广西高校大学英语学习者ESP课程需求的调查研究

发布时间：2018-06-14 10:29

本文选题：大学英语学习者 + ESP课程学习需求　；参考：《广西师范大学》2015年硕士论文

【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。
[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.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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