The Second Language Curriculum: Needs assessment in language programming: from theory to practice
The Second Language Curriculum: Needs assessment in language programming: from theory to practice
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第二语言课程：语言编程中的需求评估：从理论到实践
DOI：
10.1017/cbo9781139524520.006
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Richard Berwick
中科院分区：
文献类型：
--
作者：
Richard Berwick
本文是关于教师和其他参与语言计划的人如何描述潜在学习者的语言需求，以及他们可能使用的工具来形成他们的描述。它还涉及规划者不可避免地给规划情况带来的概念性包袱--通常是关于学习和教学的未澄清的信念和立场，最终转化为关于学习者需求、需求评估过程和教学大纲设计的立场。首先，我想通过概述一些我认为是教育规划中的基本概念，来检验语言需求评估的理论和实践之间的交汇点，这些概念通常不会因为影响语言课程规划者进行语言需求评估的方式而得到应有的赞誉。接下来，我将尝试将教育需求评估的一般概念和方法与我们特别关注的应用语言学中的需求评估联系起来。最后，在我的结论中，我将尝试分离出需求评估过程中的几个关键变量，这些变量是机构情况下的规划者在被大规模语言需求评估的力量压垮之前想要考虑的。在整个讨论过程中，我将强调，语言需求评估是由当地的工作环境决定的，特别是由实习教师对其工作的常识思维决定的。最终，我的目标是超越通常主导需求评估的方法论方面，并提出哪些因素--主要是主观因素--在评估过程中影响数据的解释和使用。
Introduction This paper is about how teachers and others involved in language programme planning can describe the language needs of prospective learners and about the tools they may employ to fashion their descriptions. It is also about the conceptual baggage planners inevitably bring to the planning situation – often unclarified beliefs and positions about learning and teaching which translate eventually into positions about learners' needs, needs assessment processes and syllabus design. I want to examine the juncture between theory and practice in language needs assessment first by outlining what I think are some essential concepts in educational planning which do not ordinarily receive the credit they deserve for influencing the ways language programme planners undertake language needs assessment. Next I will try to relate general concepts and methodologies in educational needs assessment to our particular concern with needs assessment in applied linguistics. Finally, in my conclusion, I will try to isolate several key variables in the needs assessment process which planners in institutional situations will want to consider before they are overwhelmed by the forces of a large-scale language needs assessment. Throughout the discussion I will stress that language needs assessment is shaped by the local work environment and especially by the commonsense thinking of practising teachers about their work. Ultimately my goal is to move beyond the aspects of methodology which ordinarily dominate needs assessments and to suggest what factors – largely subjective in nature – influence the interpretation and use of data during the assessment process.