The more the content of a language course corresponds to reality as confronted by the language learner outside the learning situation, the more this content will be favorably accepted, faithfully practiced, and learned. If "need" is defined as a state of unbalance, and answering this need is reorienting the organism by supplying the support needed to regain balance, then, in a linguistic context, the language learner has needs in the sense that he is off balance in the new language to the extent that his language needs are not being met. Determination of these needs for each student presents a problem of research and analysis. Considered here are: (1) types of needs: objective, subjective, and educational; (2) levels of analysis: general needs, specific needs, or particular needs; (3) scales adopted for the interpretation of the analysis: determination of needs, analysis of needs, and adequacy of need fulfillment; and (4) types of analysis: content analysis, empirical analysis, and surveys of opinion. (HW)