Identificationof Learner Needs and Description of the Education Setting
Mosteducational planners contend that one of the initial steps inenhancing an effective educational system is to identify and analyzelearners’ characteristics. Nature dictates and assigns each humanbeing with varying abilities. Consequently, these individualdifferences are then reflected in the academic field and theydetermine how learners acquire and synthesize academic materials.Learner needs in terms of physical and mental capabilities as well aslearning preferences immensely influence and determine instructionalmethods. This implies that instructors should always strive toincorporate teaching methods that cater for learner differences. Itis worth noting learner analysis is awfully vital for any tutoracross the globe before commencing his or her tutorials.
Evidently,learner analysis helps instructors to identify readiness to learn aswell as the learner motivation. Moreover, the instructional methodused should be holistic in that it should address all learningdomains such as psychomotor, affective and cognitive skills. Thispaper seeks to offer an explicit view on learning objectives and howthey address learning domains based on learner needs. In thiscontext, the research focuses on foreign students in the U.S who arelearning English as a second language.
Learningmethods should always be chosen on the basis of the purpose ofinstruction. Notably these goals should be learner centered. Sincethe learners in this context are immigrants in America fromnon-English speaking countries, the following goals are paramount ina bid to ensure an effective acquisition of English language: uponthe completion of the training the learners should be able to:
Identify and distinguish varieties of English spoken across the globe.
Express themselves fluently in American English.
Comprehend phonology, semantics and pragmatics in linguistics within the context of English language.
Understand English grammar and morphological features in English as a second language.
Design a research problem which should be carried out using English language
Learningobjective that address the cognitive capabilities of the learner
Accordingto Bandura (2001), human beings have individual self-beliefs thatself-centered and are key in determining the feelings, actions andbehavior of an individual. Cognitive capabilities determineself-efficacy in learners. Learners with a high self-efficacy expectbetter grades while those with low self-efficacy perform poorly.Learning objectives that address the different cognitive abilitiesinclude:
The learner should be able to take and make notes in English language accurately.
The learner should be in a position to accurately carry out vocabulary assignments.
They should also be able to display competence in language skills such as reading fluently, speaking English across a wide range of contexts and they should be able to listen and respond attentively and appropriately.
Analyze linguistic items such as parts of speech accurately.
Learningobjectives that address the affective capabilities.
Theaffective domain entails the learner’s perception of himself andthe learning environment. Instructional objectives in this domain arethat the second language learner should be able to:
Place and build a certain value on English language as a language.
Respond and participate willingly to communication within the context of English language.
The learner should be receptive to English as a language in all contexts
The learner should also build prestige and status in English language as a means of communication.
Learningobjectives that address psychomotor capabilities
Psychomotorskills in learning encompass practical performance of a task whichinvolves how fast someone is able to perform a task .upon thecompletion of the training the learner should be able to:
Carry out task analysis such as dictation and spelling effectively.
Analyze mnemonics and analogies involving English verbs and nouns.
Write accurately using English orthography.
Transcribe English sounds accurately.
Bandura,A.(2001).TheRelationship Between Instructional Delivery Methods and Student Learning Preferences.proQuest publisher.