Development of College English Teaching in China under Needs Analysis.docVIP

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Development of College English Teaching in China under Needs Analysis.doc

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Development of College English Teaching in China under Needs Analysis.doc

Development of College English Teaching in China under Needs Analysis 　　[a] School of Foreign Languages, University of Jinan, Jinan 250022, China. 　　* Corresponding author. 　　Supported by the Social Science Program of Shandong Province (11CWXJ11) and the Teaching Program of University of Jinan (JZ1010). 　　Received 16 April 2012; accepted 26 April 2012 　　Abstract 　　In China, College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. The development of College English Teaching is a complex systematic program in which several elements must be considered, i.e. needs analysis, teaching objectives, language testing, material development, language teaching, program evaluation and follow-up courses consisting of ESP and Bilingual education. Among all the elements, “needs analysis” is the logical first step and the important base of a sound College English curriculum design. That is to say, needs analysis is the foundation of the development of College English Teaching. 　　Key words: College English Teaching; Needs analysis; Curriculum design 　　LIANG Aimin, CHEN Yan (2012). Development of College English Teaching in China under Needs Analysis. Higher Education of Social Science, 2(3), -0. Available from: URL: /index.php/hess/article/view/j.hess.1927024020120203.Z1680 　　DOI: /10.3968/j.hess.1927024020120203.Z1680 　　INTRODUCTION 　　As we all know, societies, businesses and technologies are changing rapidly, and this development has led to the creation of what is commonly labeled “the knowledge society”. This society shift has confronted higher education institutions with new challenges. Thus the roles of higher education institutions have been changed into the following two important ones. Firstly, higher education institutions have to facilitate students’ competence built within a certain academic ?eld. To do