A NEEDS-BASED JUSTIFICATION FOR VTTSS TECHNOLOGY: CURRICULUM ANALYSIS, TEXTBOOK EVALUATION, AND LEARNER EVIDENCE IN TEACHING ARCHITECTURE-RELATED TERMINOLOGY
DOI:
https://doi.org/10.37547/Keywords:
needs analysis, curriculum analysis, textbook evaluation, ESP, architectural terminology, frequency analysis, contrastive analysis.Abstract
Before a new instructional technology is introduced, its necessity should be established through actual evidence rather than assumption. This article presents the comprehensive needs analysis conducted prior to the introduction of a VTTSS-based methodology for teaching architecture-related terminology. The analysis combines five instruments: an examination of the currently effective curriculum, a comparative evaluation of two categories of textbook against six criteria, a student questionnaire, semi-structured interviews with subject-area architecture instructors, and document analysis of student writing and authentic professional texts. The findings show that architecture-related terminology in the current curriculum and textbooks is presented incidentally, without visual support, and with limited professional authenticity. These gaps directly justify the classification of terminology into six semantic fields, the frequency-based selection of a terminological minimum, and the specific pedagogical decisions embodied in the VTTSS methodology.
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