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the needs analysis process will contribute to the academic activity in theclassroom, due to the collected data will be used to design courses

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the needs analysis process will contribute to the academic activity in theclassroom, due to the collected data will be used to design courses

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To find out about learnersinterests and background ,To diagnose the presence of a gap between educators and students ‘perspectives about learning a second or foreign language. To motivate students about their real reasons to learn English as a foreign language. To bridge the gap between the current learners ‘performance and their ideal stage to be satisfied with their learning practice

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To find out about learnersinterests and background ,To diagnose the presence of a gap between educators and students ‘perspectives about learning a second or foreign language. To motivate students about their real reasons to learn English as a foreign language. To bridge the gap between the current learners ‘performance and their ideal stage to be satisfied with their learning practice

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When should teachers conduct a needs analysis process?

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When should teachers conduct a needs analysis process?

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conducting a needs analysis process requires teachers' training and expertise to follow the most appropriate steps for gathering useful data

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conducting a needs analysis process requires teachers' training and expertise to follow the most appropriate steps for gathering useful data

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When:                                                  We start from the assumption that whenever we learn a language we are exposed to a continuous internal process of evaluation as we become aware of what we are learning, how our knowledge and use of the target language is changing, whether the objectives we had set for ourselves are being met.

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When:                                                  We start from the assumption that whenever we learn a language we are exposed to a continuous internal process of evaluation as we become aware of what we are learning, how our knowledge and use of the target language is changing, whether the objectives we had set for ourselves are being met.

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Why:Identifying the language and academic needs of ELLs is very important because it becomes the basis for developing an appropriate instructional program. When ELLs' needs are not identified, the program may lack the instructional components necessary for students to achieve language proficiency and academic achievement.

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Why:Identifying the language and academic needs of ELLs is very important because it becomes the basis for developing an appropriate instructional program. When ELLs' needs are not identified, the program may lack the instructional components necessary for students to achieve language proficiency and academic achievement.

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Businessman H. James Harrington once said:

"If you can't measure something, you can't understand it. If something cannot be understood, it cannot be controlled. If it can't be controlled, it can't be improved"

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How:In general, it is generally consistent to assess a learner's communicative competence in an L2 by taking into account discourse, strategic, sociocultural, and, among the linguistic, those aspects that have to do with the development of the four skills, as is the case in official examinations endorsed by certain institutions. This means that any evaluation that is limited to grammatical questions or that excludes listening comprehension or oral expression activities will not be complete, since the methodology implemented in class must be related to the evaluation, or rather, the evaluation must be based on the methodology implemented.

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How:In general, it is generally consistent to assess a learner's communicative competence in an L2 by taking into account discourse, strategic, sociocultural, and, among the linguistic, those aspects that have to do with the development of the four skills, as is the case in official examinations endorsed by certain institutions. This means that any evaluation that is limited to grammatical questions or that excludes listening comprehension or oral expression activities will not be complete, since the methodology implemented in class must be related to the evaluation, or rather, the evaluation must be based on the methodology implemented.

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María del Mar Palenzuela Pérez, P. N. (29 de Julio de 2014). LA EVALUACIÓN ORIENTADA AL APRENDIZAJE DEL INGLÉS. 9. Obtenido de file:///C:/Users/wches/Downloads/3785-Article%20Text-11003-1-10-20140730%20(2).pdf

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All curriculum should be developed through learning objectives, teaching materials, learning activities and assessments.

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The analyses for their part show the requirements faced by learners during the learning of a particular language. The types of analyses are as follows:

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Assessment in Education: Top 14 Examples

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-Gap analysis, which takes into account the needs of the students.
-Analysis of the current situation.
-Learning-oriented analysis, , in which the needs of the students are negotiated by the students, teachers and parents.
-Strategy analysis, to find out learners' preferences.
-Media analysis, focuses on the learning situation.
-The linguistic audit, various linguistic strategies are adopted for the best educational development.
-Computer analysis, a database of student preferences and needs is available.

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Lecture 04: Needs Analysis in English for Specific Purposes (ESP).  Part One.

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There are different users in a needs analysis and is important to:

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There are different users in a needs analysis and is important to:

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• Determine the audience to confirm of information and light the purposes of the process.
• Identify the target population whom, the information will be collected so we can determine it by sampling a representative group from the total population in terms of homogeneity (skills, attitude and knowledge)
• Select the approach to collect the information.

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-Questionnaires
-Self-ratings
-Interviews
-Meetings
-Observation
-Task analysis
-Collecting learner language samples
-Task analysis
-Case studies
-Analysis of available information

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Methods of Needs Analysis in Educational Context from Needs Analysis and Programme Planning in Adult Education on JSTOR

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In the third chapter, we have discussed formal and informal needs analysis, mentioning that carrying out a proper needs analysis depends very much on the resour...

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The results generated in data collection optimally benefit teaching, to influence and meet the different types of needs that the learner needs to achieve educational success.

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The results generated in data collection optimally benefit teaching, to influence and meet the different types of needs that the learner needs to achieve educational success.

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The information obtained will be used to:

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The information obtained will be used to:

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• Evaluate the previous curriculum or program
• Planning goals or objectives for a future program
• Better the development of tests or assessment
• Develop teaching materials to improve the academic process

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The whole process of results will help teachers to plan a successful class.

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The whole process of results will help teachers to plan a successful class.

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TEACHING AND LEARNING STYLES AS A SUPPORT FOR THE TEACHING ACTIVITY

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TEACHING AND LEARNING STYLES AS A SUPPORT FOR THE TEACHING ACTIVITY

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This paper analyzes some pedagogical aspects that are key to optimize learning.

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The gap analysis template will help us to present our findings where is visible the current state, the future or desired state, the performance gap and the actions to close the gap.

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The gap analysis template will help us to present our findings where is visible the current state, the future or desired state, the performance gap and the actions to close the gap.