The Council of Europe in the '70s tried to serve the interests of increased European understanding, co-operation and mobility by improving and broadening the learning of modern languages. This entailed: making generally available the basic conceptual tools for the planning, construction and conduct of learning programmes closely geared to the needs, motivations and characteristics of the learner. It also entailed enabling him to steer and control his own progress by providing a framework for close and effective international co-operation for language learning and developing systematic procedures for: i) identification of target audiences and the analysis of needs, motivations, learner characteristics and resources; ii) specification of communication objectives; iii) the devising of methods and materials appropriate to different classes and types of learners; and iv) the evaluation of learning systems and of the achievement and proficiency of learners. On this basis, the aim of the research, which was conducted in one of the two intercultural high schools in Thessaloniki in April 2011, is to examine the differences between foreign and native secondary students as regards their language and communication needs in English by means of t-tests and ANOVA. In addition, this paper will examine the extent to which students’ age, sex, grade, country of origin, and length of stay in Greece influence the above needs. This comparison will reveal the differences in the students’ views and needs so that the appropriate teaching material, used or planned, will contribute to the convergence and covering of these needs.
|Keywords:||Intercultural Education, Needs Analysis, Language, Communication, Planning|
PhD Candidate, French Department, Aristotle University of Thessaloniki, Thessaloniki, Greece
Assosiate professor, Department of Preeschool Education, University of Western Macedonia, Thessaloniki, Greece, Greece