., Cagiltay, K., Boling, E., & Frick, T. (2008). User-Centered design and development. In M.J. Spector (Ed.), Handbook of research on international communication and technology: A project of the Association for International Communication and Technology (pp. 659-670). State University of San Bernando, California.
Balzhiser, D., Sawyer, P., Womack-Smith, Sh., & Smith, J.A. (2015). Participatory design research for curriculum development of draduate programmes for workplace professionals. Programmatic Perspectives, 7, 79-133.
Bezzabotnova, O., Bogolepova S., Gorbachev, V., Groza, O., Ivanova, A., Kuzmina, T., Kuznetsova, L., Oschepkova, T., Pervukhina, I., Shadrova E., Shelenkova, I., & Suchkova, S. (2014). English for academics. Book 1. Cambridge University Press.
Bhatia, V.K. (1983). Simplification v. easificatiom - the case of legal texts. Applied Linguistics, 4(1), 42-54.
Bogolepova, S. (2016). Textbook evaluation as a means of discovering learners’ and teachers’ needs. Journal of Language and Education, 2/4, 14-23. https://doi.org/10.17323/2411-7390-2016-2-4
Bogolepova, S., Gorbachev, V., Groza, O., Shadrova, E., Suchkova, S., Kuznetsova, L., Oschepkova, T., Ivanova, A., & Pervukhina, I. (2015). English for academics. Book 2. Cambridge University Press.
Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson B. (2003). Ten questions about language awareness. ELT Journal, 57/3, 251-259. https://doi.org/10.1093/elt/57.3.251
Coleman, H. (1988). Analysing language needs in large organisations. English for Specific Purposes, 7, 155-169.
Council of Europe (1996). Common European framework of reference for languages: Learning, teaching, assessment (CEFR). Council of Europe.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213-238.
Deutch, Y. (2003). Needs analysis for academic legal English courses in Israel: A model of setting priorities. Journal of English for Academic Purposes, 2, 125-146. https://doi.org/10.1016/S1475-1585(03)00013-4
Drager, K. (2014). Experimental methods in sociolinguistics. In J. Holmes, & K. Hazen (Eds.) Research methods in sociolinguistics (pp. 58-73). Chichester: John Wiley&Sons.
Dudley-Evans, T., & St John, M.J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Flowerdew, J., Peacock, M. (2001). Issues in EAP: A preliminary perspective. In J. Flowerdew, & M. Peacock (Eds.) Research perspectives on English for Academic Purposes (pp. 8-24). Cambridge University Press.
Flowerdew, L. (2013). Needs analysis in curriculum development in ESP. In B. Paltridge, & S. Starfield (Eds.) The handbook of English for specific purposes (pp. 325-346). Chichester: Wiley-Blackwell.
Frumina, E., West, R. (2012). Internationalisation of Russian higher education: The English language dimension. Moscow: British Council.
Helmer, K. (2013). Critical English for academic purposes: Building on learner, teacher, and programme strengths. Journal of English for Academic Purposes, 12, 273-278. https://doi.org/10.1016/j.jeap.2013.08.003
Holliday, A. (1995). Assessing language needs within an institutional context: An ethnographic approach. English for Specific Purposes, 14, 115-126.
Holliday, A., & Cooke, T. (1983). An ecological approach to ESP. In A. Waters (Ed.) Issues in ESP. Lancaster practical papers in English language education (pp. 123-143). Pergamon Press.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27 (1), 4-21. https://doi.org/10.1016/j.sbspro.2014.03.473
Hyland, K. (2006). English for Academic Purposes. An advanced resource book. New York: Routledge.
Hyland, K. (2009). Teaching and researching writing. (2nd ed.). Harlow: Pearson Education Limited.
Hutchinson, T., & Waters, A. (1997). English for Specific Purposes. A learning-centered approach. Cambridge University Press.
Jolly, D., & Bolitho, R. (2011). A Framework for materials writing. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 107-134). Cambridge University Press.
Jordan, R.R. (1997). English for Academic Purposes. Cambridge University Press.
Jordan, R.R. (2002). The Growth of EAP in Britain. Journal of English for Academic Purposes, 1, 69-78. https://doi.org/10.1016/S1475-1585(02)00004-8
Knowles, M.S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
Knowles, M.S. (1990). The adult learner: A neglected species. Houston: Gulf Publishing Company.
Liu, J.-Y., Chang, Y.-J., Yang, F.-Y., & Sun, Y.-C. (2011). Is what I need what I want? Reconceptualising college students’ needs in English courses for general and specific/academic
purposes. Journal of English for Academic Purposes, 10, 271-280. https://doi.org/10.1016/j.jeap.2011.09.002
Long, M. (2005). Second language needs analysis. Cambridge: Cambridge University Press.
Nunan, D. (2013). Learner-Centered English language classroom. Routledge.
Read, J. (2008). Identifying academic language needs through diagnostic assessment. Journal of English for Academic Purposes, 7, 180-190. https://doi.org/10.1016/j.jeap.2008.02.001
Richards, J. (2001). Curriculum development in language teaching. Cambridge University Press.
Richards, J., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. (4th ed.). Pearson.
Robinson, P. (1991). ESP today: A practitioner’s guide. Prentice Hall.
Serafini, E., Lake, J., & Long, M. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11-26. https://doi.org/10.1016/j.esp.2015.05.002
Sifakis, N.C. (2003). Applying the adult education framework to ESP curriculum development: An integrative model. English for Specific Purposes, 22(2), 195-211. https://doi.org/10.1016/S0889-4906(02)00008-X
Youn, S.J. (2018). Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes, 36, 86-98. https://doi.org/10.1016/j.jeap.2018.10.005
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Publicado
31-01-2020
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Viktorovna, B. S. ., & Viktorovna, S. E. . (2020). Análisis de necesidades en el diseño de los cursos de inglés: convergiendo las voces de los aprendices, los profesores y autores. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (33), 145–162. https://doi.org/10.30827/portalin.vi33.26642
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