准大学生对大学英语课程设置的需求研究--以安徽省某高中2014届毕业生为个案

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摘要

《大学英语课程教学要求》(2007)对于大学英语课程设置提出了新的要求,

指出课程设置应具有针对性、体现个性化、并兼有工具性和人文性；此外，大学

英语课程设置的一些不合理性也引起了社会的广泛关注。因而，提高大学英语课

程设置的有效性和科学性迫在眉睫。需求分析被认为是课程设置的首要环节，而

学习者则是需求分析的重要研究对象，因此对于即将进入大学开始大学英语课程

学习的准大学生的需求分析研究是有必要的。通过将调查得出的准大学生对大学

英语课程设置的需求与其现状作比较分析，将为大学英语课程设置工作提供宝贵

的数据。

全文首先通过调查样本院校大学英语课程设置情况来了解目前中国大学英语

课程设置的现状及存在问题；然后以Dudley-Evans & St. John的需求分析模型为基

础，设计问卷和访谈，深入了解准大学生于大学英语课程设置的需求；接着笔者

将准大学生的实际需求与调查得出的大学英语课程设置现状作比较分析，找出其

一致性和不一致性,以有目的地满足和引导学习者的不同需求；论文的最后对调查

结果进行总结分析，并指出主要成果和不足。

全文旨在为大学英语课程设置的优化工作提供依据和建议，以促进中国大学

英语课程设置的进步，进而提高中国大学生英语学习的有效性。笔者的主要成果

可以概括为“3过渡+2课程设计+1情感动机”，即大学英语课程设置中应关注学习

者高中到大学的过渡，大学里通识英语到专业英语的过渡和大学英语学习到社会

英语学习的过渡；关注通识英语课程的设置和专业英语课程的设置；关注并引导

学生的情感动机。

本文的研究在一定程度上对于大学英语课程设置有实践意义，然而由于笔者

能力有限也有很多不足之处。

关键词：课程设置需求分析情感动机

ABSTRACT

In 2007, the Ministry of Education of China issued College English Curriculum

Requirements and put forward new requirements of college English curriculum design,

in which emphasize the philosophy of individualized education and the instrumental

and cultural characteristics of college English curriculum design. Besides, broad

attention has also been paid to the inappropriateness of college English curriculum

design. Thus it is urgent to improve the effectiveness and scientificity of college

English curriculum design. Needs analysis is regarded as the first main step of

curriculum design, and learners are important research subjects of needs analysis.

Prospective university students are learners who will soon enter universities and begin

their college English learning. Thus, it is very necessary to start the studies of

prospective university students’ needs for college English curriculum design. Precious

data for college English curriculum design will be offered by the comparison of

prospective university students’ needs and current state of college English curriculum

design.

The author first tries to find out the overall state and the problems existing in

current college English curriculum design through the studies of the curriculum design

among sample universities. Then the author aims to discover prospective university

students ’ real needs for college English curriculum design by designing

questionnaires and surveys which are based on Dudley-Evans & St. John’s needs

analysis model. The author mostly pays attention to the matches and the mismatches

between current situation of college English curriculum design and prospective

university students’ needs of college English, hoping to find out how to meet or guide

the needs properly. And at the end of the research, the author states the findings and

defects of the thesis.

The author hopes to provide information and advice for the optimization of

China’s college English curriculum design to promote its development and enhance the

effectiveness of university students’ English learning. 3 Transits + 2 Courses Setting +

1 Emotional Motivation are the most important findings by the author, which means in

the process of college English curriculum design, we should focus on the three aspects.

Here 3 transits refers to the transits from high school English to college English liberal

education, from college English liberal education to academic English learning, and

iii

from college English learning to further English learning after graduation; the 2

Courses Setting refers to English or bilingual liberal education courses setting and

academic courses setting; and the 1 Emotional Motivation refers to the work in

exploring and cultivating learners’ emotional motivation in college English learning.

This research, to some degree, has practical significance for China’s college

curriculum design. But due to the limitation of the writer’s abilities, there are still some

deficiencies.

Key words：curriculum design, needs analysis, emotional motivation

List of Tables

Table 2.1 Systematic Approach to Designing and Maintaining Language Curriculum ... 6

Table 2.2 Overview of Chinese College English Policies ................................................ 7

Table 4.1 Placement Teaching and University Status & Region .................................... 29

Table 4.2 Placement Teaching & Other factors .............................................................. 29

Table 4.3 Teaching Focus & Students ............................................................................ 35

Table 4.4 Vocabulary and Students ................................................................................. 37

Table 4.5 English Learning After Class and Students .................................................... 39

Table 4.6 English learning After Class ........................................................................... 39

Table 4.7 Obstacles in English Learning ........................................................................ 40

Table 4.8 Reasons of Students’ Further English Learning.............................................. 40

Table 4.9 Curriculum Structure and Students ................................................................. 41

Table 4.10 Curriculum Structure and Class .................................................................... 41

Table 4.11 College English Duration .............................................................................. 42

Table 4.12 Learning Resources and Students ................................................................. 42

Table 4.13 Needs of Students in College English Learning ........................................... 43

Table 4.14 Difficulty in Students’ College English Learning ......................................... 43

Table 4.15 Survey Results from Students ....................................................................... 44

Table 4.16 Survey Results from Teachers ...................................................................... 47

List of Figures

Figure 4.1 Students' English Learning 1 ......................................................................... 36

Figure 4.2 Students' English Learning 2 ......................................................................... 36

Figure 4.3 Students' English Learning 3 ......................................................................... 37

Figure 4.4 Students' English Learning 4 ......................................................................... 37

CONTENTS

摘要 ................................................................................................................................. i

ABSTRACT .................................................................................................................... ii

List of Tables .................................................................................................................. iv

List of Figures ................................................................................................................. v

CONTENTS ................................................................................................................... vi

Chapter One Introduction ............................................................................................. 1

1.1 Research Background ...................................................................................... 1

1.2 Research Significance ....................................................................................... 2

1.3 Thesis Configuration ........................................................................................ 3

Chapter Two Literature Review .................................................................................... 4

2.1 Curriculum Design ........................................................................................... 4

2.1.1 Definition of Curriculum Design .......................................................... 4

2.1.2 Stages of College English Curriculum Design in China ..................... 6

2.2 Needs Analysis ................................................................................................... 8

2.2.1 Definition and Classification of Needs Analysis .................................. 8

2.2.2 Theoretical Basis .................................................................................. 10

2.2.3 Needs Analysis Intervention Time ...................................................... 10

2.2.4 Models of Needs Analysis ..................................................................... 11

2.2.5 Summary .............................................................................................. 13

2.3 Studies of College English Curriculum Design Based on Needs Analysis . 13

2.4 Summary ......................................................................................................... 15

Chapter Three Research Design .................................................................................. 16

3.1 Research Questions ......................................................................................... 16

3.2 Research Subjects ........................................................................................... 17

3.3 Instruments ..................................................................................................... 18

3.4 Research Procedures ...................................................................................... 19

Chapter Four Results and Discussion ......................................................................... 21

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准大学生对大学英语课程设置的需求研究--以安徽省某高中2014届毕业生为个案.pdf

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