O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

The needs analysis process involves:
Target situation analysis: Identification of tasks, activities and skills learners are/will be using English for; what the learners should ideally know and be able to do.

• 
  Discourse analysis: Descriptions of the language used in the above.
  
• 
  Present situation analysis: Identification of what the learners do and do not know and can or cannot do in relation to the demands of the target situation.
  
• 
  Learner factor analysis: Identification of learner factors such as their motiva­tion, how they learn and their perceptions of their needs.
  
• 
  Teaching context analysis: Identification of factors related to the environ­ment in which the course will run. Consideration of what realistically the ESP course and teacher can offer.
  

Needs analysis should not be seen as an entirely objective procedure. Hyland (2008, p. 113) reminds us, 'Needs analysis is like any other classroom practice in that it involves decisions based on teachers' interests, values, and beliefs about teaching, learning and language.
Sysoyev (2001) makes links between needs analysis in ESP and L. Vygotsky's (1978) notion of the Zone of Proximal Development. In this notion there are two stages in the development of an individual. The first stage represents what the learner can do independently. The second stage represents the potential of that individual and what he or she can achieve with the help of another more competent person. The Zone of Proximal Development is the distance between the two stages. The mediator is the person who helps the learners move from the first to the second stage. In ESP, the mediator is the teacher and the second stage is the realization of their needs.
"Target needs' is something of an umbrella term, which in practice hides a number of important distinctions. It is more useful to look at the target situation in terms of necessities, lacks and wants.
a) Necessities. We can call 'necessities' the type of need determined by the demands of the target situation, that is, what the learner has to know in order to function effectively in the target situation. For example, a businessman or -woman might need to understand business letters, to communicate effectively at sales conferences, to get the necessary information from sales catalogues and so on. He or she will presumably also need to know the linguistic features - discoursal, functional, structural, lexical - which are commonly used in the situations identified. This information is relatively easy to gather. It is a matter of observing what situations the learner will need to function in and then analysing the constituent parts of them.
b) Lacks. To identify necessities alone, however, is not enough, since the concern in ESP is with the needs of particular learners. You also need to know what the learner knows already, so that you can then decide which of the necessities the learner lacks. One target situation necessity might be to read texts in a particular subject area. Whether or not the learners need instruction in doing this will depend on how well they can do it already. The target proficiency in other words, needs to be matched against the existing proficiency of the learners. The gap between the two can be referred to as the learner's lacks (Hutchinson, Waters and Breén 1979)·
c) Wants. So far, we have considered target needs only in an objective sense, with the actual learners playing no active roleo But the learners too, have a view as to what their needs are. As Richterich (1984 p. 29) comments: ,... a need does not exist independent of a personoIr is people who build their images of their needs on the basis of data relating to themselves and their environment. '
We have stressed above that it is an awareness of need that characterises the ESP situation. But awareness is a matter of perception, and perception may vary according to one's standpoint. Learners may well have a clear idea of the 'necessities' of the target situation: they will certainly have a view as to their 'lacks'. But it is quite possible that the learners' views will conflict with the perceptions of other interested parties: course designers, sponsors, teachers. Some examples will illustrate this:
i) Karl Jensen is a German engineer who has a frequent and important need to read texts in English. He also needs to talk to overseas colleagues occasionally, for example, at the annual planning conference. The company he works for is a multi-national company and the operating language for communication outside national boundaries is English, although the majority of workers are nonnative speakers. By any quantitative analysis Karl Jensen's need is for reading, beca use it is a much more frequent activity for him. But he feels a far stronger need to spend his time in the English class improving his oral competence. Why? The answer lies in the way in which he identifies his own persona lity with the use of a foreign language. He reads in private and at his own speed: he can use a dictionary, if he wants. But when he is speaking, his pride is on the line: his English competence (or lack of it, as he sees it) is exposed for all to see and he is under pressure to participate at a speed determined by the discourse. Therefore, Karl Jensen sees his greatest need as being the improvement ofhis oral proficiency.
ii) Li Yu Zhen is a Chinese graduate in Chemistry, who is going to study in the United States. She needs to be able to survive socially and professionally in an English-speaking community. Fluency is, therefore, her greatest need. Li Yu Zhen, however, prefers to spend her time improving her knowledge of English grammar. Why? Her answer lies in her own estimation of priorities. In order to be accepted for her course of study she must first pass a test. The mosr important criterion in the test is grammatical accuracy. Li Yu Zhen, therefore, sees her priority need as being to pass the test.
iii) José Lima is a Brazilian salesman. He needs to be able to talk on the telephone to customers and to other colleagues. He also needs to read catalogues and business letters. José is an outgoing, sociable man, who gets on easily with people. His spoken English is nor very accurate, but is fluent. His employer feels that José's real need is for greater accuracy in spoken conversation, beca use it reflects badly on the company's image to have one of its representatives speaking very incorrect English. However, José feels that his spoken English is very good, and he resents the implication that it is noto After all, he communicates very wel!. He sees the English classes as a criticism of his performance as a salesman. He, therefore, has little motivation to attend classes.
As these case studies show, there is no necessary relationship between necessities as perceived by sponsor or ESP teacher and what the learners want or feel they need. (It is also quite likely that the views of sponsor and teacher will similarly be at odds!) Bearing in mind the importance of learner motivation in the learning process, learner perceived wants cannot be ignored. What this means in practical terms is well illustrated by Richard Mead's (1980) account of his research into the motivation of students following ESP courses in the faculties of Medicine, Agriculture and Veterinary Science at a university in the Middle East.