中國(guó)中等職業(yè)教育英語(yǔ)語(yǔ)言能力的需求分析

內(nèi)容概要

　　了解學(xué)習(xí)者的語(yǔ)言學(xué)習(xí)需求和他們參與語(yǔ)言學(xué)習(xí)的動(dòng)機(jī)對(duì)于課程的開(kāi)發(fā)極為重要?！吨袊?guó)中等職業(yè)教育英語(yǔ)語(yǔ)言能力的需求分析：混合方法探究》對(duì)中國(guó)大陸中等職業(yè)學(xué)校學(xué)生的英語(yǔ)語(yǔ)言能力的需求分析進(jìn)行了較為詳細(xì)的描述與解釋?！吨袊?guó)中等職業(yè)教育英語(yǔ)語(yǔ)言能力的需求分析：混合方法探究》采取了量化與質(zhì)化相結(jié)合的混合研究方法，通過(guò)采用多種資訊來(lái)源和多種不同的方法來(lái)收集資料，進(jìn)行需求分析。本書(shū)收集的數(shù)據(jù)資料包括：（1）對(duì)某市三所職業(yè)學(xué)校700名左右參與者的調(diào)查研究；（2）對(duì)三所職業(yè)學(xué)校大約20小時(shí)的錄音與非錄音的課堂觀察，對(duì)三所職業(yè)學(xué)校6名教師和23名學(xué)生的系列訪談，以及對(duì)2名教研員、6名職業(yè)學(xué)校的畢業(yè)生和一名外企總經(jīng)理的系列訪談；（3）對(duì)教育部2009年新頒布的《中等職業(yè)學(xué)校英語(yǔ)教學(xué)大綱》的文本分析和對(duì)中等職業(yè)學(xué)校目前所采用教材的分析?！　?lái)自多個(gè)管道和透過(guò)多種方法所獲取的資訊通過(guò)采用目標(biāo)情境分析和目前情境分析來(lái)找出所存在的需求差距，并對(duì)所發(fā)現(xiàn)的需求按照對(duì)學(xué)習(xí)者學(xué)習(xí)的優(yōu)先性來(lái)進(jìn)行排序，然后對(duì)造成差距的原因進(jìn)行進(jìn)一步的探究與解釋，最后對(duì)中等職業(yè)教育情境下的未來(lái)職業(yè)英語(yǔ)課程的實(shí)施提出了建議。本書(shū)的成果顯示學(xué)生總體的語(yǔ)言學(xué)習(xí)動(dòng)機(jī)低，語(yǔ)言能力不足，學(xué)生的語(yǔ)言能力在學(xué)習(xí)者的學(xué)習(xí)、教師的教學(xué)、學(xué)校所提供的學(xué)習(xí)資源和設(shè)備等三個(gè)方面均存在需求缺欠，學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)與語(yǔ)言能力之間存在著正相關(guān)，除動(dòng)機(jī)這一主要因素外還有許多因素導(dǎo)致了學(xué)習(xí)者目前語(yǔ)言能力的缺欠。本書(shū)的成果對(duì)各種不同層次開(kāi)發(fā)和設(shè)計(jì)語(yǔ)言課程的教育工作者和研究人員，尤其是從事職業(yè)教育的教師、課程開(kāi)發(fā)人員和研究人員，都具有一定的參考價(jià)值。

書(shū)籍目錄

List of FiguresList of TablesAbbreviaaonsChapter 1 Research Background1.1 Introduction1.2 Background to the Study1.2.1 Vocational Education in the mainland of China1.2.2 Curriculum Structure1.2.3 The New National Vocational English Syllabus1.2.4 VocationalEnglishLearners1.2.5 Researchinto Language Competences1.3 ResearchPurpose1.4 Research Questions1.5 Definitions ofKey Terms1.6 Research Significance1.7 SummaChapter 2 Literature Review： Language Competences2.1 Introduction2.2 Competence and Competence-Based Education,in China2.2.1 Competence-Towards a Unified Terminology2.2.2 PerspectivesofCompetence2.2.3 Competence-Based Vocational Education2.3 A Competence-Based Typology2.3.1 Generic KSA Typology2.3.2 A Unified Typology of Competence2.4 Language Competences2.4.1 The Development ofCommunicative Competence in North America2.4.2 The Development ofCommunicative Competence in Europe2.5 Language Competencesin the New NVES2.5.1 StructuralComponents2.5.2 Language Competence Dimensions in the New NVES2.6 SummaChapter 3 Literature Review： Needs Analysis3.1 Introduction ofNA3.2 Conceptualization ofNeeds3.3 Conceptualization ofNeeds Analysis/Assessment3.3.1 The Historical Overview ofNA3.3.2 NAin Language Educatio3.3.3 Phases and Levels ofNA3.3.4 NAin the mainland ofChina3.4 Approaches to NA3.4.1 Target Situation Analysis3.4.2 Present Situation Analysis3.4.3 Deficiency Analysis3.4.4 Strategy Analysis3.4.5 MeansAnalysis3.4.6 Language Audits3.4.7 Summary3.5 Review ofApproaches to NAin Language Education3.5.1 Sources ofData3.5.2 ResearchMethods3.6 SummaryChapter 4 Research Design4.1 Research Questions and Conceptual Framework……Chapter 5 Language Audits：Leamer ProfileChapter 6 DeficiencyAnalysis：LanguageCompetence DeficienciesChapter 7 Deficiency Analysis： Explanation ofDeficiency CausesChapter 8 ConclusionsBibliographyAppendices

章節(jié)摘錄

　　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.　　……

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