基于需求分析理论的商务英语课程设置研究——以山东交通学院为例-research on the curriculum design of business english based on demand analysis theory - taking shandong jiaotong university as an example.docxVIP

下载本文档

26
0
约15.46万字
约 98页
2018-08-14 发布于上海
举报
版权申诉

基于需求分析理论的商务英语课程设置研究——以山东交通学院为例-research on the curriculum design of business english based on demand analysis theory - taking shandong jiaotong university as an example.docx

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

基于需求分析理论的商务英语课程设置研究——以山东交通学院为例-research on the curriculum design of business english based on demand analysis theory - taking shandong jiaotong university as an example

ContentsAbstracti摘要iiiIntroduction1Chapter One Literature Review4Studies of Needs Analysis 4Needs Analysis in the West 4Needs Analysis in China 7Studies of Business English and ESP 9Studies of Curriculum Design 10Chapter Two Needs analysis Theory 12Definition of Needs 12Classification of Needs 13Perceived Needs Felt Needs 13Object Needs Subjective Needs 13Target Needs Learning Needs 14Needs Classified from the Perspective of Outsiders or Insiders 16Situational Needs Communicative Needs 17Definition of Needs Analysis 18Models of Needs Analysis 20Target Situation Analysis (TSA) 20Present Situation Analysis (PSA) 22Hutchison and Waters‘ Model 23Dudley-Evans and St John‘s Model of Needs Analysis 24Procedures of Needs Analysis 25Chapter Three Research Methodology 27Introduction 27Research Questions 27Methodology 28Survey 29Employers‘ Interview 30Experiment 31Participants 31Participants of the Survey 31Participants for the Interview32Participants for the Experiment32Data Collection33Data Analysis34Chapter 4 Results and Discussion35Survey35Questionnaire for the Undergraduates35Questionnaire for the Graduates41Teachers‘ Questionnaire50Employers‘ Interview52Experiment54Chapter 5 Implications and Suggestions58Curriculums Design58The Orientation of Business English58Localized Business English Teaching58Modularized Business English Curriculum Design59Practical Teaching59Teaching Methodology60The Most Important Communication Skills60Class Organizational Form60Teaching Material61Faulty Build-up61The Balance of Language and Business62Conclusion63References65Appendix I71Appendix II73Appendix III75Appendix IV77Appendix V78Acknowledgements87Publications88Lists of TablesTable 4.1 Motivation of Choosing Business English Branch36Table 4.2 Satisfaction Rate of the Undergraduates37Table 4.3 Difficulty Rate of the Undergraduates37Table 4.4 Undergraduates‘ Most Favored Class Organization Form38Table 4.5 Undergraduates‘ Most Favored Classroom Activities38Table 4.6 Proportion of English a