Final Needs Analysis
Final Needs Analysis
BAGABALDO, MAUI C.
CATBAGAN, ARCHIE B.
FAVILA, DIAMIE F.
LANGUIDO, TRISHA MARIE G.
ZAMBRANO, MARIAN
January 2022
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ACKNOWLEGDMENT
This research will never be successful without the guidance and support of
the important people behind this study. The researchers are very grateful and
would like to express their immeasurable appreciation and greatest gratitude for
the help and support of the following persons who in one way or another have
First and foremost, to God almighty, for His grace, blessings, guidance,
wisdom, and strength all throughout the journey in doing the research study.
To the loving Parents for the love, moral and financial support all the time.
To Dr. David R. Perez, Dean of the College of Education, for giving the
Moreover, extending the deepest gratitude for the motivations he has given to the
researchers.
To Ms. Karen Salve M. Maute, the research adviser and subject Instructor.
The researchers are very grateful for the guidance, moral support, motivations,
and patience.
To Mr. Willy Coppyns, the research participant, this study will never be
The Researchers
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Table of Contents
Title Page i
Table of Contents ii
Acknowledgment iii
CHAPTER PAGE
I INTRODUCTION
Background of the study 1
Research Paradigm 3
Theoretical Framework 3
Statement of the problem 4
Significance of the study 4
Scope and Delimitation 5
Definition of terms 5
IV RESEARCH FINDINGS
Grammar Proficiency 17
Grammatical Aspect of English Language 18
Dependent and Independent Activities 21
V SUMMARY, CONCLUSION, RECOMMENDATIONS
Summary 23
Conclusion 23
Recommendations 24
BIBLIOGRAPHY 26
APPENDICES
Appendix A: Documentation 29
Appendix B: Research Interview 30
Appendix C: Curriculum Vitae 33
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CHAPTER I
INTRODUCTION
Crystal, D., and Robins (2013) in most accounts, the primary purpose of language
language, as well as their native tongue, the language used among those whom, or
with whom, they are raised from infancy. The assertions of Richard R. (2017)
claims that the following "second" languages have been acquired to varying levels
command of two languages; this is true in many situations, such as when parents
separate process that is mostly superimposed on past skill in one first language.
phrases in their native tongue while also being able to tell grammatical sentences
"performance".
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differences between the learners' native and second languages. A grammatical
error is an error in combining words into a large unit, such as phrases, clauses,
comply with the norm in supplying any part of a word or class: noun, verb,
adjective, adverb, and preposition. Syntactical errors are errors that affect texts
large than words, namely phrases, clauses, sentences, and paragraphs. Syntactical
errors cover phrase structure errors, clause errors, and sentence errors. (Johnson
K., 2017).
Since the 1960s, English for Specific Purposes (ESP) has been a distinct
activity in the field of English Language Teaching (ELT). The flowering period of
ESP has been identified as a result of numerous incidents such as the second
world war in 1945, the rapid expansion of science and technology, the increased
the increased economic power of certain oil-rich countries, and an increase in the
essence of ESP is needs analysis. The paper examines the history and
development of ESP, the concept of needs analysis in the context of ESP, and
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Research Paradigm
Moreover, the process is how the researchers conducted the interview through an
online interview and observation. After understanding the findings, this study
Belgium. The result of this study is a source of information that teachers can use
to absorb and spread information using the diffusion and induction technique.
Theoretical Framework
English usage. Based on the historical context, status, and global applications of
English. Belgium is located in the outer or expanding circle, along with Singapore,
India, Malaysia, Sri Lanka, and fifty other nations with multilingual populations
that classify English as a Second Language (Maftoon and Esfandiari, 2013, p. 38;
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Given that Belgium, according to the theory, is located in the Outer Circle,
the importance of the first language has a significant impact on the learning
English retains a French accent. Formal education, on the other hand, plays a role.
interview?
grammar competency as well. The project’s goal is designed to help some Belgian
goal can be achieved through the mentors that can teach the Belgian citizens’ the
The vital results of this study could be highly significant and beneficial to
the following:
Participant. This study will help him to know where and what is his weakness in
using English as his third language and it will help him to improve.
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Researchers. This study could be beneficial to them to broaden their
understanding and knowledge about the topic and to have awareness of the needs
of diverse learners
and interventions they will undertake as they interfere with this type of scenario
Community. This study can be used as their inspiration as they read and
encountered the same situation and could be their reference to have awareness of
such needs
Future Researchers. This study can be used as their guideline and basis as
they conduct their research in the future that is somehow related to this study.
a Belgian citizen whose third language is English. This study will mainly identify
and assess different factors that affect the grammatical competence of the Belgian
citizen. Also, this study yearns to identify on how can the researchers develop
and assist the participant on enhancing his knowledge about the correct usage of
the words in every sentence. This study was conducted with limited amount of
Definition of terms
defined herein.
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Belgian. a person who lives in Belgium.
discourse type.
English for specific purposes (ESP). refers to teaching the English language
foreign language.
appropriate words.
Input. refers to the knowledge that the researchers is aiming to know in the
L1. It is a person’s first language or native language which s/he uses to have a
conversation.
employees or teams regarding their skills training. Also referred to as “gaps,” the
term “needs” within this context refers to an individual or group's training and
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Outer Circle. includes nations where English is not widely spoken but use
Output. the result of the study that the researcher is aiming to achieve.
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CHAPTER II
This chapter presents the review of related literature and studies of the
in the last decade which reflects awareness of the need to conceptually set apart
language acquisition (SLA) because, apart from all the individual and social
factors that affect the latter, the process, and product of acquiring a second
second-language ones do, and have been found to present more strategies and a
higher level of metalinguistic awareness (J. Cenoz and U. Jessner., 2013). Third-
the knowledge of these two languages and the experience of the acquisition
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The acquisition of English as a third language also raises issues such as the
setting where these languages are learned and used and also the linguistic
typology and the sociocultural status of the languages involved. The contextual
factors refer to the use of L1, L2 and L3 in both instructional and natural setting
believed that this aspect will influence the development of learner’s spoken and
Speakers borrow more terms from the language that is typologically closer to the
2015).
transfer is more likely from the first language than from later-learned languages,
these effects seem to be less powerful than typological similarity between the
acquisition when the languages involved are similar with respect to phonetic
structure, vocabulary and syntax (Mohle, 2013; Singleton, 2013, Cenoz, 2012).
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requires “considerable fluency and automatization in the language from which
transfer takes place”. He further observes that transfer of meaning could also
sufficiently advanced.
differs from those of English as a second language, too, and have more
implications regarding the optimal age for the introduction of different languages
and the desired level of proficiency in each. Also, according to J. Cenoz and U.
is the dominant language and that the level of proficiency in L2 must necessarily
chronological order in which the three Languages have been learned does not
multicultural societies’ languages have a different status, roles and are used for
different functional purposes. Nunan and Lam (2014) have proposed four
English in Belgium
According to the latest results from BRIO (2018), which has tracked the
use and knowledge of languages in Belgium for 20 years, the number of people
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English is currently spoken by one-third (33%) of Brussels, which Gatz refers to
longer be ignored and that it should be given a more central role in the city as well
as in the law.
English, Dutch, and French are the three official languages of Belgium. But
the country does not speak English as its first language. However, even if it isn’t,
English is spoken by a sizable portion of the populace. As a result, you can use it
are able to speak and comprehend a second language. Some people can even use a
cannot speak English. This is why there is no cause for concern if all of a person’s
people in Flanders. Possibly can be both French and Dutch, or it also can be
French and English. There is a percentage of Flemish that speaks German. The
Richard et al., (2015), an error is the use of a word, speech act, or grammatical
items in such a way that it seems imperfect and significant of incomplete learning.
the language acquisition process. A double-edged sword can result from fearing
error correction, treatment, or adjustment in the hopes that precision will appear
on its own.
languages. Dutch is widely spoken throughout the nation. The same holds true for
the French language. In addition to these being their official languages, French is
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another language that is taught in schools. Typically, students begin learning to
speak French at the age of ten. And after a student turns 14 years old, he or she
begins learning how to speak English. German and Spanish are then taught after
English-speaking individuals.
sensitive. As Dutch and German are similar to English, their speaker has less
trouble learning English. Subtitling films rather than dubbing them has also
People might be astonished to learn that there are really three official
languages in the Kingdom of Belgium. Dutch, French, and German are the official
languages. It goes without saying that if you speak multiple languages, Belgium is
the ideal place for you to hone your linguistic abilities. Belgium is divided into
until the later 20th century and prior to any linguistic legislation.
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Learning English in School
have their own educational authority, hence there are different state school
systems all around the nation. Education is required by law from the age of six
until the age of eighteen. Between the ages of twelve and fifteen, students choose
Germanophone and Flemish state schools and can begin as early as the age of
three. In Francophone schools, children can choose to take two hours per week of
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CHAPTER III
RESEARCH METHODOLOGY
Participant
choose the participant from the resident of Belgium. A seventy-four (74) years
Research Design
The research design refers to the overall strategy utilized to carry out
research that defines a succinct and logical plan to tackle established research
the participant. The participant is chosen based on the purpose of the sample.
qualitative response from the respondent and leads to better result of the study.
to its subject matter which means that qualitative researchers will interpret and
Research Instrument
The term research instrument refers to any tool that may be used to collect
or obtain data, measure data and analyze data that is relevant to the subject of the
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research (Barile M. 2016). This research used an interview through video call, as
questions that are formally asked of the interviewee and then the response of the
respondent are recorded. Another type of interview that can be used in this study
is unstructured interview, on the other hand, may still be based on the same
general theme of questions the interviewer will be asking (the interviewer) may
change the order the questions are asked in the specific way.
interview?
To gather or collect all the data needed in the study the researcher’s find
time to communicate with the respondent and asked if the respondent is willing
interview that provides the researchers with rich deep insights. This involves
asking questions, listening to, and recording answers from the respondent to
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Data Analysis
interview recordings and followed the steps by step of processing the data and
In this, the researchers transcribed all the audio recordings from the
researchers categorize the best one that can be an appropriate theme. At this
point, the researchers come up with the analyzing and documenting the themes
according to the meaning. To discuss the results, the researchers used two types
of interview as the main tool of addressing the research question that was used in
research design that helps to strengthen the accuracy and consistency of the data
and results.
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CHAPTER IV
RESEARCH FINDINGS
This chapter contains an analysis of the topic and how the result of the
study takes place using a qualitative research method. This chapter aims to
explain the findings of the researchers while doing the study. Since the
the Belgian participant based on the interview that the researchers conducted.
of a citizen who lives in Belgium. In this case, the researchers asked the
participant about the languages that he knows to observe his grammar. The
researchers also noticed the errors in the participant conversation with his
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Participant: Tags good (That’s good)
such a way that it seems imperfect and significant of incomplete learning (J.
the interview questions, this study implies that the person has weak grammar
proficiency.
sentences and the construction of sentences that doesn’t follow the subject
verb agreement.
when it comes to the aspects of grammar based on the interview. This aim
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pointed to three (3) sub-themes that validate the major theme. These sub-
Lexical Competence
their meanings, and the capacity to use them effectively. The participant
the participant lack the ability to accurately use the correct tenses and right
This study suggests that the participant have restrictions on how the to
This study recommends reading and studying about the various parts
Sentence Structure
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The grammatical arrangement of a sentence is referred to as its
noun and verb are placed in each sentence. The participant was asked by the
participant states:
Based on the statement above, the researchers noticed the participant has
errors in the subject-verb agreement that states subject and verb must have
the same number, whether that be singular or multiple. If there is only one
subject, the verb must agree and represent that and that is what the
structure because it provides interest and clarity. Poor sentence structure can
interesting. This claim was supported by Demosthenes (2019) that states that
Verb Forms
instance or form of the verb. The researchers inquired about the things that
Participant: I’m having an old age and there is times that I just want to look
in our window because there is a beautiful landscape where we are living in.
I’m really hating it when my wife starts to asked for me to do some errands
even though she has an idea that I’m not in the mood.
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The researchers found that the participant makes mistakes with the
use of singular and plural nouns based on the participant statements from
the above. As you can see in the statement above instead of using are, the
This study implies that the communication process can be made more
fun by using proper grammar, which makes reading and listening to you
sentence in a preposition. This means that when the participant states “There
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Theme 3. Independent and Dependent Activities
Independent Activities
researchers asked the participant about the things that he loves doing alone.
Participant: I’m love playing games which I need to answer questions in the
internet there this game that you need to guess who is the suspect in that
game.
Dependent Activities
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there is a chance that the participant enjoys doing group activities. The
participant states:
Participant: I not good at socializing so I’m not fond to the things like doing
it with a group of people.
independently, that he can work with it rather than doing it with a group.
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CHAPTER V
Summary
and needs of a Belgian citizen regarding his literature and grammar through
needs analysis, whose third language is English. This study was geared to assess
the needs of purposive selected participant and measure his performance through
communication abilities and determine his English language needs. The analyzed
data through verbatim results that the Belgian has a poor level in grammar
language, and other concepts is for him to read and write frequently. It's a good
some capacity. Use the internet because there are a ton of websites filled with
learning tools. English is a language that everyone can learn and improve in a
number of ways.
CONCLUSION
1. The study identified that the grammar proficiency of the participant was
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fundamental speech constituents and a few grammatical concepts when it
grammar.
He doesn't care whether his sentences are incorrect because English is only
his third language. He makes a lot of mistakes while speaking while the
3. Reading books or articles is one of the activities that could meet the
demands of the participant. The best strategy for helping the participant in
and write frequently. It's a good idea to work on Reading Workshop and
RECOMMENDATIONS
Language Learning context. One of the main contributions of ELL has been the
needs analysis. The following are the recommendations of this study after
and to have an idea on the correct usage of words in a sentence. The best strategy
concepts is for him to read and write frequently. It's a good idea to work on
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Use the internet because there are a ton of websites filled with learning tools.
English is a language that everyone can learn and improve in a number of ways.
that are anchored to the participant's learning style. In order to address his
linguistic needs and be able to enhance their confidence, resilience, and self-
Framework in order to learn in the same way that they are expected to teach. As
they work to advance their knowledge, abilities, and dispositions with these
Community. The community should also assess how well they are
implementing accommodations to make sure that they are done so for all English
Language Learners, and when they aren't, they should take action to enhance
their implementation and fix any issues with it that are already there.
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Bibliography
Azar, Betty Schramfer., Hagen, Stacy A. (2014). Basic English Grammar: Third
Edition. White Plains, NY: Pearson
De Caluwe, J., Hüning, M., Vogl, U., & Moliner, O. (2012). Dutch in Belgium
facing multilingualism. 2012). Standard Languages and
Multilingualism in European History, 1, 259-282.
27
Subasini and B. Kokilavani, “Significance of Grammar in Technical English,”
International Journal of English Literature and Culture 1, no. 1 (2013):
56
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APPENDICES
29
Appendix A: Documentation
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Appendix B: Research Interview
P- Participant R-Researcher
P- Hello
R- Hi
R-Uhm yes!
P-Good afternoon
R-Good afternoon
P-I’m put the earpods of regina. Maybe it go better for the both
P- That good
P- Ah okay
R-So we have a questions for you. Its more about your language. Its because our
P-Oh okay
P-Mother tongue netherlands or duteh, the second are french the third are
german, i learned when i stayed in germany for 8months and the last is english,
i'm not fluent but i try my best and it the language i use communicating.
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R-So you know a lot of language?
P-Yes because i have working in germany and then i have to learn speak English,
afterwards you forget that because of 30 years ago because you can't practicing
the language.
R-So what are the things you want to learn more about English?
P- A little bit, i do my best but they always say if you know the language of
P- Because of the south america and all spanish, also the philippines 330 years
R- Yes, we have a subject reading and philippine history, we tackled about that,
P- Okay
R- So i have some question, you said that you are multilingual it means you know
how to speak a three language, what language did you prepare to use to those
three language?
P- Which language multi language in netherland that has lot of are people talking
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P-Okay!
R-What are the things that you like when you speak english?
P- You know english is a very nice i give you an example once in a blue moon that
P- Yes that we have situation and you have to explain to your friends. Yes i'm
doing once in a blue moon you know that conversation get richer
P- Okay!
R- Hello sir!
P- Okay hello
P- That's very beautiful question well, of course yes when i travelling around the
country at the people speakers you can understand yourself to the other. Your
in english.
R- Yeah, that's correct because there are some filipino who can speak language
fluently but they trying hard to understand the foreign people like you.
P- Okay!
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Appendix C: CURRICULUM VITAE
CURRICULUM VITAE
Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University-Puerto Princesa City Campus Bgy. Santa Monica,
Puerto Princesa City, Palawan
(September 2021-present)
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CURRICULUM VITAE
Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University-Puerto Princesa City Campus Bgy. Santa Monica,
Puerto Princesa City, Palawan
(September 2021-present)
35
CURRICULUM VITAE
Educational Attainment:
College:College: Bachelor of Secondary Education Major in English
Western Philippines University-Puerto Princesa City Campus Bgy. Santa
Monica, Puerto Princesa City, Palawan
( September 2021 Present)
Senior High School: Palawan State University Taytay Campus
(June 2019-July 2021)
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CURRICULUM VITAE
Educational Attainment:
College: Bachelor of Secondary Education Major in English Western
Philippines University, Puerto Princesa City Campus Brgy. Santa Monica,
Puerto Princesa City, Palawan
(September 2021 Present)
37
CURRICULUM VITAE
Educational Attainment:
College: Western Philippines University Puerto Princesa City
(September 2021 Present)
38