本文選題：大學(xué)英語學(xué)習(xí)者 + ESP課程學(xué)習(xí)需求　； 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：學(xué)生需求分析是課程設(shè)置的基石。對學(xué)習(xí)者個人的需求分析可以為課程的設(shè)置、教學(xué)目標(biāo)的確定、教學(xué)方法的選擇及測試與評估提供依據(jù),同時也能針對學(xué)生需求,幫助學(xué)生維持學(xué)習(xí)的興趣。最近幾十年,許多學(xué)者從需求分析的角度對英語課程設(shè)置進行了方方面面的研究,成果豐富,如針對高職高專學(xué)生、英語專業(yè)學(xué)生,還有針對英語專業(yè)研究生。然而,對大學(xué)非英語專業(yè)學(xué)生的研究還未得到應(yīng)有的重視。在這種背景下,本文調(diào)查并分析了廣西師范大學(xué)和桂林理工大學(xué)非英語專業(yè)學(xué)生對即將開設(shè)的ESP課程的需求及期望,以期能開設(shè)滿足學(xué)生需求的ESP課程,并為基于學(xué)生需求的ESP課程設(shè)置及相關(guān)研究和實踐提供一些科學(xué)建議。本次研究采用問卷調(diào)查的方法,深入調(diào)查了非英語專業(yè)學(xué)生對即將開設(shè)的專門用途英語的課程設(shè)置的需求情況。參與本次研究的208名調(diào)查對象是來自廣西師范大學(xué)和桂林理工大學(xué)大一、大二的非英語專業(yè)學(xué)生。此次的調(diào)查問卷基于Hutchinson和Waters's (1987)的需求分析模型,并參考了其他學(xué)者的研究成果制作而成。該問卷有九大維度：學(xué)生期待實現(xiàn)ESP學(xué)習(xí)目標(biāo)、學(xué)生學(xué)習(xí)ESP的動機和態(tài)度、學(xué)生期待的ESP課程內(nèi)容、學(xué)生即將采用的ESP課程的學(xué)習(xí)方法、學(xué)生對ESP教材的需求和期待、學(xué)生對擔(dān)任ESP教師的要求、學(xué)生期待的ESP教師的教學(xué)方式、學(xué)生期待的ESP課程安排、學(xué)生期待的ESP課程的評估方式。本次研究主要討論兩個問題：1.當(dāng)前廣西高校的大學(xué)英語學(xué)生ESP課程學(xué)習(xí)需求的總體情況如何?2.廣西本科院校非英語專業(yè)師范院校學(xué)生和理科學(xué)校學(xué)生在ESP課程設(shè)置方面需求的差異如何?研究發(fā)現(xiàn)：1.廣西高校的大學(xué)英語學(xué)生對ESP課程學(xué)習(xí)有較強的需求和期待。2.非英語專業(yè)師范院校學(xué)生和理科學(xué)校學(xué)生在ESP課程設(shè)置需求方面并無較大差異。3.師范類和理工類學(xué)校學(xué)生最期待開設(shè)的ESP課程依次為旅游英語、科技英語、外貿(mào)英語和市場營銷英語。根據(jù)調(diào)查結(jié)果,本文分別給學(xué)生、ESP教師和即將開設(shè)ESP課程的學(xué)校提出幾點可操作性建議。給即將學(xué)習(xí)ESP課程的學(xué)生的建議：了解自己,建立學(xué)習(xí)ESP課程的信心；給即將承擔(dān)ESP課程的教師的建議：辨別學(xué)生的學(xué)習(xí)需求；激發(fā)學(xué)生的學(xué)習(xí)興趣；英語教師和各專業(yè)教師共同擔(dān)任ESP的教學(xué)任務(wù)；ESP教師應(yīng)該是合格的英語教師、課程設(shè)計者、資料提供者、ESP專業(yè)教師的教學(xué)合作者、優(yōu)秀的教學(xué)研究者和課程評估員;給即將開設(shè)ESP課程的高校的意見：根據(jù)學(xué)生學(xué)習(xí)需求開設(shè)相關(guān)ESP課程；開設(shè)ESP課程時,可以不分師范類和理工類學(xué)校,讓學(xué)生不分學(xué)科地參與到ESP學(xué)習(xí)中。
[Abstract]:Student needs analysis is the cornerstone of curriculum design. The analysis of learners' individual needs can provide the basis for curriculum setting, the determination of teaching objectives, the selection of teaching methods and the testing and evaluation. At the same time, it can also help students to maintain their interest in learning according to their needs. In recent decades, many scholars have done many researches on English curriculum from the perspective of demand analysis, such as higher vocational college students, English majors, and English graduate students. However, the research on non-English majors has not been given due attention. In this context, this paper investigates and analyzes the needs and expectations of non-English majors in Guangxi normal University and Guilin University of Technology for the forthcoming ESP course, in order to offer ESP courses that meet the needs of the students. It also provides some scientific suggestions for ESP curriculum and related research and practice based on students' needs. In this study, a questionnaire survey was conducted to investigate the needs of non-English majors for the upcoming ESP curriculum. The participants in this study were 208 non-English majors from Guangxi normal University and Guilin University of Technology. The questionnaire is based on Hutchinson and Watersworth's demand analysis model, and is based on the research results of other scholars. The questionnaire has nine dimensions: students expect to achieve ESP learning goals, students' motivation and attitude to learn ESP, the content of ESP courses expected by students, the learning methods of ESP courses to be adopted by students, and the students' needs and expectations for ESP textbooks. The requirements of students as ESP teachers, the teaching methods of ESP teachers expected by students, the arrangement of ESP courses expected by students, and the evaluation methods of ESP courses expected by students. This study focuses on two questions: 1. At present, the general situation of the ESP course needs of college English students in Guangxi is 2. 2%. What are the differences in ESP curriculum requirements between non-English major normal college students and science school students in Guangxi? The study found that 1: 1. College English students in Guangxi have strong needs and expectations for ESP courses. There is no significant difference in ESP curriculum requirements between non-English teachers college students and science school students. The most expected ESP courses for normal and engineering students are tourism English, science and technology English, foreign trade English and marketing English. According to the results of the investigation, this paper puts forward some operational suggestions for students' ESP teachers and schools that are about to offer ESP courses. Advice to students who are about to learn ESP courses: to know themselves and build confidence in ESP courses, to teachers who are about to undertake ESP courses: to identify the learning needs of students; to stimulate students' interest in learning; ESP teachers should be qualified English teachers, curriculum designers, information providers ESP teachers teaching collaborators, excellent teaching researchers and curriculum evaluators; To the colleges and universities that will soon offer ESP courses: to set up relevant ESP courses according to the students' learning needs; when offering ESP courses, we can let students participate in ESP learning regardless of normal school and science and technology school, and let students participate in ESP study regardless of subject.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H319

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