Résumés
Abstract
The aim of this task-based needs analysis is two-fold: firstly, to uncover the tasks performed by U.S.-based Spanish-language flight attendants and the associated language needs and, in doing so, to expand the breadth of task-based needs analysis (TBNA) through the application of multiple methods and sources (Long, 2005) and tackling the under-researched issue of transfer from TBNA to task design (Gilabert & Malica, 2021a; 2021b). A questionnaire-guided interview and online survey were used. Analysis of the extracted information illuminated the essential tasks and subtasks (Gilabert, 2005), including details regarding frequency, need for training, and language use. Findings suggest that each task and subtask requires varying amounts of Spanish, as well as knowledge of distinct linguistic dimensions. Triangulation of multiple sources and methods adds to the understanding of the tasks and language needs. Finally, suggestions as to how the outcome of this NA may transfer to task design are presented, hence extending the field of TBNA.
Keywords:
- languages for special purposes (LSP),
- need analysis,
- task-based language teaching,
- second language research methodology,
- spanish for specific purposes
Résumé
L'objectif de cette analyse des besoins basée sur les tâches est double : tout d'abord, découvrir les tâches effectuées par les agents de bord hispanophones basés aux États-Unis ainsi que les besoins linguistiques qui y sont associés, et ce faisant, élargir la portée de l'analyse des besoins basée sur les tâches en appliquant des méthodes et des sources multiples (Long, 2005) et en abordant la question peu étudiée du transfert de l'analyse des besoins basée sur les tâches à la conception des tâches (Gilabert & Malica, 2021a ; 2021b). Un entretien guidé par un questionnaire et une enquête en ligne ont été utilisés. L'analyse des informations extraites a mis en lumière les tâches et les sous-tâches essentielles (Gilabert, 2005), y compris les détails concernant la fréquence, le besoin de formation et l'utilisation de la langue. Les résultats suggèrent que chaque tâche et sous-tâche nécessite une quantité variable d'espagnol, ainsi que la connaissance de dimensions linguistiques distinctes. La triangulation de plusieurs sources et méthodes contribue à la compréhension des tâches et des besoins linguistiques. Enfin, des suggestions sur la manière dont les résultats de cette analyse des besoins peuvent être transférés à la conception des tâches sont présentées, élargissant ainsi le domaine de l'analyse des besoins basée sur les tâches.
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