A Needs Analysis for a Discipline-Specific Reading Intervention

Autor/inn/en	Boakye, Naomi Adjoa Nana Yeboah; Mai, Magdaline Mbong
Titel	A Needs Analysis for a Discipline-Specific Reading Intervention
Quelle	In: English Language Teaching, 9 (2016) 3, S.235-247 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Needs Assessment; Intervention; Affective Behavior; Reading Programs; Introductory Courses; Sociology; Questionnaires; Student Needs; Student Attitudes; Reading Comprehension; Reading Difficulties; Content Analysis; Vocabulary Development; Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Academic Discourse; Cognitive Ability; College Students; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Affective disturbance; Active behaviour; Affektive Störung; Einführungskurs; Soziologie; Fragebogen; Schülerverhalten; Leseverstehen; Reading difficulty; Leseschwierigkeit; Inhaltsanalyse; Wortschatzarbeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Discourse; Diskurs; Denkfähigkeit; Collegestudent; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students' reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01