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<p style="text-align:justify;">Needs analysis is&nbsp;regarded as an essential step for developing a curriculum for English for specific&nbsp;purpose courses. Assessing learners’ present and real-life language needs can&nbsp;contribute to learners’ active participation in learning processes. This study&nbsp;aimed to assess English geared law learners’ needs and to analyze the&nbsp;pedagogical tasks in international law ESP textbooks. To this end, pedagogical&nbsp;tasks practiced in ESP courses for international law students at universities in Iran were identified. Furthermore, the participants’ wants and needs were&nbsp;asked through interviews. The participants were selected using a convenience&nbsp;method of sampling.&nbsp;The results were&nbsp;analyzed both qualitatively and quantitatively. The results indicated that law&nbsp;discourse community members need to read the cases, brief the cases, articulate&nbsp;the cases, interpret the cases, preset the cases orally, interact with the&nbsp;other discourse community members, argue, express themselves, and take notes&nbsp;while listening to and reading the cases. The results of this study showed&nbsp;there was no agreement between what the learners wanted and felt to need and&nbsp;what the authors of such books selected as the relevant tasks; some of the&nbsp;pedagogical tasks were not aligned with the real-life tasks. Such incongruences&nbsp;can be found in different perspectives like mode, channel, and degree of interaction.&nbsp;The results can be used to help book designers and material developers in the field.</p>

Assessing Task-based Language Needs of the Students of International Law

Original Research 

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