中国中等职业教育英语语言能力的需求分析 混合方法探究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

中国中等职业教育英语语言能力的需求分析 混合方法探究PDF格式电子书版下载

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Chapter 1 Research Background1

1.1 Introduction2

1.2 Background to the Study3

1.2.1 Vocational Education in the mainland ofChina3

1.2.2 Curriculum Structure12

1.2.3 The New National Vocational English Syllabus14

1.2.4 Vocational English Learners17

1.2.5 Research into Language Competences18

1.3 Research Purpose22

1.4 Research Questions23

1.5 Definitions of Key Terms24

1.6 Research Significance25

1.7 Summary26

Chapter 2 Literature Review:Language Competences28

2.1 Introduction28

2.2 Competence and Competence-Based Education in China29

2.2.1 Competence—Towards a Unified Terminology29

2.2.2 Perspectives of Competence31

2.2.3 Competence-Based Vocational Education32

2.3 A Competence-Based Typology35

2.3.1 Generic KSA Typology35

2.3.2 A Unified Typology of Competence35

2.4 Language Competences37

2.4.1 The Development of Communicative Competence in North America37

2.4.2 The Development of Communicative Competence in Europe43

2.5 Language Competences in the New NVES51

2.5.1 Structural Components52

2.5.2 Language Competence Dimensions in the New NVES54

2.6 Summary59

Chapter 3 Literature Review:Needs Analysis61

3.1 Introduction of NA61

3.2 Conceptualization of Needs62

3.3 Conceptualization of Needs Analysis/Assessment64

3.3.1 The Historical Overview of NA64

3.3.2 NA in Language Education67

3.3.3 Phases and Levels of NA69

3.3.4 NA in the mainland of China71

3.4 Approaches to NA71

3.4.1 Target Situation Analysis72

3.4.2 Present Situation Analysis74

3.4.3 Deficiency Analysis75

3.4.4 Strategy Analysis77

3.4.5 Means Analysis78

3.4.6 Language Audits79

3.4.7 Summary80

3.5 Review of Approaches to NA in Language Education81

3.5.1 Sources of Data82

3.5.2 Research Methods83

3.6 Summary84

Chapter 4 Research Design86

4.1 Research Questions and Conceptual Framework86

4.1.1 Elaborated Research Questions86

4.1.2 Conceptual Framework of the Study90

4.2 Research Methods92

4.2.1 Mixed Methods Research92

4.2.2 Research Design and Notation System94

4.2.3 Reporting the Findings96

4.2.4 The Quantitative Research Design97

4.2.5 The Qualitative Research Design118

4.2.6 Legitimation153

4.2.7 Potential Ethical Issues157

4.3 Summary158

Chapter 5 Language Audits:Learner Profile159

5.1 Data Description159

5.1.1 Demographic Data159

5.1.2 Language Achievement160

5.2 Results161

5.2.1 General Demographic Profile161

5.2.2 Language Achievement170

5.3 Findings and Discussion172

Chapter 6 Deficiency Analysis:Language Competence Deficiencies174

6.1 Data Description174

6.1.1 Demographic Data174

6.1.2 Deficiency Analysis175

6.2 Results177

6.2.1 Specific Demographic Profile178

6.2.2 Deficiency Analysis of Learners'Learning Needs185

6.2.3 Deficiency Analysis of Teachers'Teaching214

6.2.4 Deficiency Analysis of Resources and Facilities239

6.3 Findings and Discussion255

6.3.1 Learning Needs256

6.3.2 Teaching Needs260

6.3.3 Learning Environment Needs261

6.3.4 Priority of Needs263

Chapter 7 Deficiency Analysis:Explanation of Deficiency Causes265

7.1 Data Description265

7.1.1 Motivation265

7.1.2 Other Factors267

7.2 Results268

7.2.1 Learners'General Motivational Determinants268

7.2.2 The Relationship between Motivation and Language Achievement269

7.2.3 Attitude/Motivational Factors272

7.2.4 Other Attributing Factors289

7.2.5 Summary310

7.3 Findings and Discussion310

Chapter 8 Conclusions314

8.1 An Overview314

8.2 Summary of Major Research Findings315

8.2.1 General Demographic and Educational Profile of Learners315

8.2.2 Language Competence Deficiencies316

8.2.3 Positive Relationships between Motivation and Language Achievement321

8.2.4 Multiple Factors Contributing to Language Competence Deficiencies322

8.2.5 Summary of the Section323

8.3 Recommendations324

8.3.1 Better Linkage between Education and Workplace324

8.3.2 Developing School-Based Curriculums326

8.3.3 Cultivating Qualified Dual-Specialist Professionals329

8.3.4 Conducting Learner-Centered Differentiated Instruction331

8.3.5 Enhancing Learner Motivation336

8.3.6 Summary338

8.4 Limitations and Implications338

8.5 Conclusion339

Bibliography342

Appendices378

Appendix A Observation Protocol378

Appendix B Interview Protocol for Teachers379

Appendix C Interview Protocol for Students381

Appendix D Questionnaire Survey383

Appendix E Language Test386

Appendix F Analytical Codebook392

Appendix G Transcription System396

Appendix H Primary Data in Chinese398