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Similarly,
Richards (1990, as cited in West, 1994, p. 13) believes that "most of
the literature on needs analysis originally came from the realm of TESP
but needs analysis procedures have increasingly come to be seen as fundamental
to the planning of general language courses"

Finally, a
good point regarding NA has been stated by Benesch (1996). She distinguishes
between descriptive needs analysis (DNA) and critical needs analysis (CNA).
DNA is mainly concerned with the description of the target situation so
as to function as a basis for curriculum design and/or curriculum development.
In DNA, thus, no attempt is made in order to change the status quo, and
students are trained within the current state in order to fulfil the demands
of the target situation. CNA, on the other hand, attempts to find ways that
may modify the existing conditions and, consequently, aspire to change the
target situation. Benesch (1996) states that the majority of NA in the fields
of ESP/EAP is mainly descriptive. Another distinction has been endeavored
by Sysoyev (2000) who prefers the term `students analysis' to 'needs analysis'. He states that the former
does not only inform us of students' needs but it also acquaints us with
other equally important factors such as: students' motivation, learning
styles, field knowledge in the native/foreign language, etc.