需求分析在商务英语教学中的应用
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摘要
由于近十年全球经济的快速发展,中国迫切地需要大量谙熟商务领域专业知识同时具备较强英语交际能力的复合型人才。为了满足社会主义市场经济的需要,教育部在新版的英语专业教学大纲中对于培养英语人才有清晰的目标和规范。这对我们的英语教学,尤其是商务英语教学提出了前所未有的挑战。
作为专门用途英语中最重要的分支,商务英语教学同样是基于学习者需求基础上的。商务英语教学中存在的问题,例如教学形式和教学内容的单调乏味在一定程度上影响了学生的学习积极性。仔细全面的需求分析可以帮助人们发现外语教学中存在的问题。然而长期以来,需求分析在我们国家的商务英语教学教学中似乎是个被遗忘的环节。本文试图通过调查分析英语专业学生对于商务英语的学习需求,为商务英语的教与学提供一个参考。根据Dudley Evan和St John提出的有关需求分析的现时理论框架,笔者在任教的山东师范大学选取了30名三年级和四年级的英语专业学生做为调查的对象。调查手段主要通过访谈。需求分析的调查内容包括学习者的学习偏爱,动机,课程设置的评价,对教师素质的期望和对教材选择的看法。调查结果表明,英语专业学生对于商务英语学习有独特的需求。
需求分析一方面可以为英语专业商务英语课程设置提供准确可靠的依据,另一方面便于教师制定教学目标和选择教学方法,以提高教学效果,还可以使学生明确学习目标,提高学习效率。鉴于商务英语人才在人才市场上日益受到欢迎和重视,因此调查英语学习者对商务英语的实际需求,从而为我国培养复合型英语人才提供更好的借鉴,无疑也具有现实意义。
With the fast development of world economy in the recent ten years, China is in urgent need of a multitude of interdisciplinary talents who are not only equipped with business knowledge but also competent in English. In order to satisfy the needs of socialist market economy, the new version of the Syllabus for English Majors (2000) promulgated by the Ministry of Education sets clear goals and specifications for the cultivation of English talents. This poses an unprecedented challenge to English teaching, in particular, Business English teaching.
Business English, or English for Business, is regarded as the most important branch of English for Specific Purposes (ESP), an approach to language teaching based on learners’needs. Problems in Business English teaching, such as monotony in forms and in contents, have, to some extent, frustrated students’motivation. A thorough needs analysis can help people define problems in language teaching. However, for a long time, needs analysis proves to be an overlooked procedure in Business English teaching in China. This thesis aims to analyze English majors’needs for the sake of both teaching and learning practice. Based on a current concept of needs analysis put forward by Dudley Evans and St John, the author has selected 30 third-year and fourth-year English majors in Shandong Normal University. Relevant data was mainly collected through interviews. The content of the needs analysis involves learners’preferences, motivation, evaluation of course designs, expectations of teachers’qualifications and their opinions in identifying textbooks. Results indicate that English majors have distinctive needs for Business English learning.
Needs analysis, on the one hand, can provide reliable information about students’learning needs for English program designers, on the other hand, it offers suggestions to teachers in setting teaching goals, choosing teaching methods and using textbooks. Besides, it may help students identify their learning goals, thus improving their learning efficiency. Given that the talents of Business English is gaining popularity in the job market than ever before, it is believed to be of significance to investigate what should be catered in Business English for English majors in China so as to serve as a reference in cultivating versatile talents of English.
作为专门用途英语中最重要的分支,商务英语教学同样是基于学习者需求基础上的。商务英语教学中存在的问题,例如教学形式和教学内容的单调乏味在一定程度上影响了学生的学习积极性。仔细全面的需求分析可以帮助人们发现外语教学中存在的问题。然而长期以来,需求分析在我们国家的商务英语教学教学中似乎是个被遗忘的环节。本文试图通过调查分析英语专业学生对于商务英语的学习需求,为商务英语的教与学提供一个参考。根据Dudley Evan和St John提出的有关需求分析的现时理论框架,笔者在任教的山东师范大学选取了30名三年级和四年级的英语专业学生做为调查的对象。调查手段主要通过访谈。需求分析的调查内容包括学习者的学习偏爱,动机,课程设置的评价,对教师素质的期望和对教材选择的看法。调查结果表明,英语专业学生对于商务英语学习有独特的需求。
需求分析一方面可以为英语专业商务英语课程设置提供准确可靠的依据,另一方面便于教师制定教学目标和选择教学方法,以提高教学效果,还可以使学生明确学习目标,提高学习效率。鉴于商务英语人才在人才市场上日益受到欢迎和重视,因此调查英语学习者对商务英语的实际需求,从而为我国培养复合型英语人才提供更好的借鉴,无疑也具有现实意义。
With the fast development of world economy in the recent ten years, China is in urgent need of a multitude of interdisciplinary talents who are not only equipped with business knowledge but also competent in English. In order to satisfy the needs of socialist market economy, the new version of the Syllabus for English Majors (2000) promulgated by the Ministry of Education sets clear goals and specifications for the cultivation of English talents. This poses an unprecedented challenge to English teaching, in particular, Business English teaching.
Business English, or English for Business, is regarded as the most important branch of English for Specific Purposes (ESP), an approach to language teaching based on learners’needs. Problems in Business English teaching, such as monotony in forms and in contents, have, to some extent, frustrated students’motivation. A thorough needs analysis can help people define problems in language teaching. However, for a long time, needs analysis proves to be an overlooked procedure in Business English teaching in China. This thesis aims to analyze English majors’needs for the sake of both teaching and learning practice. Based on a current concept of needs analysis put forward by Dudley Evans and St John, the author has selected 30 third-year and fourth-year English majors in Shandong Normal University. Relevant data was mainly collected through interviews. The content of the needs analysis involves learners’preferences, motivation, evaluation of course designs, expectations of teachers’qualifications and their opinions in identifying textbooks. Results indicate that English majors have distinctive needs for Business English learning.
Needs analysis, on the one hand, can provide reliable information about students’learning needs for English program designers, on the other hand, it offers suggestions to teachers in setting teaching goals, choosing teaching methods and using textbooks. Besides, it may help students identify their learning goals, thus improving their learning efficiency. Given that the talents of Business English is gaining popularity in the job market than ever before, it is believed to be of significance to investigate what should be catered in Business English for English majors in China so as to serve as a reference in cultivating versatile talents of English.
引文
Allwright, R. 1982. Perceiving and Pursuing Learners’Needs. In Geddes M & G Sturtridge (ed.) Individualization. Oxford: Modern English Publications.
Berwick, R. 1989.“Needs assessment in language programming: From theory to practice”. In R. K. Johnson ( ed. ) The Second Language Curriculum. Cambridge: Cambridge University Press, 55-57.
Brindley, G. 1989. The Role of Needs Analysis in Adult ESL Program Design. In Johnson, R. K. (ed.) The Second Language Curriculum. Cambridge: Cambridge University Press.
Cook, V. 1991. Second Language Learning and Language Teaching. London: Sage Publications.
Dudley-Evans, T (Ed.) 1987. Genre Analysis and ESP, ELR Journal. No.1. Birmingham: English Language Research, 79.
Dudley-Evans, T., & St John, M. J. 1998. Developments in ESP. Cambridge: Cambridge University Press.
Ellis, M., & Johnson, C. 1994.Teaching Business English, Oxford: Oxford University Press, 3-5.
Gardner, R. 1985. The Social-educational Model of Second Language Learning: Assumptions, Findings and Issues. Language Learning, Vol. 38.
Hutchinson, T., & Waters, A. 1987. English for Specific Purposes. Cambridge: Cambridge University Press..
Lawson, K. H. 1979. Philosophical Concepts and Values in Adult Education. Revised edition. Milton Keynes: The Open University Press.
Mountford, A. 1981.“The what, the why and the way”. In Aupelf/Goethe Institut/British Council (1), 19-34.
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Pickett, D. 1989. The sleeping Giant: Investigations in Business English. London: Language International, 5-11.
Richterich, R., 1983.Case Studies in Identifying Language Needs. Oxford: Pergamon Press.
Robinson, P. 1991. ESP today: A Practitioner’s Guide. New York: Prentice Hall, 8.
Widdowson, H. G. 1981. English for specific purposes: Criteria for course design. In L. Selinker, E. Tarone, and V. Hnazedi (eds.) English for Academic and Technical Purposes: Studies in Honor of Louis Trimble. New York: Newbury House.
戴炜栋,何兆熊, 2002, Anew Concise Course on Linguistics for Students of English【M】. Shanghai: Shanghai Foreign Language Education Press.
冯健东, 1998,商务英语初探,经贸英语,第5期。
管春林, 2005,试论需求分析在经贸英语专业课程设置中的意义和方法,外语与外语教学,第3期。
何其莘,2001,培养21世纪的外语专业人才—新《大纲》的修订过程及主要特点,外语界,第1期。
郎可夫,1999,面向新世纪的商务英语教学【J】,《高等教育研究》第1期,56-60。
李盛,2004,中国英语专业学习者关于商务英语的现实及反馈需求研究分析,重庆大学外国语学院。
林添湖,2001,试论商务英语的学科发展【J】,《厦门大学学报》第4期,143-151。
刘云江, 2003,入世后商务英语专业的教学改革与实践,中国高教研究,第11期。
束定芳,2004,外语教学改革:问题与对策,上海:上海外语教育出版社。
王兴孙, 1997,对国际商务英语学科发展的探讨【J】,《国际商务英语研究》第1期, 24-29。
武振枝,谢永智,2003,高校原版外文专业教材的合理选用,中国地质教育,第1期。
余卫华,2002,需求分析在外语教学中的作用,外语与外语教学,第8期
张佐成, 2003,国际商务英语探析,北京:《国际商务》,对外经济贸易大学出版社。
张佐成,王彦,2003,商务英语的界定,北京:《国际商务》,对外经济贸易大学出版社。
张福勇,2004,浅谈21世纪我国高校外语专业课程体系改革,外语研究,第6期。
Berwick, R. 1989.“Needs assessment in language programming: From theory to practice”. In R. K. Johnson ( ed. ) The Second Language Curriculum. Cambridge: Cambridge University Press, 55-57.
Brindley, G. 1989. The Role of Needs Analysis in Adult ESL Program Design. In Johnson, R. K. (ed.) The Second Language Curriculum. Cambridge: Cambridge University Press.
Cook, V. 1991. Second Language Learning and Language Teaching. London: Sage Publications.
Dudley-Evans, T (Ed.) 1987. Genre Analysis and ESP, ELR Journal. No.1. Birmingham: English Language Research, 79.
Dudley-Evans, T., & St John, M. J. 1998. Developments in ESP. Cambridge: Cambridge University Press.
Ellis, M., & Johnson, C. 1994.Teaching Business English, Oxford: Oxford University Press, 3-5.
Gardner, R. 1985. The Social-educational Model of Second Language Learning: Assumptions, Findings and Issues. Language Learning, Vol. 38.
Hutchinson, T., & Waters, A. 1987. English for Specific Purposes. Cambridge: Cambridge University Press..
Lawson, K. H. 1979. Philosophical Concepts and Values in Adult Education. Revised edition. Milton Keynes: The Open University Press.
Mountford, A. 1981.“The what, the why and the way”. In Aupelf/Goethe Institut/British Council (1), 19-34.
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Pickett, D. 1989. The sleeping Giant: Investigations in Business English. London: Language International, 5-11.
Richterich, R., 1983.Case Studies in Identifying Language Needs. Oxford: Pergamon Press.
Robinson, P. 1991. ESP today: A Practitioner’s Guide. New York: Prentice Hall, 8.
Widdowson, H. G. 1981. English for specific purposes: Criteria for course design. In L. Selinker, E. Tarone, and V. Hnazedi (eds.) English for Academic and Technical Purposes: Studies in Honor of Louis Trimble. New York: Newbury House.
戴炜栋,何兆熊, 2002, Anew Concise Course on Linguistics for Students of English【M】. Shanghai: Shanghai Foreign Language Education Press.
冯健东, 1998,商务英语初探,经贸英语,第5期。
管春林, 2005,试论需求分析在经贸英语专业课程设置中的意义和方法,外语与外语教学,第3期。
何其莘,2001,培养21世纪的外语专业人才—新《大纲》的修订过程及主要特点,外语界,第1期。
郎可夫,1999,面向新世纪的商务英语教学【J】,《高等教育研究》第1期,56-60。
李盛,2004,中国英语专业学习者关于商务英语的现实及反馈需求研究分析,重庆大学外国语学院。
林添湖,2001,试论商务英语的学科发展【J】,《厦门大学学报》第4期,143-151。
刘云江, 2003,入世后商务英语专业的教学改革与实践,中国高教研究,第11期。
束定芳,2004,外语教学改革:问题与对策,上海:上海外语教育出版社。
王兴孙, 1997,对国际商务英语学科发展的探讨【J】,《国际商务英语研究》第1期, 24-29。
武振枝,谢永智,2003,高校原版外文专业教材的合理选用,中国地质教育,第1期。
余卫华,2002,需求分析在外语教学中的作用,外语与外语教学,第8期
张佐成, 2003,国际商务英语探析,北京:《国际商务》,对外经济贸易大学出版社。
张佐成,王彦,2003,商务英语的界定,北京:《国际商务》,对外经济贸易大学出版社。
张福勇,2004,浅谈21世纪我国高校外语专业课程体系改革,外语研究,第6期。