基于ESP需求分析理论的高校商务英语专业课程设置研究——以南京晓庄学院为例

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基于ESP需求分析理论的高校商务英语
专业课程设置研究——
以南京晓庄学院为例
摘 要
随着全球经济、科技和文化的快速发展，时代对人才也提出了更高的要求。社
会需要既有专业知识又有良好英语交际能力的复合型人才。专门用途英语应运而生
它强调以能力为导向，与职业相结合。商务英语属于专门用途英语的范畴，我国亟
需培养既通英语又熟悉国际商务的复合型人才。因此，我国许多高校顺应这一趋势
而开设了商务英语专业。在商务英语专业的建设中，如何有效、合理地进行课程设
置成为当前这些高校需要考虑的重要课题。
本研究首先对商务英语课程设置研究以及需求分析理论进行了回顾，旨在为本
研究构建理论框架，然后以Hutchinson & Waters的需求分析理论为指导，主要从学
生和社会两种角度分析其对商务英语专业的需求。其中，对于学生需求，对比分析
商务英语专业大三学生和毕业生的学习需求变化，主要包括：学习动机，学习偏好
对现有商务英语课程设置的态度，对教师的期望以及对教材的评鉴；对于社会需求
分别分析企业人力资源主管和招聘启示对商务英语专业求职者的要求。在对两大需
求详细分析的基础上，笔者提出了南京晓庄学院现有商务英语课程设置的问题所在
并由此提出改善建议。研究过程主要采用问卷和访谈的形式，数据分析借助SPSS
20.0，从而提高了本研究的客观性和准确性。
本研究分析了南京晓庄学院商务英语课程设置的现状，针对存在的问题提出了
改善建议，在一定程度上为其他高等院校商务英语课程设置提供了借鉴和依据，以
期在以后的实践中得到进一步的检验和发展。
关键词：需求分析理论 商务英语 课程设置
i
ABSTRACT
With the rapid development of global economy, science, technology and culture,
t h e s o c i e t y h a s m a d e m a n y h i g h e r d e m a n d s o n t a l e n t s t h a n b e f o r e . T h o s e i n t e r -
disciplinary talents, equipped with both professional knowledge and excellent English
communicative ab i lit ies, are in urgent nee d. The refo re, English fo r Sp ecific Purposes
(ESP) comes into being in response as ESP lays emphasis on cultivation of abilities and
c o m b i n a t i o n w i t h o c c u p a t i o ns . B u s i n e s s E n g l i s h ( B E ), a b r a n c h o f E S P, i s u rg e n t t o
c u l t i v a t e q u a l i f i e d i n t e r - d i s c i p l i n a r y t a l e n t s b o a s t i n g e x c e l l e n t E n g l i s h a b i l i t i e s a n d
i n t e r n a t i o n a l b u s i n e s s s k i l l s . T h u s , u n d e r t h e c i r c u m s t a n c e s , m a n y u n i v e r s i t i e s a n d
colleges in China have offered courses for BE majors. During the construction of BE
specialty, how to conduct BE course design in an effective and appropriate way has
become an important issue that these universities and colleges need to consider about.
T h i s t h e s i s f i r s t g i v e s a n o v e r a l l r e v i e w o f B E c o u r s e d e s i g n s t u d i e s a n d n e e d s
a n a l y s i s t h e o r i e s , a i m i n g a t p r e s e n t i n g a s o l i d t h e o r e t i c a l f r a m e w o r k o f t h e p r e s e n t
s t u d y . T h e n , u n d e r t h e g u i d e l i n e o f H u t c h i n s o n & W a t e r s ’ n e e d s a n a l y s i s m o d e l ,
l e a r n e r s ’ n e e d s a n d s o c i a l n e e d s f o r B E a r e r e s p e c t i v e l y s u r v e y e d a n d a n a l y z e d a t
l e n g t h . I n t e r m s o f l e a r n e r s ’ n e e d s , c o n t r a s ti v e a n a l y se s b e t w e e n B E j u n i o r s a n d B E
g r a d u a t e s a r e c o n d u c t e d t o o b t a i n t h e c h a n g e s o f t h e i r l e a r n i n g n e e d s f o r B E
s p e c i a l t y, i n c l u d i n g l e a r n i n g m o t i v a t i o n , l e a r n i n g p r e f e r e n c e , e x p e c t a t i o n s
on teachers, evaluations of textbooks, and attitudes to the current BE course design in
Nanjing Xiao Zhuang University (NJXZU); for social needs, the requirements of HR
h e a d s a n d r e c r u i t m e n t a d v e r t i s e m e n t s a r e t h o r o u g h l y e x a m i n e d. G r o u n d e d o n t h e
ana l yse s of l ear n er s’ an d soc i al n e ed s , t he a ut hor poi nts o ut t h e di s adva n tag e s o f the
c u r r e n t B E c o u r s e d e s i g n i n N J X Z U , a n d a c c o r d i n g l y m a k e s s o m e s u g g e s t i o n s f o r
improvem e nt. In the re search p rocess, the instruments of q uest ionnaire and interview
are mainly employed, and SPSS 20.0 is used to improve objectivity and accuracy of this
study.
Th i s p a p e r a n a l y z e s t h e c u r r e n t s i t u a t i o n o f B E c o u r s e d e s i g n i n N J X Z U a n d
m a k e s s o m e s u g g e s t i o n s f o r i m p r o v e m e n t a i m i n g a t e x i s t i n g p r o b l e m s . I t a l s o
provides some use for reference and evidence on BE course design for other universities
and colleges in China. It is hoped that it can be further verified and developed in the
future practice.
Key words: needs analysis, Business English, course design
List of Tables
Table 4. 1 Undergraduates’ Attitudes to BE............................................................30
Table 4. 2 Importance of Language Skills and BE Practical Skills According to
Undergraduates.......................................................................................32
ii
T a b l e 4 . 3 U n d e r g r a d u a t e s ’ P r e f e r r e d F o r m o f S t u d e n t
Activities.........................................................................................................33
Table 4. 4 Undergraduates’ Preferred Source & Activity of Extracurricular
Learning..................................................................................................34
Table 4. 5 Undergraduates’ Attitudes to Each Basic Course...................................36
T a b l e 4 . 6 U n d e r g r a d u a t e s ’ A t t i t u d e s t o P a i r s o f B a s i c E n g l i s h
Courses............................................................................................................37
Table 4. 7 Undergraduates’ Attitudes to Each Specialized BE Course
(Compulsory)..........................................................................................39
T a b l e 4 . 8 U n d e r g r a d u a t e s ’ P r e f e r r e d S p e c i a l i z e d B E C o u r s e
(Optional)........................................................................................................41
Table 4. 9 Undergraduates’ Attitudes to Course Proportion of Business and English
Knowledge..............................................................................................43
Table 4. 10 The Most Important Quality of BE Teachers Expected by
Undergraduates.....................................................................................45
T a b l e 4 . 1 1 U n d e r g r a d u a t e s ’ P r e f e r r e d M o d e o f T e a c h i n g
Language.........................................................................................................46
Table 4. 12 Reasons for Dissatisfaction with BE Textbooks..................................48
Table 4. 13 Importance of Language Skills and BE Practical Skills According to
Graduates..............................................................................................48
Table 4. 14 Occupations Needed by Foreign Companies.......................................56
Table 4. 15 BE Majors’ Lacks in BE Knowledge and Skills..................................59
Table 4. 16 BE Knowledge and Skills Needed by Companies...............................60
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List of Figures
F i g u r e 4 . 1 U n d e r g r a d u a t e s ’ E x p e c t a t i o n s o f W o r k a f t e r
Graduation.......................................................................................................31
Figure 4. 2 Undergraduates’ Preferred Class Activity............................................33
F i g u r e 4 . 3 U n d e r g r a d u a t e s ’ A t t i t u d e s t o B a s i c E n g l i s h
Courses............................................................................................................35
F i g u r e 4 . 4 U n d e r g r a d u a t e s ’ A t t i t u d e s t o S p e c i a l i z e d B E C o u r s e s
(Compulsory)..................................................................................................38
F i g u r e 4 . 5 U n d e r g r a d u a t e s ’ A t t i t u d e s t o S p e c i a l i z e d B E C o u r s e s
(Optional)........................................................................................................40
F i g u r e 4 . 6 U n d e r g r a d u a t e s ’ A t t i t u d e s t o A l l o c a t i o n o f C o u r s e
Hours...............................................................................................................42
F i g u r e 4 . 7 U n d e r g r a d u a t e s ’ A t t i t u d e s t o D i f f i c u l t y D e g r e e o f
Courses............................................................................................................42
F i g u r e 4 . 8 U n d e r g r a d u a t e s ’ A t t i t u d e s t o C r e d i t P r o p o r t i o n o f C o u r s e
Modules...........................................................................................................44
Figure 4. 9 Frequency of Practicing BE Skills in the Class....................................45
Figure 4. 10 Undergraduates’ Approaches to Acquire Business Knowledge and
Skills...................................................................................................46
Figure 4. 11 Undergraduates’ Attitudes to BE Textbooks.......................................47
Figure 4. 12 Contrastive Analyses of Language Skills between Undergraduates
and Graduates......................................................................................49
Figure 4. 13 Contrastive Analyses of BE Practical Skills between Undergraduates
and Graduates......................................................................................50
Figure 4. 14 Contrastive Analyses of Some BE Courses between Undergraduates
and Graduates......................................................................................51
F i g u r e 4 . 1 5 G r a d u a t e s ’ A p p r o a c h e s t o A c q u i r e B u s i n e s s K n o w l e d g e a n d
Skills...............................................................................................................51
Figure 4. 16 Contrastive Analyses of Approaches to Acquire Business
Knowledge and Skills between Undergraduates and
Graduates............................................................................................52
Figure 4. 17 Importance of Language Skills According to HR
Heads...............................................................................................................57
F i g u r e 4 . 1 8 R e q u i r e m e n t s o f B E K n o w l e d g e a n d S k i l l s o n B E
Majors.............................................................................................................57
F i g u r e 4 . 1 9 H R H e a d s ’ E v a l u a t i o n s o f B E M a j o r s ’ B E K n o w l e d g e a n d
Skills...............................................................................................................58
F i g u r e 4 . 2 0 C o m p a n i e s ’ E x p e c t a t i o n s o f C e r t i f i c a t e s o n
Staff.................................................................................................................59
iv
CONTENTS
摘 要.................................................................................................................................i
ABSTRACT....................................................................................................................ii
LIST OF TABLES........................................................................................................iii
LIST OF FIGURES......................................................................................................iv
CONTENTS....................................................................................................................v
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 HISTORY OF BE AND BE TEACHING.......................................................................4
2.1.1 Emergence of BE..............................................................................................4
2.1.2 Development of BE and BE Teaching in Western
Countries...................................................................................................................5
2.1.3 Development of BE and BE Teaching in China...............................................6
2.1.4 History and Status Quo of BE Teaching in NJXZU.........................................7
2.2 STUDIES ON BE COURSE DESIGN...........................................................................8
2.2.1 Definition and Characteristics of BE...............................................................8
2.2.2 Definition of Course Design..........................................................................10
2.2.3 Approaches to BE Course Design..................................................................11
2.2.4 Previous Studies on BE Course Design in China..........................................14
2.2.5 National Curriculum for BE Undergraduate Program
(Trial)......................................................................................................................15
2.3 NEEDS ANALYSIS..................................................................................................17
2.3.1 Definition of Needs and Needs Analysis......................................................17
2.3.2 Procedure of Needs Analysis........................................................................18
2.3.3 Needs Analysis Theories...............................................................................19
2.3.3.1 Target Situation Analysis and Present Situation
Analysis...............................................................................................................19
2.3.3.2 Dudley-Evans & St John’s Needs Analysis Model.................................20
2.3.3.3 Brindley’s Needs Analysis Model...........................................................20
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2.3.3.4 Hutchinson & Waters’ Learning-Centered Needs Analysis
Model...................................................................................................................21
2.4 SUMMARY.............................................................................................................22
CHAPTER THREE RESEARCH METHODOLOGY............................................23
3.1 RESEARCH QUESTIONS.........................................................................................23
3.2 RESEARCH GOALS.................................................................................................23
3.3 PARTICIPANTS.......................................................................................................23
3.4 RESEARCH INSTRUMENTS.....................................................................................24
3.4.1 Questionnaires...............................................................................................25
3.4.2 Interviews.......................................................................................................25
3.4.3 Surveys...........................................................................................................26
3.5 PROCEDURES OF DATA COLLECTION....................................................................26
3.6 SUMMARY.............................................................................................................28
CHAPTER FOUR ANALYSES OF LEARNERS’ NEEDS AND SOCIAL NEEDS
........................................................................................................................................29
4.1 ANALYSES OF LEARNERS’ NEEDS.........................................................................29
4.1.1 BE Undergraduates’ Learning Needs............................................................29
4.1.1.1 Learning Motivation................................................................................29
4.1.1.2 Learning Preference................................................................................32
4.1.1.3 Learners’ Attitudes to BE Course Design in NJXZU..............................34
4.1.1.3.1 Basic English Courses.......................................................................35
4.1.1.3.2 BE Specialized Courses (Compulsory).............................................37
4.1.1.3.3 BE Specialized Courses (Optional)..................................................39
4.1.1.3.4 Overall BE Course Design................................................................41
4.1.1.4 Learners’ Expectations on Teachers........................................................44
4.1.1.5 Learners’ Evaluations of Textbooks........................................................47
4.1.2 BE Graduates’ Learning Needs.....................................................................48
4.1.2.1 Contrastive Analyses between Undergraduates and
Graduates.............................................................................................................48
4.1.2.2 Analyses of Interviews............................................................................52
4.2 ANALYSES OF SOCIAL NEEDS...............................................................................55
4.2.1 HR Heads’ Attitudes to BE Talents.................................................................55
4.2.2 Requirements for BE Talents in Recruitment Ads..........................................60
4.2.2.1 Language Competences...........................................................................60
4.2.2.2 Professional Knowledge and Skills.........................................................61
4.2.2.3 Other Qualifications................................................................................61
4.3 SUMMARY.............................................................................................................62
CHAPTER FIVE IMPLICATIONS AND SUGGESTIONS...................................64
5.1 ADVANTAGES OF BE COURSE DESIGN IN NJXZU................................................64
5.2 DISADVANTAGES OF BE COURSE DESIGN IN NJXZU..........................................64
vi
5.3 SUGGESTIONS ON BE COURSE DESIGN IN NJXZU..............................................67
CHAPTER SIX CONCLUSION................................................................................71
6.1 MAJOR FINDINGS..................................................................................................71
6.2 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES.....................................72
REFERENCES.............................................................................................................74
APPENDIX I................................................................................................................77
APPENDIX II...............................................................................................................85
APPENDIX III.............................................................................................................89
在读期间公开发表的论文............................................................................................90
ACKNOWLEDGEMENTS...........................................................................................91
vii
Chapter One Introduction
Chapter One Introduction
1.1 Research Background
With the rapid development of global economy, science, technology and culture,
o u r s o c i e t y h a s p u t m a n y h i g h e r d e m a n d s o n t a l e n t s t h a n b e f o r e . T h o s e p e r s o n s
e q u i p p e d w i t h b o t h p r o f e s s i o n a l k n o w l e d g e a n d e x c e l l e n t E n g l i s h c o m m u n i c a t i v e
abilities are badly needed. Therefore, English for Specific Purposes (ESP) comes into
being in response to the proper time and conditions, which meets social requirements,
as ESP lays emphasis on cultivation of abilities and combination with vocations.
In t h e f i e l d o f f o r e i g n t r a d e a n d b u s i n e s s i n C h i n a , t h e p o l i c i e s o f
“going out” and “bringing in” have made it possible for Chinese economy to achieve a
persistent and unprecedented development since the period of reform and opening up
(David & Paulo, 2011). Massive communications with the outside world call for many
Business English (BE) talents. For one example, the newly established Shanghai Free
Trade Zone has an urgent need of a large number of BE majors. For another example, as
f a r a s c a m p u s r e c r u i t m e n t o f t h e l a s t y e a r i s c o n c e r n e d , m o r e a n d m o r e c o m p a n i e s
p r e f e r t h o s e j o b s e e k e r s w i t h e x c e l l e n t B E a b i l i t i e s . T h u s , u n d e r t h e c i r c u m s t a n c e s ,
many universities and colleges in China have opened the BE specialty in order to
cultivate qualified BE talents and to make them competitive in the workforce market.
However, nowadays the unemployment and retraining rate of BE majors
i s i n a c o n t i n u o u s l y r i s i n g t r e n d a f t e r t h e i r g r a d u a t i o n . S u c h a p h e n o m e n o n d i r e c t l y
r e f l e c t s t h a t t h e s e g r a d u a t e s l a c k i n p r o f e s s i o n a l q u a l i t i e s , w h i c h r e s u l t s f r o m t h e i r
inappropriate study and limited employment of English skills in the university. So the
fundamental reason lies in the deviation of the talent cultivation system, that is, the gap
b e t w e e n t h e c u r r e n t t a l e n t c u l t i v a t i o n m o d e a n d t h e a c t u a l n e e d s i n c l u d i n g
students’ needs and social needs. The most explicit factor leading to the deviation is the
course. Course design is put in the first place during BE construction.
As is known, BE is a branch of ESP. As a result, the important theories of ESP,
such as needs analysis, course design, material selection etc, can also be applied to BE
(Ellis & Johnson, 2002). Among all, needs analysis is rather meaningful to ESP course
d e s i g n a n d c e r t a i n l y t o B E c o u r s e d e s i g n a s t h i s t h e o r y t a k e s
learners’ needs into account. Nunan (2005) once advocated the learner-centered
curriculum. The results of a thorough needs analysis are crucial to BE course design as
needs analysis is often seen as “the corner stone of ESP and leads to a rather focused
course” (Dudle y -E v a n s & St . Jo h n , 1 9 9 8: 1 22 ) . So B E c o ur se d e s ig n s h o ul d n o t on l y
conform to the National Curriculum for BE Undergraduates Program (Trial) (National
BE Curriculum), but also to learners’ needs and social needs. Furthermore,
learners’ needs are not fixed or static, and they may vary in different periods and
situations. Needs analysis of course design should be in a dynamic and long-time way to
achieve a detailed description of learners’ needs.
1
上海理工大学硕士学位论文
At present, studies on BE course design from the perspective of
learners’ needs and social needs are far from being satisfactory. Therefore, this thesis
tries to explore BE course design of Chinese colleges and universities (a case study of
Nanjing Xiao Zhuang University) (NJXZU) based on needs analysis theories of ESP.
1.2 Research Significance
Mainly o n t he ba s i s o f H ut c h i ns o n & Wate r s’ ( 19 84 ) n e ed s an a ly s i s m od e l, t h is
thesis will conduct a survey of learners’ needs and social needs through the methods of
document analysis, questionnaire and semi-structured interview.
A s f o r l e a r n e r s’ n e e d s , q u e s t i o n n a i r e s w i l l b e d i s t r i b u t e d a m o n g
BE juniors in NJXZU and BE graduates who graduated from NJXZU two years ago,
a n d s e m i - s t r u c t u r e d i n - d e p t h i n t e r v i e w s w i l l b e h e l d a m o n g t h o s e B E
gr adu at e s. Th e r ea s on fo r s el e ct ing j u ni o rs as p a rt i ci p an ts is th a t t h e se st ud en ts ha v e
studied most courses related to BE for almost three years. They have developed their
own opinions on the BE specialty, and they must have a lot to say about the current BE
course design in NJXZU. As learners’ needs are not fixed and vary in different periods
and situations, it is necessary to trace their changes to achieve a detailed description of
learners’ needs. That is why both juniors and graduates are chosen as participants for the
present study. After a comprehensive analysis of data collected from questionnaires and
interviews, learners’ needs can be made clear and clarified. What’s more important, the
c o n t r a s t i v e a n a l y s e s b e t w e e n j u n i o r s’ a n d g r a d u a t e s’ n e e d s c a n p r e s e n t t h e s p e c i f i c
changes of learners’ needs during a period of time. As for social needs, HR heads of
f a m o u s f o r e i g n c o m p a n i e s i n N a n j i n g w i l l b e g i v e n q u e s t i o n n a i r e s t o k n o w t h e i r
r e q u i r e m e n t s f o r B E t a l e n t s , a n d r e c r u i t m e n t a d v e r t i s e m e n t s ( a d s ) s e l e c t e d f r o m
Chinese recruitment websites will be summarized to know what the general demands on
B E m a j o r s a r e . F r o m t h e s e t w o k i n d s o f w a y s , d a t a c o n c e r n i n g s o c i a l n e e d s c a n b e
obtained. Finally, according to collected data and careful analyses, merits and demerits
o f B E c o u r s e d e s i g n i n N J X Z U a r e p o i n t e d o u t , a n d s u g g e s t i o n s a r e t h u s m a d e
accordingly.
The thesis is of great significance at least in three aspects. Firstly, it is beneficial
for BE students to exactly set their learning goals by the means of questionnaires and
interviews. Secondly, it will help NJXZU to design their BE courses in a more effective
a n d a p p r o p r i a t e w a y t o m e e t t h e a c t u a l l e a r n e r s’ a n d s o c i a l n e e d s . L a s t , r e s u l t s a n d
suggestions concluded in this thesis are not only applicable to NJXZU, but also to other
c o l l e g e s a n d u n i v e r s i t i e s w h i c h h a v e o p e n e d t h e B E s p e c i a l t y . I n s u c h a w a y , B E
courses can actually play an important role in the process of cultivating BE talents.
1.3 Thesis Configuration
This thesis is divided into six parts by taking NJXZU as an example to study BE
course design in Chinese colleges and universities based on needs analysis theories of
ESP.
C h a p t e r O n e p r e s e n t s a n o v e r a l l p i c t u r e o f r e s e a r c h b a c k g r o u n d , r e s e a r c h
significance and thesis configuration. Chapter Two firstly provides a brief introduction
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摘要：

基于ESP需求分析理论的高校商务英语专业课程设置研究——以南京晓庄学院为例摘要随着全球经济、科技和文化的快速发展，时代对人才也提出了更高的要求。社会需要既有专业知识又有良好英语交际能力的复合型人才。专门用途英语应运而生它强调以能力为导向，与职业相结合。商务英语属于专门用途英语的范畴，我国亟需培养既通英语又熟悉国际商务的复合型人才。因此，我国许多高校顺应这一趋势而开设了商务英语专业。在商务英语专业的建设中，如何有效、合理地进行课程设置成为当前的高校需要考虑的重要课题。本研究首先对商务英语课程设置研究以及需求分析理论进行了回顾，旨在为本研究构建理论框架，然后以Hutchinson&Waters的需...

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基于ESP需求分析理论的高校商务英语专业课程设置研究——以南京晓庄学院为例.doc

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作者：侯斌 分类：高等教育资料 价格：15积分 属性：83 页 大小：1.69MB 格式：DOC 时间：2024-11-19

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