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Abstract
This article explores the role of needs analysis as the foundational element of English for Specific Purposes (ESP) course development. It conceptualizes needs analysis as a systematic process for constructing learner profiles through the evaluation of communicative, linguistic, and pragmatic competencies in relation to present and target communicative contexts. The study traces the historical development of ESP from early target situation models to contemporary learner-centered and socially situated approaches, highlighting the shift from purely linguistic frameworks to socially constructed and critically informed perspectives. The article situates modern needs analysis within a social constructionist model that recognizes the influence of multiple stakeholders and power relations in defining curricular priorities. Methodologically, it emphasizes the integration of quantitative and qualitative approaches and the importance of triangulated data collection using authentic communicative materials and real-world discourse. Needs analysis is further conceptualized as a dynamic and recursive process in which course design, implementation, and evaluation continuously inform curriculum development.
References
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