Τhe global age has raised the question of language as the primary medium of human social interaction and communication, and has rendered successful language learning vital for a wide range of language learners (immigrants, international students, individuals in occupations requiring advanced foreign language proficiency, etc). Since all those learners are either little aware of their needs or have a view as to what their needs are, and relatively few teachers are ever provided with detailed background information on their students? aims in taking a second language course, no language teaching program should be designed without a needs analysis. The procedures associated with the analysis of needs offer a framework for the selection of language content according to the goals of particular learners, and therefore the possibility of creating tailor-made programs, rather than starting with a ready-made syllabus that does not of itself discriminate between differing objectives. In this context, the present study examines the most influential needs analysis models and instruments to detect learners? language and communication needs, and provides a N.A. Instrument (a questionnaire) based on Hymes? “SPEAKING” taxonomy, and tested for its validity and reliability.