PROCESSING
THE
NEEDS ANALYSIS DATA
When conclusions are ready, it’s time to set
objectives.
Seedhouse, P. (1995) sets up
two kinds of objectives: a main aim to cater
for the stated psychological needs and
subsidiary objectives
derived from the
main aim. Among the gathered information
we can find the different motivations and
preferred methods of learning that can help
the learning provider to set up clear and
relevant objectives.
After conducting
the
different
instruments for needs analysis, it’s
necessary to set up a stage where the
collected data
will be processed in
different ways to reach a final outcome.
According to Wynne, R. (N.d.), the first
thing we must do with the collected data is
toanalyze it. It means, to find
common
responses, priorities, inconsistencies in the
responses or numerical values of relevance
in order to have organized and classified
the data for the interpretation stage.
Furthermore, the teacher must reflect
upon the results and set conclusions on the
main
findings about learners’ needs.
Seedhouse, P. (1995) proposed in his study
to define the learners’ target speech
community.
Taking into account these conclusions, it’s
also important to analyze any learning
material applied during a course or likely to
be implemented, so that the teacher
realizes if it accomplishes with the learners’
motivations and needs.
Unfortunately, many of our current
activities or materials are developed taking
into account the contents and objectives
set by the schools or government policies,
but definitely the concept of learners’
needs hasn’t been considered when planning
them. Therefore, these objectives will help
be the base to develop learning materials,
syllabuses and teaching strategies. “This
way, the course content is going to be