三门峡地区职业学校英语需求分析的调查
摘要
本研究拟通过对需求分析理论的理解和运用,以人本主义心理学为理论基础,在河南省三门峡地区(一个内陆中部地区)职业学校开展英语需求分析的调查。
通过对需求理论的阅读和以往研究成果的分析,作者发现那些理论的陈述和研究多是基于研究者意见和观点的,很少有涉猎定性实证研究的。在职业学校这一特定的环境下开展英语需求分析的实证研究,就更少了。三门峡地区位于中国的中西部,在社会、文化、经济等方面的发展要落后于东部沿海地区和像上海,北京那样的大城市。本研究通过在三门峡地区(这一内陆中部地区的代表)职业学校展开调查,试图找出英语课在职业学校的设置是否能满足学生的社会的,经济的及心理的实际需求,即是否能满足学生人文修养的需要和就业的需要。
本文包括了五部分。第一部分是研究背景。第二部分作者对需求分析及其相关的理论做了阐述和理解。第三部分为实验环节。针对在校学生,往届毕业生,任课教师以及用人单位的负责人(即本地职业学校学生毕业经常会去应聘的一些企业的雇主)四种不同的对象,通过有关英语需求方面的学生问卷调查,往届学生和任课教师的录音访谈以及针对企业用工设计的两份假的求职简历,其中一位同学专业技能突出,一位同学英语水平突出等四个实验环节来展开调查研究。第四部分对上述实验环节的结果进行数据汇总,分析和报告。第五部分是研究的结论和对当前职业学校英语教学现状进行改进和提高的几点建议。本研究也驳斥了一些人认为英语语言的学习是无用的假想,证明了职业学校开设英语课,对于学生的未来生活和工作都是重要和有用的。
The study intends to investigate the needs of vocational school students for learning English in Sanmenxia Municipality, Henan Province through the application of needs analysis and humanistic psychological theories..
As indicated in the past literature on needs analysis, most of the studies for learning English in vocational schools were based on authors' opinions rather than fact-based evidence. The author of this study, then, tries to fill in this gap by carrying out a study in vocational schools in Sanmenxia Municipality which is located in the mid-west of China, less developed socially, culturally and economically than the eastern coastal regions or mega cities like Shanghai or Beijing. The study attempts to find out the social, economical and psychological demands for English learning in vocational schools within this region and answer the question of whether English learning is necessary for the students' humanistic and career development.
The paper includes five parts. Part One presents the backgrounds of the study. Part Two introduces theory of needs analysis. Part Three presents a framework which bridges the four investigation angles, that is, students, previous graduates, in-service teachers and the management of businesses who are the potential employers of the graduates from the vocational schools under the investigation. The study carries out the research by interviews, questionnaires and mock employment experiments in which two fake resumes were presented to the recruiting employers with one emphasizing work skills and the other English skills. The results of the experiments and interviews then are reported in Part Four, which serves as the ground for analysis. In Part Five, the author presents the implications of the findings from the study, and makes several suggestions for the improvement of current situation of English teaching in vocational schools in general. The learning of the English language, contrary to many assumptions that English is useless for vocational school students, has been proved important for the future employment and care development of the vocational school students.
通过对需求理论的阅读和以往研究成果的分析,作者发现那些理论的陈述和研究多是基于研究者意见和观点的,很少有涉猎定性实证研究的。在职业学校这一特定的环境下开展英语需求分析的实证研究,就更少了。三门峡地区位于中国的中西部,在社会、文化、经济等方面的发展要落后于东部沿海地区和像上海,北京那样的大城市。本研究通过在三门峡地区(这一内陆中部地区的代表)职业学校展开调查,试图找出英语课在职业学校的设置是否能满足学生的社会的,经济的及心理的实际需求,即是否能满足学生人文修养的需要和就业的需要。
本文包括了五部分。第一部分是研究背景。第二部分作者对需求分析及其相关的理论做了阐述和理解。第三部分为实验环节。针对在校学生,往届毕业生,任课教师以及用人单位的负责人(即本地职业学校学生毕业经常会去应聘的一些企业的雇主)四种不同的对象,通过有关英语需求方面的学生问卷调查,往届学生和任课教师的录音访谈以及针对企业用工设计的两份假的求职简历,其中一位同学专业技能突出,一位同学英语水平突出等四个实验环节来展开调查研究。第四部分对上述实验环节的结果进行数据汇总,分析和报告。第五部分是研究的结论和对当前职业学校英语教学现状进行改进和提高的几点建议。本研究也驳斥了一些人认为英语语言的学习是无用的假想,证明了职业学校开设英语课,对于学生的未来生活和工作都是重要和有用的。
The study intends to investigate the needs of vocational school students for learning English in Sanmenxia Municipality, Henan Province through the application of needs analysis and humanistic psychological theories..
As indicated in the past literature on needs analysis, most of the studies for learning English in vocational schools were based on authors' opinions rather than fact-based evidence. The author of this study, then, tries to fill in this gap by carrying out a study in vocational schools in Sanmenxia Municipality which is located in the mid-west of China, less developed socially, culturally and economically than the eastern coastal regions or mega cities like Shanghai or Beijing. The study attempts to find out the social, economical and psychological demands for English learning in vocational schools within this region and answer the question of whether English learning is necessary for the students' humanistic and career development.
The paper includes five parts. Part One presents the backgrounds of the study. Part Two introduces theory of needs analysis. Part Three presents a framework which bridges the four investigation angles, that is, students, previous graduates, in-service teachers and the management of businesses who are the potential employers of the graduates from the vocational schools under the investigation. The study carries out the research by interviews, questionnaires and mock employment experiments in which two fake resumes were presented to the recruiting employers with one emphasizing work skills and the other English skills. The results of the experiments and interviews then are reported in Part Four, which serves as the ground for analysis. In Part Five, the author presents the implications of the findings from the study, and makes several suggestions for the improvement of current situation of English teaching in vocational schools in general. The learning of the English language, contrary to many assumptions that English is useless for vocational school students, has been proved important for the future employment and care development of the vocational school students.
引文
Aguilar, R. J. 1999. Sources, Methods and Triangulation in Needs Analysis: A Critical Perspective in a Case Study of Waikiki Hotel Maids. English for Specific Purposes, Vol.18, issue 4.
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.
Brown, D. 2000. The Elements of Language Curriculum: A Systematic Approach to Program Development. Beijing: Foreign Language Teaching and Research Press.
Crookes, G. & R. W. Schmidt. 1991. Motivation: Reopening the Research Agenda. Language Learning. Vol. 41, issue 4.
Coffey B. 1984. State of the art article- ESP: English for Specific Purposes. Language Teaching . Vol.17, issue 2.
Cohen, L. Manion, L.& Morrison, K. 2000. Research Methods in Education. London: Routledge.
Dubby - Evans & John M. 1998. Development in English for Specific Purpose. Cambridge: Cambridge University Press.
Hutchinson, T & Waters, A. 1987. English for Specific Purpose. Cambridge: Cambridge University Press. Hudson, R. A. 2000. Sociolinguistics. Beijing: Foreign Language Teaching and Research Press.
Hutchinson, T & Waters, A. 1987. English for Specific Purpose. Cambridge: Cambridge University Press.
Kemp, J. et al. 1998. Designing effective instruction. London: Prentice Hall Press..
Long, M.. 2005. Second Language Needs Analysis. London: Cambridge University Press.
Medgyes, P. 1986. Queries from a Communicative Teacher. English Language Teaching Journal. Vol.40, issue2.
Richards, J. C. 2002. The Language Teaching Matrix. Shanghai: Foreign Language Education Press.
Robinson, P. 1991. ESP today: A practitioner's Guide. New York: Prentice Hall Press.
Strevens, P. 1988. ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.) ESP: State of the Art. SEAMEO Reqional language Centre.
Suarez, T. M. 1994. Needs assessment. In T. Husen and T.N. Postlethwaite (eds.) .The International Encyclopedia of Education, Vol.7 (2nd ed.) .Oxford: Pergamon.
Tarone, E. & Yule, G. 2000. Focus on the Language Learner. Shanghai: Foreign Language Education Press.
Waters,A & Vilches,M.L.C.2001.Implementing ELT Innovations:a needs analysis framework.ELT Journal.Vol.55,issue 2.
Widdowson,H.G.1981.English for Specific Purposes:Criteria for Course Design.In L.Selinker,E.Tarone.and V.Hanzedi(eds.) English for Academic and Technical Purposes:Studies in Honor of Louis Trimble.New York:Newbury House.
Witkin,R.Belle.1984.Assessing Needs in Educational and Social Programs.Jossey-Bass Inc.
Wray,A.2001.Projects in Linguistics:a Practical Guide to Researching Language.Beijing:Foreign Language Teaching and Research Press.
程晓棠,2002,《英语教材分析与设计》,北京:外语教学与研究出版社。
范琳,2000,试论人文主义教学法,《解放军外国语语学院学报》第1期。
郭中锋,2000,论需求分析在大学英语教学中的作用,《华北煤炭学院学报》第8期。
韩天梦,2008,英语颜色词汇的文化内涵与差异,《读与写杂志》第3期。
胡文仲、高一虹,1997,《外语教学与文化》,长沙:湖南教育出版社。
吕涛,2006,中职学校英语专业学生英语学习策略训练的实验研究(硕士论文),南宁:广西师范大学。
刘意青,2003,文学与语言学怎样相处(座谈会纪要),《外语教学与研究》第2期。
普通高中语文课程标准(试验),2003,北京:人民教育出版社。
仇忠海,2004,《“全面发展,人文见长”的学校教育》,北京:教育科学出版社。
王文彦、蔡明,2006,《语文课程与教学论》(第2版),北京:高等教育出版社。
王斌华、刘辉,2003,大学英语学习者学习需求调查及其启示,《国外外语教学》第3期。
王艳玲,2008,加强校园英语文化建设对策探究,《中国科技信息》第11期。
孙莉,2007,以就业为导向的中职英语教学,《机械职业教育》第10期。
晓义,1999,《语言素质概论》,武汉:湖北教育出版社。
夏纪梅,2002,《现代外语课程设计理论与实践》,上海:上海外语教育出版社。
夏洛特,布勒、麦琳,埃伦,1990,《人本主义心理学导论》,北京:华夏出版社。
姚小平,2005,《语言文化十讲》,北京:外语教学与研究出版社。
袁凤识,2006,外语单项技能与课堂表现关系的性别研究,《烟台师范学院学报》第3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。
于学勇,2005,性别与二语习得能力关联研究,《外语与外语教学》第8期。
邹为诚,2002,我们教什么-《综合英语教程》前言,《国外外语教学》第2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.
Brown, D. 2000. The Elements of Language Curriculum: A Systematic Approach to Program Development. Beijing: Foreign Language Teaching and Research Press.
Crookes, G. & R. W. Schmidt. 1991. Motivation: Reopening the Research Agenda. Language Learning. Vol. 41, issue 4.
Coffey B. 1984. State of the art article- ESP: English for Specific Purposes. Language Teaching . Vol.17, issue 2.
Cohen, L. Manion, L.& Morrison, K. 2000. Research Methods in Education. London: Routledge.
Dubby - Evans & John M. 1998. Development in English for Specific Purpose. Cambridge: Cambridge University Press.
Hutchinson, T & Waters, A. 1987. English for Specific Purpose. Cambridge: Cambridge University Press. Hudson, R. A. 2000. Sociolinguistics. Beijing: Foreign Language Teaching and Research Press.
Hutchinson, T & Waters, A. 1987. English for Specific Purpose. Cambridge: Cambridge University Press.
Kemp, J. et al. 1998. Designing effective instruction. London: Prentice Hall Press..
Long, M.. 2005. Second Language Needs Analysis. London: Cambridge University Press.
Medgyes, P. 1986. Queries from a Communicative Teacher. English Language Teaching Journal. Vol.40, issue2.
Richards, J. C. 2002. The Language Teaching Matrix. Shanghai: Foreign Language Education Press.
Robinson, P. 1991. ESP today: A practitioner's Guide. New York: Prentice Hall Press.
Strevens, P. 1988. ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.) ESP: State of the Art. SEAMEO Reqional language Centre.
Suarez, T. M. 1994. Needs assessment. In T. Husen and T.N. Postlethwaite (eds.) .The International Encyclopedia of Education, Vol.7 (2nd ed.) .Oxford: Pergamon.
Tarone, E. & Yule, G. 2000. Focus on the Language Learner. Shanghai: Foreign Language Education Press.
Waters,A & Vilches,M.L.C.2001.Implementing ELT Innovations:a needs analysis framework.ELT Journal.Vol.55,issue 2.
Widdowson,H.G.1981.English for Specific Purposes:Criteria for Course Design.In L.Selinker,E.Tarone.and V.Hanzedi(eds.) English for Academic and Technical Purposes:Studies in Honor of Louis Trimble.New York:Newbury House.
Witkin,R.Belle.1984.Assessing Needs in Educational and Social Programs.Jossey-Bass Inc.
Wray,A.2001.Projects in Linguistics:a Practical Guide to Researching Language.Beijing:Foreign Language Teaching and Research Press.
程晓棠,2002,《英语教材分析与设计》,北京:外语教学与研究出版社。
范琳,2000,试论人文主义教学法,《解放军外国语语学院学报》第1期。
郭中锋,2000,论需求分析在大学英语教学中的作用,《华北煤炭学院学报》第8期。
韩天梦,2008,英语颜色词汇的文化内涵与差异,《读与写杂志》第3期。
胡文仲、高一虹,1997,《外语教学与文化》,长沙:湖南教育出版社。
吕涛,2006,中职学校英语专业学生英语学习策略训练的实验研究(硕士论文),南宁:广西师范大学。
刘意青,2003,文学与语言学怎样相处(座谈会纪要),《外语教学与研究》第2期。
普通高中语文课程标准(试验),2003,北京:人民教育出版社。
仇忠海,2004,《“全面发展,人文见长”的学校教育》,北京:教育科学出版社。
王文彦、蔡明,2006,《语文课程与教学论》(第2版),北京:高等教育出版社。
王斌华、刘辉,2003,大学英语学习者学习需求调查及其启示,《国外外语教学》第3期。
王艳玲,2008,加强校园英语文化建设对策探究,《中国科技信息》第11期。
孙莉,2007,以就业为导向的中职英语教学,《机械职业教育》第10期。
晓义,1999,《语言素质概论》,武汉:湖北教育出版社。
夏纪梅,2002,《现代外语课程设计理论与实践》,上海:上海外语教育出版社。
夏洛特,布勒、麦琳,埃伦,1990,《人本主义心理学导论》,北京:华夏出版社。
姚小平,2005,《语言文化十讲》,北京:外语教学与研究出版社。
袁凤识,2006,外语单项技能与课堂表现关系的性别研究,《烟台师范学院学报》第3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。
于学勇,2005,性别与二语习得能力关联研究,《外语与外语教学》第8期。
邹为诚,2002,我们教什么-《综合英语教程》前言,《国外外语教学》第2期。