一般用途英语论文一般用途英语 需求分析 课程设计.doc

一般用途英语论文：基于需求分析的大学英语课程设计【中文摘要】随着经济的发展,在中国有越来越多的人开始学习英语,公共英语教学也引起了各级学校的注意。起初人们学习英语可能是因为英语是了解科技、商业和国际货币的语言。但在现在这个多元化的社会,人们学习英语不再仅仅是谋生的一种手段,他们有各种各样的理由来解释为什么要学习英语。国外对于一般用同英语也就是公共英语的教学早在70年代就受到了众多学者们的高度重视。在中国英语教学和研究已经有一百多年的历史了,中国的英语教学大部分都属于一般用途英语教学。西方研究者对于基于需求分析的英语课程设计作了大量研究。Hutchinson和Waters把英语分为专门用途英语和一般用途英语。目前大部分的英语课程设计研究都是关于专门用途英语,一般用途英语教学的课程设计研究也主要是参考专门用途英语课程设计的理论。中国学者对于需求分析的研究只有三十多年,而据束定芳教授所说,中国学者对于基于需求分析的英语课程设计的研究也只有几年而已。所以目前基于需求分析的英语课程设计主要参考国外及其他语种的成功案例。本文采用了描述性的研究方法。首先介绍了相关的一般用途英语,课程设计和需求分析的相关理论,并在此基础上构建出本研究所需要的理论框架。然后以河北师范大.【英文摘要】With the development of economy, more and more people begin to learn English in China, so public English attracts more attention of schools at all levels. Previously people learning English just because English was the key to the international currencies of technology and commerce. But in this pluralistic society, people learn English were not just as a tool for careers, they always have all sorts of reasons to explain why they learn English.The studies on public English teaching or English for Geneal P.【关键词】一般用途英语 需求分析 课程设计【英文关键词】English for General Purposes needs analysis curriculum design【索购全文】联系Q1：138113721 Q2：139938848【目录】基于需求分析的大学英语课程设计Abstract5-6摘要7-9Lists of Tables9-10Lists of Figures10-14Chapter 1 Introduction14-181.1 Research Background14-151.2 Purpose of the Study15-161.3 Significance of the Study16-171.4 Rearch Questions171.5 Structure of the thesis17-18Chapter 2 Literature Review18-392.1 English for General Purpose18-222.1.1 Definitions of EGP18-192.1.2 The development of EGP Home and Abroad19-202.1.3 The Differences Between ESP and EGP20-212.1.3.1 English for Specific Purpose20-212.1.3.2 English for General Purpose212.1.4 Issues Facing the EGP21-222.2 Curriculum Design for English Teaching22-312.2.1 Definitions of Curriculum,Syllabus and Course23-242.2.2 General Conception of Curriculum Design24-262.2.3 Importance of Curriculum Design26-272.2.4 Models of Curriculum Design of English Teaching27-312.2.4.1 James D. Browns Curriculum Model27-292.2.4.2 Sterns Curriculum Model29-302.2.4.3 RodgersEducational Planning Model30-312.3 Needs Analysis for Curriculum Design of English Teaching31-372.3.1 Definitions of Needs32-332.3.2 General Conception of Needs Analysis33-342.3.3 Models of Needs Analysis of English Teaching34-372.3.3.1 Hutchinson and Waters Model of Needs Analysis34-362.3.3.2 John Munbys Model of Needs Analysis36-372.4 Recent Studies on Needs Analysis for Curriculum Design of English Teaching for Non-English Majors37-39Chapter 3 Research Methodogy39-423.1 Restatement of Research Questions393.2 Subjects393.3 Instrument39-403.4 Data Collection40-413.4.1 A Pilot Study403.4.2 Data Collection40-413.5 Data Analysis41-42Chapter 4 Results and Discussions42-554.1 Answers to Research Question 142-454.1.1 LearnersNecessities42-434.1.2 LearnersLacks43-444.1.3 Learners Wants44-454.2 Answers to Research Question 245-554.2.1 Mateiral Conditions45-484.2.2 Psychological Conditions48-504.2.3 Present Knowledge and Learning Skills50-514.2.4 Supporting Conditions51-55Chapter 5 Conclusions, Implications and Recommendations55-635.1 Conclusion55-565.2 Implications56-615.2.1 The requirements of