Analysis of language Learning Needs of Tenth-grade Iranian Students
محورهای موضوعی : Applied Linguistics
Fatemeh Mohammadi Sadegh
1
(Department of English Language, Zahedan Branch, Islamic Azad University, Zahedan, Iran)
کلید واژه: EFL learners, یادگیری زبان انگلیسی, Needs analysis, زبان آموزان زبان انگلیسی, English Language Learning (ELL), تحلیل و بررسی نیازهای یادگیری,
چکیده مقاله :
The present study examined and analyzed the language learning needs of Tenth-grade Iranian Students. Despite the significant role of needs analysis in language learning, no attempt has been made to explore the current language learning needs of Tenth- grade students and these needs are apparently unknown at present. To do this, this research evaluate and discussed the current language learning needs of Tenth-grade students. Also, this project highlighted the most and the least important language learning needs of them. To this purpose, the data was collected through questionnaire. 250 EFL learners of different high schools in Zahedan were selected to answer the questionnaire. The questionnaire developed by Kittidhaworn (2001) and surveyed seven dimensions of language learning needs, and the extent of the importance, was remarked by Tenth-grade learners of high schools. According to obtained data, the most important language learning need was "listening Skill", and the least one attributed to the "Language Function" from their points of view. It is expected that the findings of this study may help teachers, students, and researchers who are interested in effective assessment of language learning needs and also administrators who are responsible for organizing and implementing them.
در این پژوهش، نیازهای یادگیری زبان آموزان ایرانی پایه دهم مورد تجزیه و تحلیل قرار گرفتند. با وجود نقش مهم تجزیه و تحلیل نیازها در یادگیری زبان، تلاشی برای بررسی نیازهای فعلی یادگیری زبان دانش آموزان پایه دهم نشده است و ظاهرا این نیازها در حال حاضر شناخته شده نیستند. از اینرو، این تحقیق نیازهای فعلی یادگیری زبان دانش آموزان پایه دهم را به بررسی و بحث گذاشت. همچنین، این پروژه پر اهمیت ترین و کم اهمیت ترین نیازهای یادگیری زبان آموزان را مشخص کرد. بدین منظور داده ها از طریق پرسشنامه جمع آوری شدند. 250 نفر از زبان آموزان دبیرستان های مختلف برای پاسخ به پرسشنامه انتخاب شدند . پرسشنامه هفت متغیر مربوط به نیازهای یادگیری زبان را مورد بررسی قرار داد و میزان اهمیت آن ها توسط دانش آموزان پایه دهم مشخص شد. با توجه به اطلاعات به دست آمده، از دیدگاه زبان آموزان با اهمیت ترین نیاز یادگیری زبان آموزان، «مهارت شنیدن» ، و کم اهمیت ترین آن به «نقش های زبانی» اختصاص داده شد. امید است که یافته‌های این پژوهش به معلمان، دانش‌آموزان و محققانی که علاقه‌مند به ارزیابی مؤثر نیازهای یادگیری زبان هستند و همچنین مدیرانی که مسئول سازماندهی و اجرای آنها هستند کمک کند.
Akbari, Z. (2015). Current Challenges in Teaching/Learning English for EFL Learners: The Case of Junior High School and High School. Procedia - Social and Behavioral Sciences,199 (3), 394–401.
Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2014). Introduction to Research in Education, Wadsworth, Cengage Learning.
Brindley, G. (2004). Needs Analysis and Objective Setting in the Adult Migrant Education Program. English for Specific Purposes, 26(4), 135-155.
Eid, M. T. & Jordan-Domschot, T. (2009). Needs Assessment of International Students at Eastern Oregon State College. East Lansing, MI: National Center for Research on Teacher Learning.
Hutchinson, T., & Waters, A. (2006). English for Specific Purposes: A learning-centered approach. Cambridge, United Kingdom: Cambridge University Press.
Jafre-Bin-Zainol-Abidin, M. (2009). The English Language Needs of Students at the Science University of Malaysia. England: Keele University.
Kayi, H. (2008). "Developing an ESL curriculum based on needs and situation analyses: A case study," Journal of language and linguistic studies, 4(1), 29-49.
Kittidhaworn, P. (2001). An assessment of the English-language needs of second-year Thai undergraduate engineering students in a Thai public university in Thailand in relation to the second-year EAP program in engineering. Unpublished doctoral thesis, West Virginia University, USA
Long, M. (2008). Overview: A rationale for needs analysis and needs analysis research. In M. Long, (Ed.). Second language needs analysis 1-18). Cambridge: Cambridge University Press.
Manese, J. E., Sedlacek, W. E. & Leong, F. T. L. (2010). Needs and perceptions of female and male international undergraduate students. Journal of Multicultural Counseling and Development, 16(1), 24 – 29.
Moslemi, F., Moinzadeh, A., & Dabaghi, A. (2011). ESP Needs Analysis of Iranian MA Students: A Case Study of the University of Isfahan. English Language Teaching, 4(4), 121-129.
Najjarbaghseyah, R. (2020). EAP learners’ perception of language needs and its matches/mismatches with textbook materials. Iranian Journal of Applied Language Studies (IJALS), 12(2), 161-184.
Nazari, O., & Zaroori, S. (2021). A triangulated analysis of the English language needs of Iranian EAP undergraduate physiotherapy students. Journal of Language Horizons, Alzahra University, 5(2), 28-50.
Rashidi, A., & Kehtarfard, R. (2014). A needs analysis approach to the evaluation of Iranian third-grade high school English textbook. SAGE Open Journal, 2(3), 1–9.
Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Shahmoradi, Y., & Izadpanah, S. (2017). Assessing the English Language Needs of Persian Literature University Students from Teachers’ Perspective. Journal of Recent Research in English Language Studies, 4(1), 33-68.
Valadi, A. (2011). Exploring Iranian EFL Teachers’ Sense of Efficacy. Unpublished MA thesis. Shahid Rajaee Teacher Training University
Zahedi, A., Javadi, A., & Fallahi, M. (2015). Language needs analysis of Iranian undergraduate students of computer engineering: A study of reading skill. Advances in Language and Literary Studies, 6(5), 167-182,
