speakers, non native speakers, announcements at different places, presentations, meetings, conferences, seminars, discussions, conversation on
phone and face to face conversations. Listening to radio and television were not considered important.
The reading tasks categorised as target needs that were regarded as most important and exhibited a need through self rating included: business letters,
fax messages, maps, e-mail messages, brochures, instruction booklets, minutes of a meeting, tickets, vouchers and invoices. On the contrary, reading manuals,
magazines, dictionary entries, newsletters and catalogues were not regarded important by the students.
The writing tasks categorised as target needs that were regarded as most important and exhibited a need included: business letters, memos, agendas,
notices, e-mail messages, fax messages, reports, itineraries, tour commentaries, legal documents, user manuals, brochures, complaint letter, complimentary
letter and filling reservation forms. The writing of notes task was not considered important.
5.2.2 Learning and Target Needs by Teachers
The speaking tasks categorised as learning needs which were considered important included: asking questions, answering questions, expressing
themselves, summarising, describing, reasoning, making presentations and producing correct pronunciation. The teachers also considered the following
tasks to be less important: using appropriate intonation, criticizing and solving problems.
The listening tasks categorised as learning needs which were considered important included: obtaining gist, obtaining specific information, taking notes,
evaluating importance of information and recognising speaker‟s attitude. The
tasks of: listening for translating, understanding complex sentences, deducing the meaning of unfamiliar words, listening for discriminating intonation and
stress patterns and recognizing speech organization patterns were considered less important.
The reading tasks categorised as learning needs which were considered important included: scanning, skimming, reading intensively, reading for note
taking, identifying main ideas, finding supporting ideas, summarising and responding critically. The tasks of predicting, referencing, paraphrasing,
transferring information and synthesizing were considered less important.
The writing tasks categorised as learning needs which were considered important included: structuring sentences, addressing topic, developing ideas,
grouping ideas, linking ideas, expressing clearly and spelling correctly. The tasks of using correct punctuation, adopting appropriate tone and style and
using appropriate vocabulary were less important as far as teachers were concerned.
The speaking tasks categorised as target needs which were considered important included speaking: with native speakers, in hotels, in restaurants, at
the airport, in travel agencies, in tour operations, abroad, in giving directions, in describing tourist attractions and with customers. On the contrary, the tasks
of speaking: with colleagues, in banks for money matters and social settings did not emerge as important to the teachers.
The listening tasks categorised as target needs which were considered important included understanding: native speakers, presentations, meetings,
conferences, seminars, discussions, conversations and face to face conversations. The teachers also considered the tasks of understanding:
television, radio programmes, films and varying accents to be of less importance.
The reading tasks categorised as target needs which were considered important included reading: business letters, fax messages, reports, maps, e-mail
messages, brochures, instruction booklets, minute of a meeting, tickets, itineraries and invoices. The reading tasks of: dictionary entries, newsletters
and magazinesperiodicals were regarded less important by the teachers.
The writing tasks categorised as target needs which were considered important included writing; business letters, e-mail messages, fax messages, notes,
reports, itineraries, tour commentaries, legal documents and brochures. The teachers considered writing user manual and leaflets as less important.
The table below shows the tasks that revealed needs for both students and teachers who were respondents in this study.
5.1 Tasks that Revealed Needs to Teachers and Students Type of Need
