课程设置教学商务英语论文提纲

论文题目：The Study of Curriculum Design of Business English （CIMA） in College Based on Needs Analysis

摘要：随着经济全球化程度的逐渐加深，尤其是自2001年我国加入世界贸易组织后，对外开放的深度和广度不断地拓展，社会对能够在经贸领域以及国际商务活动中熟练运用英语的复合型人才的需求急剧增加。在这种新的时代要求下，外语学科的建设及其人才培养必然要与时代的变化发展相吻合。因此，商务英语备受关注并不断地向前发展，并于2007年3月被教育部批准作为一个本科专业来开设。据不完全统计，截止到2013年，全国已有将近1000多所本专科院校相继开设了与商务相关的英语专业，同时被教育部批准开设商务英语专业的高等本科院校已有74所。同时，商务英语培养模式也在呈现多元化发展。 西安外国语大学在2009年开设了“专业+证书”的创新型商务英语培养模式—商务英语专业（CIMA），成为最早将CIMA资格认证课程植入商务英语专业课程设置，设立商务英语（CIMA）教改班的高校。 本文以西安外国语大学商学院商务英语专业（CIMA）在校学习者（大三和大四）两个年级以及毕业生为研究对象，基于需求分析理论对学生需求进行调研，对商务英语专业（CIMA方向）课程设置的有效性进行研究分析；拟回答1.商务英语（CIMA方向）学习者的目标需求和学习需求；2.将CIMA资格认证课程植入商务英语专业课程设置后，能否满足在校学习者的目标需求和学习需求及是否满足毕业生的考证需求和社会需求。该研究意义在于通过对商务英语专业（CIMA方向）课程的课程体系和教学过程调查研究，总结概括西安外国语大学该专业目前的课程设置情况，指出其优缺点，提出改进意见，希望能对商务英语专业（CIMA方向）教学有所帮助，以期达到改进商务英语专业（CIMA方向）课程设置的目的，促使该课程设置在高校教学中发挥真正的作用，更好地满足学生和社会的实际需求。

关键词：商务英语（CIMA）;需求分析;课程设置

学科专业：外国语言学及应用语言学

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CONTENTS

CHPTER Ⅰ INTRODUCTION

1.1 Background of the Study

1.2 Purpose and Significance of the Study

1.3 Organization of the Thesis

CHAPTER Ⅱ LITERATURE REVIEW

2.1 Studies of English for Specific Purposes (ESP)

2.1.1 The Definition of ESP

2.1.2 The Development of ESP (Abroad and Home)

2.1.3 The Classification of ESP

2.2 Studies of Business English

2.2.1 The Different Perspectives of Business English

2.2.2 The Classification of Business English and its Learners

2.2.2.1 The Classification of Business English

2.2.2.2 The Classification of Business English Learners

2.2.3 The Development of Business English Teaching

2.3 Needs and Needs Analysis

2.3.1 The Definition and Classification of Needs

2.3.2 The Definition of Needs Analysis

2.3.3 The Models of Needs Analysis

2.4 Curriculum

2.4.1 The Definitions of Curriculum

2.4.2 Researches on the Curriculum Design Based on Needs Analysis

CHAPTER Ⅲ RESEARCH METHODOLOGY

3.1 Research Questions

3.2 Participants

3.3 Instruments

3.4 Data Collection

3.5 Data Analysis

CHAPTER Ⅳ RESULTS AND DISCUSSION

4.1 Questionnaire for the Undergraduates

4.1.1 Students’ Employment Objective and Motivation of Choosing Business English (CIMA) Major

4.1.2 Students’ Attitude toward Business English Skills, Current Curriculum design and Teachers

4.1.3 Learners’ Expectations and Lacks

4.1.4 Students’ Satisfaction Level of Current Curriculum Design

4.2 Questionnaire for the Graduates

4.2.1 Types of Companies and Positions

4.2.2 Frequency of Using English and Related CIMA Courses Knowledge

4.2.3 Frequencies of Using Related CIMA Courses Knowledge and Types of Companies

4.2.4 Frequencies of Using Related CIMA Courses Knowledge and Types of Positions

4.2.5 Attitude toward Professional Knowledge and Skills and Positions

4.2.6 Attitude toward Current Curriculum Design

CHAPTER Ⅴ CONCLUSIONS

5.1 Major Findings

5.2 Suggestions

5.2.1 Formulate Reasonable Teaching Objectives

5.2.2 “Students-Centered” Classroom

5.2.3 The Construction of Teaching Staff

5.3 Limitation

REFERENCES

APPENDIX 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

Appendix 5

APPENDIX 6

APPENDIX 7