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Needs analysis has been proposed as a professional inquiry into second language learner needs that should inform task and syllabus design. These two areas, however, have been studied separately. We focus on the interface between learners’ needs and our macro and micro decisions during task and syllabus design. Needs analysis and its dimensions are defined by addressing important theoretical and methodological issues. We relate then relate needs analysis to the issue of how it may aid the highly complex decision regarding how tasks may be selected. We also inspect how needs analysis may directly and indirectly inform task design. Finally, we address the issue of how task sequencing may also be aided by needs analysis.
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