了解學習者的語言學習需求和他們參與語言學習的動機對於課程的開發極為重要。《中國中等職業教育英語語言能力的需求分析：混合方法探究》對中國大陸中等職業學校學生的英語語言能力的需求分析進行了較為詳細的描述與解釋。《中國中等職業教育英語語言能力的需求分析：混合方法探究》采取了量化與質化相結合的混合研究方法，通過采用多種資訊來源和多種不同的方法來收集資料，進行需求分析。本書收集的數據資料包括：（1）對某市三所職業學校700名左右參與者的調查研究；（2）對三所職業學校大約20小時的錄音與非錄音的課堂觀察，對三所職業學校6名教師和23名學生的繫列訪談，以及對2名教研員、6名職業學校的畢業生和一名外企總經理的繫列訪談；（3）對*2009年新頒布的《中等職業學校英語教學大綱》的文本分析和對中等職業學校目前所采用教材的分析。


來自多個管道和透過多種方法所獲取的資訊通過采用目標情境分析和目前情境分析來找出所存在的需求差距，並對所發現的需求按照對學習者學習的優先性來進行排序，然後對造成差距的原因進行進一步的探究與解釋，後對中等職業教育情境下的未來職業英語課程的實施提出了建議。本書的成果顯示學生總體的語言學習動機低，語言能力不足，學生的語言能力在學習者的學習、教師的教學、學校所提供的學習資源和設備等三個方面均存在需求缺欠，學習者的學習動機與語言能力之間存在著正相關，除動機這一主要因素外還有許多因素導致了學習者目前語言能力的缺欠。本書的成果對各種不同層次開發和設計語言課程的教育工作者和研究人員，尤其是從事職業教育的教師、課程開發人員和研究人員，都具有一定的參考價值。

List of Figures

List of Tables

Abbreviaaons



Chapter 1 Research Background

1.1 Introduction

1.2 Background to the Study

1.2.1 Vocational Education in the mainland of China

1.2.2 Curriculum Structure

1.2.3 The New National Vocational English Syllabus

1.2.4 VocationalEnglishLearners

1.2.5 Researchinto Language Competences

1.3 ResearchPurpose

1.4 Research Questions

1.5 Definitions ofKey Terms

1.6 Research Significance

1.7 Summa



Chapter 2 Literature Review： Language Competences

2.1 Introduction

2.2 Competence and Competence-Based Education,in China

2.2.1 Competence-Towards a Unified Terminology

2.2.2 PerspectivesofCompetence

2.2.3 Competence-Based Vocational Education

2.3 A Competence-Based Typology

2.3.1 Generic KSA Typology

2.3.2 A Unified Typology of Competence

2.4 Language Competences

2.4.1 The Development ofCommunicative Competence in North
America

2.4.2 The Development ofCommunicative Competence in Europe

2.5 Language Competencesin the New NVES

2.5.1 StructuralComponents

2.5.2 Language Competence Dimensions in the New NVES

2.6 Summa



Chapter 3 Literature Review： Needs Analysis

3.1 Introduction ofNA

3.2 Conceptualization ofNeeds

3.3 Conceptualization ofNeeds Analysis/Assessment

3.3.1 The Historical Overview ofNA

3.3.2 NAin Language Educatio

3.3.3 Phases and Levels ofNA

3.3.4 NAin the mainland ofChina

3.4 Approaches to NA

3.4.1 Target Situation Analysis

3.4.2 Present Situation Analysis

3.4.3 Deficiency Analysis

3.4.4 Strategy Analysis

3.4.5 MeansAnalysis

3.4.6 Language Audits

3.4.7 Summary

3.5 Review ofApproaches to NAin Language Education

3.5.1 Sources ofData

3.5.2 ResearchMethods

3.6 Summary



Chapter 4 Research Design

4.1 Research Questions and Conceptual Framework

……



Chapter 5 Language Audits：Leamer Profile

Chapter 6 DeficiencyAnalysis：LanguageCompetence Deficiencies

Chapter 7 Deficiency Analysis： Explanation ofDeficiency
Causes

Chapter 8 Conclusions

Bibliography

Appendices

3.School C

Unlike the other two national key schools - School A and School
B，School C（a tourism school）is only a provincial key school.The
school covers an area of 55，000 square meters.The featured
specialties of the schoolare tourism service and
management，pre-school education，and hotel serviceand management.The
school is the specified tourism guide training centerfor both the
city and the province，the advanced chef training center forthe city
and a vocational skill certified center.The school has some
well-eqrupped simulated training classrooms for service sector
oriented students，such as the simulated Chinese and Western dining
halls，the simulatedtea house，the simulated mini bar，the simulated
guest room，the cookingoperation room，the dance hall and the
physical training room.In additionto the various vocational
training rooms，the school also has a library，a multimedia computer
room and other moderntechnological facilities.

Among its 191 teaching staff，12 are provincial vocational sHIl
certifiedteachers，15 are national tourism guide holders and five
are expert chefs.Inaddition to the school's full-time teaching
staff，the school also invites midlevel managers from the hotel
industry or tourism industry to come to the school to teach and
develop vocational-oriented curriculums.Like School A，School C has
also signed contracts with enterprises in the service industry，in
particular with travel agents from within and outside the
province.As a service-oriented school，English has always been an
important feature of theschool's agenda.

On both sides of the corridor hang the pictures of famous
businessmen and their sayings.During my school visits，I found some
students wanderingaround in the corridor during class time and
caught sight of some cigarette butts in the ground-floor corner in
my pilot study.

In general，each of-the three schools has its own special
characteristicsand particular specialties，with two being
service-orientated and onemanufacturing-orientated.

4.2.5.2.2 Samplirig

As Miles and Huberman state，"As much as you might want
to，youcannot study everyone everywhere doing
everything"（1994，p.27）.Samplingis crucial especially in doing
NA（Brown，1995）.Choices must be made interms of”whom to look at or
talk with，where，when，about what，and why——all place limits on the
conclusions you can draw，and on how confident youand others feel
about them.Even when the boundary of a case（e.g.，a schoolin this
study）is defined，there are still settings within settings in each
school.The school has classrooms，the classrooms have teachers and
studentsteaching and learning within them.And the questions of
multiple-casesampling add another layer of
complexity"（ibid.）.

In qualitative research，sampling usually involves two actions：
boundarysetting and frame creation（Miles &
Huberman，1994，p.27）.In terms ofsampling
strategies，Erickson（1986）suggests a generic，funneling
samplingsequence，working from the outside into the center of a
setting."Within-case sampling is almost always nested...with
regular movement up anddown that ladder"（Miles &
Huberman，1994，p.29）.Following the theoryand strategies mentioned
above，a purposive stratified random'samplingwithin-case framework
was set with the order of selection criteria extendingfrom the
peripheral to the core of the setting due to the complexity of
thephenomena，with the use of multiple purposive techniques（Teddlie
& Yu，2007）.

Purposive sampling（Miles & Huberman，1994）or purposeful
samplingleads to greater depth of information from a smaller number
of carefullyselected representative cases（Patton，2002）from the
quantitative study.Results from the quantitative phase produced a
general picture of thestudents'general demographic information and
their language achievement.On the basis of the data analysis of the
first phase quantitative study，within-case participants were
selected with reference to the teacher's commentsand the
researcher's classroom observations.The advantage of multiple-case
stratified random purposive sampling can strengthen the
precision，the validity，and the stability of the qualitative
study（Long，2005c;Miles &Huberman，1994）.Table 4.9 shows the
detailed multiple-case samplingprocedure.

……