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already know (Holt and Van Duzer, 2000). It is a continual
process and takes place throughout the instructional program.
The process can influence student placement, material
selection, cuniculum design and instructional practice.
(TESOL, 2003). So, NA might be used to determine course
content at the beginning of a program and while teaching the
program, it assures that the learners' goals are being met and
as for the end of the program, NA can be used for planning
future decisions for learners and the program (Marshall,
2002).
Every new way of viewing a language demands a new
map (Holme:1996)though there is no agreement about how
language should be mapped. As Holme(1996:6) observes,
:"the debate is still open as to whether a language-learning
curriculum should be defined in structures, speech acts,
functions and notions, topics, themes, lexis, skills, mini-kills,
tasks, activities, teaching strategies or in a varying
combination of these." Needless to say, the choice of the
curriculum is not confined to the learners, teachers, or the
language system, but a combination of all these. Holme
(1996) among others mentioned that all sensible course