عنوان مقاله [English]
نویسندگان [English]چکیده [English]
This study had two main steps. The first one was introducing and examining the Long’s Model of Needs Analysis (NA) for distinguishing the general language needs. By doing the first step, we tried to recognize the shortages of Long’s Model, in the second step to realize the general language needs of Persian language learners and find out what language functions are needed to be learned for general purposes. So through the questionnaire and collecting the perceptions of Persian language learners and teachers, we achieved two outcomes: (1) collecting language needs including language functions for Persian language learners and (2) analyzing and sequencing the needs. To attain the above outcomes, Long’s NA Model (2005) was examined and its shortages were recognized. In order to collect and sequence language needs, a list of pedagogical language functions which are needed to be learned by Persian language learners to reach the proficiency in general level, was prepared. This list was provided via teachers and different Persian sources. The instrument used for collecting the data for the study was attitude scale and student-need-assessment questionnaires were administered to 99 advanced Persian language learners and 20 Persian language teachers. Based on the students’ attitude scale and through the Factor Analysis (FA) method, all data were graded and placed in a five-leveled framework. Finally, the five-leveled framework was compared to Maslow's hierarchy of needs.