广西高校大学英语学习者ESP课程需求的调查研究

摘要

学生需求分析是课程设置的基石。对学习者个人的需求分析可以为课程的设置、教学目标的确定、教学方法的选择及测试与评估提供依据，同时也能针对学生需求，帮助学生维持学习的兴趣。最近几十年，许多学者从需求分析的角度对英语课程设置进行了方方面面的研究，成果丰富，如针对高职高专学生、英语专业学生，还有针对英语专业研究生。然而，对大学非英语专业学生的研究还未得到应有的重视。在这种背景下，本文调查并分析了广西师范大学和桂林理工大学非英语专业学生对即将开设的ESP课程的需求及期望，以期能开设满足学生需求的ESP课程，并为基于学生需求的ESP课程设置及相关研究和实践提供一些科学建议。
　　本次研究采用问卷调查的方法，深入调查了非英语专业学生对即将开设的专门用途英语的课程设置的需求情况。参与本次研究的208名调查对象是来自广西师范大学和桂林理工大学大一、大二的非英语专业学生。此次的调查问卷基于Hutchinson和Waters's(1987)的需求分析模型，并参考了其他学者的研究成果制作而成。该问卷有九大维度:学生期待实现ESP学习目标、学生学习ESP的动机和态度、学生期待的ESP课程内容、学生即将采用的ESP课程的学习方法、学生对ESP教材的需求和期待、学生对担任ESP教师的要求、学生期待的ESP教师的教学方式、学生期待的ESP课程安排、学生期待的ESP课程的评估方式。本次研究主要讨论两个问题:1.当前广西高校的大学英语学生ESP课程学习需求的总体情况如何？2.广西本科院校非英语专业师范院校学生和理科学校学生在ESP课程设置方面需求的差异如何？研究发现:1.广西高校的大学英语学生对ESP课程学习有较强的需求和期待。2.非英语专业师范院校学生和理科学校学生在ESP课程设置需求方面并无较大差异。3.师范类和理工类学校学生最期待开设的ESP课程依次为旅游英语、科技英语、外贸英语和市场营销英语。
　　根据调查结果，本文分别给学生、ESP教师和即将开设ESP课程的学校提出几点可操作性建议。给即将学习ESP课程的学生的建议:了解自己，建立学习ESP课程的信心;给即将承担ESP课程的教师的建议:辨别学生的学习需求;激发学生的学习兴趣;英语教师和各专业教师共同担任ESP的教学任务;ESP教师应该是合格的英语教师、课程设计者、资料提供者、ESP专业教师的教学合作者、优秀的教学研究者和课程评估员;给即将开设ESP课程的高校的意见:根据学生学习需求开设相关ESP课程;开设ESP课程时，可以不分师范类和理工类学校，让学生不分学科地参与到ESP学习中。

目录

摘要

Abstract

Contents

Abbreviations

Chapter 1 Introduction

1．1 Research Background

1．1．1 College English Curriculum Requirements

1．1．2 Necessity of ESP Courses in China

1．1．3 Implication from the Previous Study

1．2 Purpose of the Study

1．3 Significance of the Present Study

1．4 Structure of the Thesis

Chapter 2 Literature Review

2．1 Description of ESP

2．1．1 Definitions of ESP

2．1．2 Classifications of ESP

2．2 Description of Needs Analysis

2．2．1 Definitions of Needs

2．2．2 Definition of Needs Analysis

2．2．3 Models of Needs Analysis

2．2．4 Needs Analysis in Curriculum Design

2．3 Description of Curriculum Design

2．3．1 Definition of Curriculum Design

2．3．2 Approaches of Curriculum Design

2．4 Theoretical Foundation of the Present Study

2．4．1 Hutchinson and Waters’s Need Analysis Model

2．4．2 Humanism

2．5 Previous Researches on Learning Needs for ESP Courses Abroad and at Home

2．5．1 Previous Researches on Learning Needs for ESP Courses Abroad

2．5．2 Previous Researches on Learning Needs for ESP Courses at Home

2．6 Theoretical Framework of the Present Study

Chapter 3 Research Design

3．1 Research Questions

3．2 Research Subjects

3．3 Research Instruments

3．3．1 Sources and Reliability of the Questionnaire

3．3．2 Structure of the Questionnaire

3．4 Data Collection

Chapter 4 Results and Discussion

4．1 Overall Situation of College Students’ Learning Needs for Expected ESP Courses in Guangxi Zhuang Autonomous Region

4．1．1 Expected ESP Learning Objectives

4．1．2 ESP Learning Motivations and Attitude

4．1．3 Expected Learning Content of ESP Courses

4．1．4 Expected ESP Learning Methods

4．1．5 Expected ESP Teaching Materials

4．1．6 Expected Requirements for ESP Teachers

4．1．7 Expected ESP Teaching Approaches

4．1．8 Expected ESP Course Arrangement

4．1．9 Expected ESP Course Assessment

4．2 A Comparative Analysis Between Science Students’ and Normal Students’ Needs for Expected ESP Program

4．2．1 Students’ Learning Objectives for Expected ESP Courses

4．2．2 Students’ Learning Motivation and Attitude for Expected ESP Courses Table 4-13 Data of the Differences in Needs of Students’ Learning Motivation and Attitude for Expected ESP Courses

4．2．3 Students’ Learning Content for Expected ESP Courses

4．2．4 Students’ Learning Methods for Expected ESP Courses

4．2．5 Students’ Needs of Teaching Materials for Expected ESP Courses

4．2．6 Students’ Requirements for Expected ESP Teachers

4．2．7 Students’ Needs of Teaching Approaches for Expected ESP Courses

4．2．8 Students’ Needs of Course Arrangement for Expected ESP Courses

4．2．9 Students’ Needs of Course Assessment for Expected ESP Courses

Chapter 5 Implications

5．1 Summary of the Major Findings

5．2 Implication for ESP Learners

5．2．1 Being Self-realized

5．2．2 Being Self-confident

5．3 Implication for ESP Teachers

5．3．1 Distinguishing Learners’ Needs

5．3．2 Arousing Learners’ Motivation

5．3．3 Strengthening the Cooperation of English Teachers and Specialists

5．3．4 Changing ESP Teachers’ Roles

5．4 Implication for Opening ESP Courses

5．4．1 Opening ESP Courses Based on Students’ Needs

5．4．2 Designing the Same ESP Courses in Both Normal and Science Universities

5．4．3 Applying Micro-lecture and Flipped Classroom Teaching Model and Improving College English Teaching Platform According to Students’ Needs

5．4．4 Establishing New Evaluation System and Cultivating Students’ Autonomous Learning Ability

5．4．5 Opening ESP Courses as Optional Courses

5．4．6 Opening ESP Courses as Subsequent Courses

Chapter 6 Conclusion

6．1 Summary of the Present Study

6．2 Limitations of the Present Study

6．3 Suggestions for Future Study

Appendix

Bibliography

Publications During the Postgraduate Program

Acknowledgments

声明