多维动态需求分析模型应用于职业英语课程的行动研究  

Action Research on Application of Multi-dimensional and Dynamic Needs Analysis Model in Courses of English for Occupational Purposes

作　　者：李静[1] 郑春萍[1] 郝劲梅 LI Jing;ZHENG Chun-ping;HAO Jin-mei(School of Humanities,Beijing University of Posts and Telecommunications,Beijing 100876,China)

机构地区：[1]北京邮电大学人文学院

出　　处：《北京邮电大学学报（社会科学版）》2020年第1期106-116,共11页Journal of Beijing University of Posts and Telecommunications(Social Sciences Edition)

基　　金：中央高校基本科研业务费专项资金项目(2019XD-A04);北京邮电大学本科教育教学改革项目(2019Y003)

摘　　要：需求分析是职业英语课程实现产教对接的根本,目前针对该课程的需求分析以单一的数据信息来源为主,多采用静态的数据采集与数据分析。Dudley-Evans等提出的需求分析模型注重采用多样化、动态的数据信息,备受英语学术界的推崇,但该模型在职业英语课程中相关的实证研究还非常缺乏。基于此模型,以研究人员、信息技术行业从业者和北方某高校英语学生为三大数据信息源,通过文献挖掘、问卷调查、访谈和两轮课堂实践,对信息技术职业英语交流课程展开调查研究。通过系统梳理课程需求,揭示了有效的课堂组织方式,同时针对需求分析模型的教学应用方式提出具体建议。Needs analysis is the guarantee for courses of English for occupational purposes(EOP)to connect the industry and education.The present needs analyses of EOP are mostly static research gathering and analyzing data from one single resource.Dudley-Evans&St.John's needs analysis model is highly recognized for its multiple sources of needs investigation and dynamic assessment of the outcome but rarely employed in EOPrelated empirical research.This model is applied to the development of Information Technology(IT)Workplace English Course in one University of Northern China and literature mining,questionnaires,interviews and twocycle teaching are conducted based on three sources—researchers,IT professionals and students of the course.The research finally identifies the course needs and practical implementation approaches.In the meantime,the study provides suggestions for the application of Dudley-Evans&St.John's model.

关 键 词：需求分析 职业英语交流课程 需求分析模型 

分 类 号：H319[语言文字—英语]