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

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

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
iii

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
v

3.3.4 Hutchinson & Waters’ Learning-Centered Needs Analysis 
Model...................................................................................................................21
4 SUMMARY.............................................................................................................22
CHAPTER THREE RESEARCH METHODOLOGY............................................23
1 RESEARCH QUESTIONS.........................................................................................23
2 RESEARCH GOALS.................................................................................................23
3 PARTICIPANTS.......................................................................................................23
4 RESEARCH INSTRUMENTS.....................................................................................24
4.1 Questionnaires...............................................................................................25
4.2 Interviews.......................................................................................................25
4.3 Surveys...........................................................................................................26
5 PROCEDURES OF DATA COLLECTION....................................................................26
6 SUMMARY.............................................................................................................28
CHAPTER FOUR ANALYSES OF LEARNERS’ NEEDS AND SOCIAL NEEDS
........................................................................................................................................29
1 ANALYSES OF LEARNERS’ NEEDS.........................................................................29
1.1 BE Undergraduates’ Learning Needs............................................................29
1.1.1 Learning Motivation................................................................................29
1.1.2 Learning Preference................................................................................32
1.1.3 Learners’ Attitudes to BE Course Design in NJXZU..............................34
1.1.3.1 Basic English Courses.......................................................................35
1.1.3.2 BE Specialized Courses (Compulsory).............................................37
1.1.3.3 BE Specialized Courses (Optional)..................................................39
1.1.3.4 Overall BE Course Design................................................................41
1.1.4 Learners’ Expectations on Teachers........................................................44
1.1.5 Learners’ Evaluations of Textbooks........................................................47
1.2 BE Graduates’ Learning Needs.....................................................................48
1.2.1 Contrastive Analyses between Undergraduates and 
Graduates.............................................................................................................48
1.2.2 Analyses of Interviews............................................................................52
2 ANALYSES OF SOCIAL NEEDS...............................................................................55
2.1 HR Heads’ Attitudes to BE Talents.................................................................55
2.2 Requirements for BE Talents in Recruitment Ads..........................................60
2.2.1 Language Competences...........................................................................60
2.2.2 Professional Knowledge and Skills.........................................................61
2.2.3 Other Qualifications................................................................................61
3 SUMMARY.............................................................................................................62
CHAPTER FIVE IMPLICATIONS AND SUGGESTIONS...................................64
1 ADVANTAGES OF BE COURSE DESIGN IN NJXZU................................................64
2 DISADVANTAGES OF BE COURSE DESIGN IN NJXZU..........................................64
vi

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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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