ENGLISH FOR FUTURE HEALTHCARE PROFESSIONALS IN SAUDI ARABIA: A NEEDS ANALYSIS PROPOSAL
Literature suggests that a thorough language needs analysis is very essential for curriculum development whose goal is to help healthcare learners to be proficient and successful in English in both their academic study and professional workplace. Although English language course designers spend large amount of money in developing their curriculum, they often neglect the process of a needs analysis which is considered to be an important first step when planning any English language course. Unfortunately, English language courses taught at the Health Sciences Colleges in Saudi Arabia, too, have been developed without carrying out a needs analysis.  The purpose of this paper is to discuss the importance and necessity of identifying the academic and professional English language needs of students of Health Sciences Colleges in Saudi Arabia. It also proposes a needs analysis framework for the development of ESP course at these colleges .
Needs analysis in language teaching
There have been several surveys of approaches to needs analysis in foreign-language teaching (James, 1974; Jordan, 1977; Chambers, 1980; Cunningsworth, 1983; Brindley, 1989; Riddell, 1991; van Hest & Oud-de Glas, 1990; Robinson, 1991; Jordan, forthcoming). During the period of 20 years covered by these surveys, both the focus and scope of needs analysis have changed. The dominant focus of early needs analysis was occupational/EOP, but this later changed to academic language/EAP (for the origin of the terms EOP and EAP, see T.Johns, 1981: 16). More recently the focus has shifted again to include general language learning. The scope of needs analysis up to and including Munby (1978) was syllabus specification derived from target-situation needs, but the scope has since been broadened to include areas specifically excluded by Munby practicalities and constraints, teaching methods and learning strategies, and, recently, materials selection. This evolution can be summarised by characterising each of three stages in the development of needs analysis, and to hint at the future by suggesting a fourth stage (see table below). Much of the later work in needs analysis is either not widely known or (Richards, 1984, cited by Nunan 1988 a: 17) it is still assumed that curriculum development in language teaching should concentrate on language syllabuses to the exclusion of broader aspects such as needs analysis, methodology and evaluation. It therefore seems appropriate to survey the field of needs analysis in a broad context. This survey concentrates on work relating to English (for a survey of recent work in other European languages, see van Hest & Oud-de Glas, 1990).
Marie Curie's doctoral thesis: Prelude to a Nobel Prize
This paper is a critical account for the most significant body of Marie Sklodowska Curie's scientific work, presented in the hopes that she be remembered for more of the "right" reasons. It also offers some new insights into her methods and results.