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．ｒ嗎画顆爾麵載！单位代码誦４ＩＩ］＇＂号Ｇ＂２Ｉ．．－．；．纖嚇纖＾－皆Ａ聲硕±学位文：：胃（专业学位）＇．－屢譜．Ｔｈｅ、ＡｐｐｌｉｃａｔｉｏｎｏｆＥＳＰＡｐｐｒｏａｃｈｉｎＴｏｕｒｉｓｍＥｎｌｉｓｈ＼ｇ於矜ＴｅａｃｈｉｎｏｆＶｏｃａｔｉｏｎａｌＣｏｌｌｅｅｓｇｇ．＼ＥＳＰ教学法在高职旅游英语教学中的应用毒气：歡，＾誦；鳴麵：；＾尸：专业学位领域；学科教学巧语＞；湘秦类硕＊产錫雜ｒ？责：請參賴＂导教师；王运河副教授－Ｕ指：ｗ／Ｍｓ占’－命Ｖ焦玉江高级教师巧‘业导师｜苦立职：窜鐵！．咖槪＇鄭琢幽譲塌 TheApplicationofESPApproachinTourismEnglishTeachingofVocationalCollegesESP教学法在高职旅游英语教学中的应用ADissertationSubmittedtotheGraduateSchoolofHenanUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationByXiangYanSupervisor:AssociateProf.WangYunheSeniorteacher:JiaoYujiangMay,2016 AcknowledgementsFirstandforemost,Iwouldliketoexpressmysincereappreciationtomybelovedsupervisor,ProfessorWangYunhe,whoarousedmyenthusiasminstudiesbyhisenlighteninglecturesandsparedtimeoutofhistightscheduletoguidemepatientlythroughtheprocessofwritingthisthesis.Hisprofoundknowledgeandseriousattitudetowardsacademicresearchalwaysinspiremeandprofitmeallmylife.Hisstandardsofacademicexcellencehavemademywritinganexcitingandgratifyingexperience.Withouthispatienthelp,thisthesiscouldnothavebeencompleted.Mysincerethankswillalsogotoalltheteacherswhohavebeenstrictwithmeinthetwoyearsofmypostgraduatestudy,includingProfessorWangBaomin,ProfessorLiXianglingandProfessorDuJianjun.Theirencouragement,guidanceandassistancehelpedaccomplishthisthesissmoothly.Ialsowouldliketoextendmythankstomyfamilyfortheirgreathelpinmystudyandlife.Theirintelligence,wisdomandpersonalityhelpmefinishthisthesis.Finally,Iwanttoappreciatethehelpofalltheteachersandstudentswhosupportedintheinvestigation.Theirtremendousencouragementandcooperationmadetheresearchareality. AbstractInrecentyears,tourismindustryhasplayedanimportantroleinChineseeconomy.TourismEnglishteachinginvocationalcollegesisdifferentfromgeneralhighereducationbecauseitisvocation-orientedanditsobjectiveistocultivatepracticaltalentsworkingintourismindustry,suchastourguidesandhotelstaff.Thus,applicationandpracticalityarethedistinguishingfeaturesofTourismEnglishteaching.However,TourismEnglishteachinginvocationalcollegeshasfollowedtheteachingmodelofthree-yearundergraduateeducationforalongtime.ThisEGP(EnglishforGeneralPurposes)approachleadstounsatisfactoryteachingeffects.ESP(EnglishforSpecificPurposes),asanapproachtolanguageteaching,wasfirstdeclaredbyJohnSwalesin1960s.ItscontentsandmethodsaredeterminedbyfunctionalandpracticalEnglishrequirementsofthelearneranditcanhelplearnersacquirethespecificabilitieswithinthelimitedtime.ESPisnotonlyinaccordancewiththetraininggoalofTourismEnglishteachinginvocationalcolleges,butalsocanmeetthesocialneedsforpracticaltalentsofTourismEnglish.ThereforeitisreasonableandfeasibletoapplyESPapproachintoTourismEnglishteachinginvocationalcolleges.TheauthorputforwardthreequestionstotesttheeffectivenessofESPapproachinTourismEnglishteaching.Question1:WhataretheexistingproblemsofTourismEnglishcoursethroughinvestigatingstudents’presentsituation?Question2:WhataretargetneedsandlearningneedsforthestudentsofTourismEnglish?Question3:CanESPapproacheffectivelyimprovestudents’academicperformanceinTourismEnglishlearningofvocationalcolleges?Inordertoanswerthethreequestions,thisresearchtakesHutchinson&WatersandDudley-Evans&StJohn'smodelsforneedsanalysisasabasistomakeacomprehensiveI studyofpresentconditionofTourismEnglishcourse.InordertoexploretheexistingproblemsofTourismEnglishteachingandprovidesomesuggestionstopromotethedevelopmentofTourismEnglishteaching.TheauthortakesthestudentswhohaveselectedtheTourismEnglishmajorstudentsinavocationalcollegeasresearchsubject.WhilethepurposeofthisresearchistosurveypresentproblemsofTourismEnglishcourseandlearners'targetneedsandlearningneedsofTourismEnglishthroughsurveyingthepresentteachingconditionofTourismEnglishandlearners'expectationsofthiscourse.ToimprovetheteachingqualityoftheTourismEnglishteaching,theauthordisplaystheapplicationsofESPrelatedtheoriesinTourismEnglishteachingbyaquasi-empiricalresearch.Twoclassesareinvolvedintheexperimentwithoneastheexperimentalclass,andtheotherbeingthecontrolclass.ESPApproachisadoptedintheexperimentalclasswhileEGPApproachisadoptedinthecontrolclass.Inaddition,asurveywithquestionnaireandaninterviewareintroducedtohelptheempiricalresearch.Thisthesisgottheconclusionmainlyfromthecomparisonofthetwoclassesinstudents'marksandtheirperformancesinquestionnairesandteststhatstudentsoftheexperimentalclasshavemoreevidentimprovementthanthoseofthecontrolclass.Thedatafromthepost-questionnaireandinterviewsshowthatESPcanhelpstudentstakeanactivepartinclassrooms.Theirinterest,motivationandself-confidencecanbeenhanced.ThescoresofthestudentsformtestsintheexperimentindicatethattheteachingapproachesbasedonESPtheoriesaremoreeffectivethantraditionalteachingapproachesinimprovingstudents'tourismEnglishlanguageandvocationalcompetency.Attheendofthethesis,majorfindingsandpedagogicalimplicationsareproposed.Thelimitationsofthecurrentstudyduetothelimitedspaceandtimewerepointedout,andinspirationforfurtherresearcheswasalsosuggested.KeyWords:EnglishforSpecialPurposes;VocationalColleges;TourismEnglishII 摘要近年来，旅游业在中国产业结构中的地位日渐重要。旅游英语不同于学术型的普通英语教育，而是直接面向旅游行业各部门培养从业人员的就业教育。因此，突出应用性和实用性应是高职旅游英语教学的特色。然而，长期以来旅游高职英语教学从教材选择、教学环节到教学方法基本上沿袭了EGP(大学通用英语)的教学模式，这种模式严重影响了旅游英语教学的效果。约翰斯维尔斯在20世纪60年代首次提出ESP(专门用途英语)教学法，它作为一种根据学生交际需要为学习目的而确定教学内容和方法的教学途径，符合高职教育的培养目标，符合旅游行业对具有良好专业交际能力的涉外人才的客观需要。因此将专门用途英语教学法应用于高职旅游英语教学，能使其建立在科学理论基础上，让学生在有限的时间内最大限度的获取胜任将来工作所需的英语应用能力。为力图证明ESP教学法在旅游英语教学上的有效性，本研究提出了三个问题:(1)当前旅游英语教学中存在哪些问题？(2)学生对该课程的目标需求和学习需求是什么？(3)ESP教学法能有效提高高职院校旅游英语学生的学习成绩吗？为了回答提出的问题，本研究结合Hutchinson&Waters和Dudley-Evans&StJohn的需求分析模型调查该校旅游英语课程开设存在的问题，并为提高旅游英语教学提出一些建议。本研究以某高职院校旅游英语专业的学生为研究对象，通过调查该专业目前的教学情况和学生对该专业的期望，以此了解当前旅游英语课程开设存在的问题及学生对该课程的目标需求和学习需求。本文尝试从实证研究的角度验证将专门用途英语教学教学法应用于高职旅游英语教学。教学试验涉及两个班，一个是实验班，一个是对照班，分别采用不同的教学方法，实验班采用专门用途英语教学法，对照班则采用传统的通用英语教学法。此外，还运用问卷调查以及访谈等手段配合实证研究。通过实验班和控制班的问卷调查和期末测试的比较，可以得出结论，实验班的成绩相对控制班而言有更明显的提高。通过实验班的问卷调查和访谈结果可以看出专门用途英语教学可以提高学生的课堂参与积极性，学习兴趣，学习动机和自信。通过两班的测试结果可以看出专门用途英语教学法相比于传统教学法更有利于提高学生的语言能力和职业能力。最后，作者指出因时间和空间的限制，本次调查仍存在不足之处，并在对调查结果III 的梳理分析过程中得到了对今后教学工作的启示。关键词：专门用途英语；高职院校；旅游英语IV CONTENTSAcknowledgementsAbstract......................................................................................................................................I摘要......................................................................................................................................IIIChapterOneIntroduction.......................................................................................................11.1BackgroundoftheStudy...............................................................................................11.2SignificanceoftheStudy...............................................................................................31.3ResearchQuestions........................................................................................................41.4ResearchMethods..........................................................................................................41.5OrganizationoftheStudy..............................................................................................5ChapterTwoLiteratureReview.............................................................................................72.1IntroductionofESPApproach......................................................................................72.2IntroductionofTourismEnglish...................................................................................82.3PreviousStudiesAbroadandatHome........................................................................102.3.1PreviousStudiesonESPApproachAbroadandatHome.................................102.3.2PreviousStudiesonTourismEnglishTeachingAbroadandatHome..............152.3.3PreviousStudiesonNeedsAnalysisAbroadandatHome...............................162.4ApplicationofESPApproachtoTourismEnglishTeaching......................................202.5LimitationsofPreviousStudies...................................................................................23ChapterThreeTheoreticalFoundation...............................................................................253.1ConceptionsofNeedsAnalysis...................................................................................253.2ModelsofNeedsAnalysis...........................................................................................263.3ProceduresofNeedsAnalysis.....................................................................................31V 3.4Summary......................................................................................................................33ChapterFourResearchDesign.............................................................................................354.1Subjects........................................................................................................................354.2Instruments..................................................................................................................364.2.1Questionnaires....................................................................................................364.2.2Tests...................................................................................................................374.2.3Interviews...........................................................................................................384.3Procedures...................................................................................................................394.3.1Pre-test...............................................................................................................394.3.2Pre-questionnaire...............................................................................................394.3.3TeachingExperiments.......................................................................................394.3.4TeachingSample................................................................................................434.3.5Post-questionnaire...............................................................................................484.3.6Interviews...........................................................................................................494.4Summary......................................................................................................................49ChapterFiveDataAnalysisandDiscussion........................................................................515.1AnalysisofQuestionnaires..........................................................................................515.1.1AnalysisofPre-questionnaireinECandCC.....................................................515.1.2AnalysisofPost-questionnaireinECandCC...................................................575.2AnalysisofTests.........................................................................................................595.2.1AnalysisofPre-testinECandCC.....................................................................595.2.2AnalysisofPost-testinECandCC...................................................................605.3AnalysisofInterviewsinEC.......................................................................................61ChapterSixConclusions........................................................................................................656.1MajorFindings............................................................................................................65VI 6.2PedagogicalImplications.............................................................................................666.3Limitations...................................................................................................................676.4SuggestionsforFutureResearches..............................................................................67Bibliography...........................................................................................................................69AppendixAPre-testPaper.................................................................................................73AppendixBPost-testPaper................................................................................................78AppendixC旅游英语课程学生需求分析调查问卷（前测）..........................................83AppendixD旅游英语课程学生需求分析调查问卷（后测）..........................................85AppendixE访谈提问大纲..................................................................................................86AppendixF学生成绩..........................................................................................................87VII ChapterOneIntroduction1.1BackgroundoftheStudyThetwenty-firstcenturysurelyseesarapidlychangingworld,inwhichglobalexchangeaswellascommunicationplaysanincreasinglysignificantrole.Tourism,servingasanimportantbridgeofinformationtransmission,culturalexchange,andfriendshipinteraction,exertsmoreandmoreextensiveinfluenceonhumanlifeandsocialprogressamongvariouscountries;therefore,tourismindustryhasenjoyedarapidandsteadydevelopment.English,asagloballanguage,hasbecomemoredominantintourismindustryandthesameistrueinChina.ThegrowthofChinesetourismisingreatneedofalargenumberoftourismtalentswithhighabilitiesofEnglishlanguageandexcellentpracticaltourismserviceskills.Withanincreasingpopularityinthejobmarket,alotofdomesticvocationalcollegeshaveofferedTourismEnglishcourse,aimingtocultivateinterdisciplinarytalentswhocanuseEnglishtoservetourismjobs.However,despiteitsoriginalintentiontoimprovestudents'Englishlanguagecompetency,tourismspecialknowledgeandserviceskills,theeffectofTourismEnglishteachingisnotsosatisfactory.Manytourismindustryemployerscriticizethedeficiencyofin-servicegraduates'occupationalcompetence;alotoftourismEnglishgraduatescomplainofthegapbetweenwhatistaughtincollegesandtherealityofthetourismindustryitself,andthein-schoolstudentsshowalossofmotivationtolearn.Thoughinappropriateteachingmethodisnottheonlysourcefortheseproblems,itshouldbestillblamedformanyofthem.Lackingscientifictheoreticalsupportandguidance,mostTourismEnglishteachersjustcopytheconventionalmethodfromEnglishforGeneralpurposes(EGPhereinafter)teaching,whichisnotfitfortheTourismEnglishcourse.1 ComparedwithotherEnglishcourses,thestudiesofteachingmethodsonTourismEnglisharerelativelyshorter.Duringthepast10years,manyresearchershaveappliedalotofteachingmethodstotourismEnglishcourse,suchastranslationmethod,cognitivemethod,thesituationalapproach,task-basedapproach,etc.ThesemethodshavetheirownadvantagesandimprovetheTourismEnglishteaching,tosomeextent.ButsinceallthesetheoriesarestillbasedonEGPteachingtheories,theycanonlysolvesomesuperficialproblems.EGP(EnglishforGeneralPurposes)teachingfocusesonthelanguageitself,especially,thecommoncoreofthelanguage,i.e.thepartoflanguagesharedbymostspeakers,withoutrestrictionsfromregion,educationstatus,socialposition,careerandotherfactors.EGPteachingstressesbasiclanguageskillsincludinglistening,speaking,reading,writingandtranslationequally.Inpractice,EGPteachingmainlychoosesdailylifesituationsasmaterialsandemphasizesonrepeatedpracticeofgrammarandvocabulary.BecausetheEGPteachingleadstoneglectofvocationalcollegestudents'specialtiesandtheirpoorworkingperformance,manyresearchersandteachersareconcentratingonthestudiesofchangingteachingmethods,expectingtheTourismEnglishteachingcanbemoresuitableforvocationaldemands.TheyturnedtheirattentiontoEnglishforSpecialpurposes(ESPhereinafter)insteadofEGP.Inthiskindofsituation,theESPtheoriesbegantobeappliedinvocationalcollegeEnglishteachingandthenturnedtoTourismEnglishteaching.Inrecentyears,ESPtheoriesaremuchfavoredbybothteachersandstudentsbecauseitemphasizeswhywelearnEnglish,i.e.thespecialpurposesofEnglishlearning.IntheapplicationofESPtheoriestoTourismEnglishcourse,teachersmaytake5phases:needsanalysis,syllabusdesign,materialselection,courseteachingandevaluation.Amongthese5phases,vocationalcollegeteachersaremorelikelytohaveaccesstocourseteaching.BytakingESPguidedteachingmethod,teachersmayhaveaclearpictureastothetalents'qualificationsrequiredbytourismindustry,whichwouldserveasthefoundationtoteach2 TourismEnglishcourse,sothatthegapbetweenwhatistaughtincollegesandwhatwillbeusedintourismjobswouldbebridged.ThenthroughavarietyofclassroomESPteachingactivities,teachersmaycreatealargenumberofteachingsituationssimulatingtherealtourismvocationalsituationsandconcentrateontheskillsneededbythespecifictourismvocationalpositions,sothatthelearningwouldbecombinedwithpractice.Inrecentyears,ESPtheoriesareappliedwidelyandsuccessfullyinvocationalcollegeEnglishteachingsuchasBusinessEnglish.HoweverregardingTourismEnglishcourse,especiallyforTourismEnglishteachingmethod,applicationofESPtheoriesisstillanewattempt,needingfurtherstudiesandpractices.1.2SignificanceoftheStudyStudentsarelearningTourismEnglishcourseinordertocommunicatetourismvocationalskillsandtoperformtourism-job-relatedfunctions.Toachievethisaim,studentsarerequiredtolearnbothEnglishlanguageandtourismvocationalskillsbyanintegratedandeffectiveteachingmethod.StudentsneedtounderstandthespecialcharacteristicsofTourismEnglish.Studentsaresupposedtobeengagedintourism-job-relatedpracticeasmuchaspossiblebecauseonlybyalargequantityofsimulatedpracticecanthegapbetweentheschoollearningandthetourismindustryrealitiesbebridged.Intheprocessoflearningandpracticing,studentslearntoapplyEnglishtotourismvocationalsituations.Atlast,theyareabletopossessthequalitiesandskillsthatoneshouldpossesstodotourism-relatedjobswell.ItisfeasibletoapplyESPtheoriestoTourismEnglishteaching.Thereasonsareasfollows:Firstofall,theapplicationofESPtheoriestoTourismEnglishteachingisequippedwithsolidtheoreticalfoundation:needsanalysis.Secondly,thenatureandcharacteristicsofESPtheoriesandtheobjectiveofTourismEnglishteachingareconsistent.Finally,thepresentTourismEnglishteachingstatuscallsforamoreeffectiveteachingway,whileESPhappenstoprovideus3 withasuitableconceptandtooltoimproveit.Inconclusion,theapplicationofESPtheoriestoTourismEnglishteachingisfeasibleandnecessary.GuidedbyESPtheories,theTourismEnglishcoursemakesselectionandconstitutionoftheteachingaim,contentandmethodologybasedonstudents'specifictargetandcommunicativerequirements.Besides,withthepracticallanguageskillsandappliedtourismknowledgebeinghighlightedandenhanced,students'competitivestrengthintourismemploymentmarketwillbelargelyintensified.1.3ResearchQuestionsConcerningthepresentmainproblemsandpreviousliteraturereview,theauthorcomesupwiththefollowingthreeresearchquestions.Question1:WhataretheexistingproblemsofTourismEnglishcoursethroughinvestigatingstudents’presentsituation?Question2:WhataretargetneedsandlearningneedsforthestudentsofTourismEnglish?Question3:CanESPteachingeffectivelyimprovestudents’academicperformanceinTourismEnglishlearningofvocationalcolleges?1.4ResearchMethodsThispaperisanempiricalstudy.Theauthortriestousequantitativeandqualitativeanalysistotestifytheresearchquestions.Thequantitativeanalysisinthispaperincludesquestionnairesandapre-test,apost-testandthequalitativeanalysisincludesaninterview.Firstly,theauthorsortout,analyzeandrefinethecollectedresourcesfromhomeandabroadinordertosearchforthebasicviewsoftheexpertsofthisproblemandsetthetheoryfortheresearch.Secondly,theauthorchoosestwoclassesofGradeTwoinZhengzhouTourismVocationalCollegeastheresearchsubjects.Classoneisthecontrolgroup,andclasstwois4 theexperimentalgroup.ESPapproachisappliedintheexperimentalclass,whileEGPapproachisappliedinthecontrolclass.Onthebasisofthetheories,theauthordesignthequestionnaires,testsandinterviews,combiningwiththerelateddocumentsandeducationalresearchingbooks,andconfirmtheresearchingobjectandsamplevolume.Andthen,alltheresultsofquestionnaires,testsandinterviewsarecollectedandanalyzedcarefullybyusingthecomputersoftware---theStatisticalPackageofSocialScience19.0(SPSS).Inaword,itisanempiricalstudyandtheauthormainlyusesthequantitativeresearchinthisstudy.1.5OrganizationoftheStudyThethesisconsistsofsixchapters.Chapteroneisabriefintroductionofthestudy.Firstly,itexplainsthebackgroundofthestudy,anditisfollowedbysignificanceofthestudy.Then,theauthorproposestheresearchquestionsandmethods.Finally,itisthestructureofthestudy.ChaptertwoisliteraturereviewpartinwhichtheauthorlistsdefinitionsofrelevanttermsconcerningESPandalsoreviewspresentstudiesofESPstudies,aswellastourismEnglishteaching,athomeandabroad.Chapterthreeisthetheoreticalfoundationwhichconcludestheconceptsandtheclassificationofneedsanalysis.Chapterfourisresearchdesignwhichconcludesresearchsubjects,researchinstrumentsandresearchprocedures.Chapterfiveisresultsanalysiswhichdealswithquestionsproposedinchapterfour.Chaptersixdrawsconclusionstothestudy.Theauthorpointsoutmajorfindings,limitationsandsomesuggestionsforfuturestudyontourismEnglishteachinginvocationalcollegesbyusingESPtheories.5 6 ChapterTwoLiteratureReview2.1IntroductionofESPApproachTheterm,ESP(EnglishforSpecificPurpose),isoriginatedin1960s.JohnSwales(1985)declaredthebirthofESPinthe1960s.Asearlyasin1964,Halliday,McintoshandStrevenssummarizedESPbrieflyinthebookTheLinguisticSciencesandLanguageTeachinginwhichtheycollaborated:“Englishforpolicemen,forcivilservants,fordoctorsandnurses,forofficialsofthelaw,forengineersandfitters,forspecialistsinagricultures”.AlthoughtheydidnotdirectlygivethedefinitionofESP,theyillustratedESPwithjobs.Thebookalsoindicatesclearlythatwhentheteachingcontentsandteachingmethodsbeingdetermined,thespecificneedsoflearnersshouldbeconsideredfirst.ThepublishofthebookgivesabigboosttothedevelopmentofESPteaching.TomHutchinsonandAlanWatersthoughtthatESPisnotaproduct,butameans.ThereisnoessentialdifferencewithEGPinteaching,anditsteachingmethodisnothingspecial.Takingwhatkindofteachingmethodisdeterminedbylearners’specificneeds.Accordingtothesubjectcategories,theydivideESPintothreebranches,EnglishforEnglishforSocialStudies(ESS),BusinessandEconomics(EBE)andEnglishforScienceandTechnology(EST).Eachofthesebranchesfallsintotwocategories:EnglishforOccupationalPurposes(EOP)andEnglishforAcademicPurposes(EAP)/EnglishforVocationalPurposes(EVP).Dudley-EvansandStJohndirectlydivideESPintotwomajorbranchesaccordingtothelearners'purposeandcommunicationenvironment,EnglishforOccupationalPurposes(EOP)andEnglishforAcademicPurposes(EAP).ThenEAPagainisdividedintospecificEAPandgeneralEOPbranch.Fromthedescriptionofthesescholars,itisnothardtoseethattourism7 Englishcoursesinourcountry'svocationalcollegesshouldbelongtothecategoryofEOP.Onthisbasis,manyscholarsmakefurtherdefinitionsofESPapproach.In1977,Strevensputforwardanotherdefinition:ESPapproacharethoseinwhichtheaimsandcontentsaredetermined,principallyorwhollynotbycriteriaofgeneraleducation(aswhenEnglishisaschoolsubject),butbyfunctionalorpracticalEnglishrequirementsofthelearner.In1978,anotherdefinitionofESPapproachcameintobeing,givenbyMunbyatthebeginningofhisbookCommunicativesyllabusDesign.Itgoesasfollows:"ESPapproachisthatwherethesyllabusandmaterialsaredeterminedinallessentialsbytheprioranalysisofthecommunicationneedsofthelearner."Dudley-EvansandSt.JohnfurtherpointedoutthatESPapproach,unlikeEGPapproach,isspeciallydesignedforaparticularprofession.Besides,withcross-disciplinarycharacteristic,itnotonlyinvolvesrelativetheoriesaboutlanguageandlinguistics,butalsocomesdowntothelearners’ownprofessionalknowledge.Itspurposeistocultivateandimprovethelearners’abilityinusingprofessionalEnglish.FromthepointofmanyscholarsonthedefinitionoftheESPapproach,it'snothardtofindthattheyallagreethefollowingviews:ESPapproachshouldstartofffromtheneedsoflearnersandassociatewithspecificprofessions.ItisobservedthatneedsanalysisplaysasignificantroleinESPteaching.TheimprovingofTourismEnglishistomeetthedemandoftourismindustryforpractitioners'Englishcompetence.Therefore,inordertosatisfytheneedsofsocietyandstudents,itisindispensabletoimprovetheleveloftourismEnglishteaching.2.2IntroductionofTourismEnglishTourismEnglish,asitsnamesuggests,istheEnglishlanguageusedfortourismandisaparticularvarietyofEnglishintermsoflinguistics.Itemergedwiththedevelopmentof8 tourismindustry(especiallyinternationaltourism),whenpeoplemakeavisittosomeplace,andareinturnprovidedwithallkindoftourismservicesduringthetour.Thetourismservicesrefertotransportationservice,hotelserviceandtouristspotservices.Therefore,tourismEnglishiswidelyusedintransportation(includingairplane,trainandbus),hotel(includingrestaurant)andtouristspots,withspokenandwritteninform.WiththedevelopmentofChinesetourismindustry,moreandmoreforeigntouristscometovisitChinaandTourismEnglishhasbecomenecessaryandboominginChina.Inmostcases,Englishistheonlymediumininternationaltourismactivities.WebelievethatChinesetourismwouldnotadvancesosmoothlywithoutthedevelopmentofTourismEnglish.Asmentionedabove,TourismEnglishisakindofspecificEnglishwhichisusedspeciallyintourismindustryincommunicationbetweentourismemployeesandtourists.Therefore,manyvocationalcollegesareofferingTourismEnglishcoursetothosewhowillworkorareworkingintourismindustry.Itscontentmainlycoversthewholeserviceprocessoftourguidingandhotelservice.ThefeaturesofTourismEnglishteachingareasfollows:(1)BepracticalFortourismemployees,nomatterwhatpositionstheytake,atourguideorahotelbellboy,aface-to-facecommunicationinEnglishwithforeigntouristshasbecometheirnecessity.Fromwelcomespeechtofarewellparty,fromreservationofaroomtohotelcheck-out,fromorderingthefoodtoservingthefoodforguests,thefrequentuseofEnglishisthroughoutalltheirjobprocess.Therefore,TourismEnglishteachingattachesgreatimportancetostudents'practicability.Specificallyspeaking,afterattendingTourismEnglishcourse,studentsarerequiredtohaveEnglishLanguageabilitiestoreadEnglishtourism-relatedmaterials,communicatewithforeigntouristsfluently,andprovideexcellenttourismservice.(2)Beprofessional9 ForTourismEnglishteaching,asitsnameindicates,tourismprofessionalknowledgesuchastourismmanagement,hoteloperation,scenicspots,tourtransportation,hasconstitutedafundamentalpartofthecourse.Onlybyunderstandingthetourismindustrycanthestudents'useoflanguagebemoredirectandcomplete.2.3PreviousStudiesAbroadandatHome2.3.1PreviousStudiesonESPApproachAbroadandatHomeInthewest,therisingofresearchonthetheoryofESPabroadisin1960s.DuringthewholeprocessofESPdevelopment,ithasundergonefourstages,whichareregisteranalysis,rhetoricalordiscourseanalysis,targetsituationanalysis,skillsandstrategies.AndatpresentESPisonthefifthstage---alearning-centeredapproach.Thefirststage(1960sandearly1970s)focusedonregisteranalysis.TherepresentativepersonageareHalliday,Barber,Strevens,Mcintosh,Ewer,SwalesandJohnHerbert.ThisstageemphasizesEnglishdocumentliteratureinacertainfieldwhichisdifferentfromotherfieldsinvocabularyandgrammar,inordertofindoutthecharacteristicsofvocabularyandgrammarinthecertainfield,andprovidethebasisoftheestablishmentofthesyllabusandwritingofthetextbooks.Therepresentativewritingsinclude:AStructureofTechnologicalEnglish(Herbert,1965),ACourseinBasicScientificEnglish(Ewer,1969).Thesignificanceofregisteranalysismainlyreflectsinthefieldofteaching.Itcanhelpeducationalinstitutiontoformulateamoretargetedteachingframeworkwhichfocusonlanguagepointsandskillscommonlyusedinstudyandfuturework,andmakeESPbettersatisfylearners’needs,inordertoimprovetheteachingquality.Thesecondstage(early1970s)emphasizedonrhetoricalordiscourseanalysis.TherepresentativepersonageareMaryTodd-Trimble,LouisTrimble,HenryWiddowson,LarrySelinkerandJohnLackstrom.Onthebasisofregisteranalysis,theemphasisofthisstage10 shiftedtothestudyofdiscourse,namelyhowsentencesbecomposedintoaparagraph,howparagraphsbecomposedintoadiscourse.TherepresentativebookisESP:DiscourseApproach,EnglishinFocus,etc.Throughthestudyofthisstage,thefocusisaimedathelpingstudentsexpresstheiropinionsaccuratelyandunderstandtheintentionsofothers,andcultivatingstudents'abilitytousecorrectlanguageindifferentoccasions.Thethirdstage(late1970s)focusedontargetsituationanalysis,representedbyJohnMunby.Targetsituationanalysismeansthroughanalyzingthesituationwhereneedstouseforeignlanguage,aswellasthecontent,style,approachandmediaofthecommunicationsinthesituation,tosummarizethecharacteristicsofthelanguage,thentheESPcurriculumandsyllabuscanbeformulatedbasedontheanalysis,namelythattheanalysisandthepurposeoflearninglanguagearecloselyfelltogether.Theprocessisalsocalledneedsanalysis.ThereasonwhyESPispraisedhighlybymanyscholars,teachersandlearners,aswellasresearchinstitutions,liesinthatitscenterandstartingpointisthetargetsituationanalysisorneedsanalysis.Intherepresentativewriting,CommunicativeSyllabusDesign,Munbyin-depthdiscussedthelearners'needsintheCommunicativeaspect,suchascommunicationskillsindifferentcommunicationenvironment,etc.Thefourthstage(late1970s)focusedonskillsandstrategiesanalysis,whichjumpsoutofthefirstthreestagesoftheresearchinthelanguagesurfaceformandstartstocommittothedeeperresearch---thethinkingprocessoflanguageusing.Thestudyofthisstagemainlyfocusesonthereadingskillsofteachingandresearch.Because,withthedevelopmentofscienceandtechnology,economy,cultureandpoliticschangingwitheachpassingday,Englishgetsmoreandmoreattention.Fromtheproductmanualsindailylife,tomaterialsofhightechnology,Englishwritinghasbeenadopted.Inordertoaccuratelygraspitsconnotation,thepossessionofreadingskillswillhalftheworkwithdoubleresults.thereadingskillsnaturallybecomethefocusofattention.Fromthenon,withthedeepeningof11 theresearch,thestudyoflistening,speakingandwritingskillsexpandsgradually.ThefifthstagefocusedonLearning-centeredapproach.Thisphasepaysattentiontotherevealoftheeffect,namelyhowtolearnalanguageefficiently?Asateachingapproach,atthisstage,ESPhastostudyhowtoarousetheenthusiasmoflearners,thesubject(internal),inteachingprocessandalsopayattentiontolearners’environment(external)atthesametime.Itemphasizesthecombinedactionofinternalandexternalcauses,inordertoenhancethelearningeffectextremely.InChina,since1980s,someofthecollegesanduniversitiesbegantoapplyESPapproachinteaching,startingfromthescienceandtechnologyEnglishcourse.ThedevelopmentofESPinChinahasexperiencedthreephases:initialform;running-indevelopment;andrise.Fromnowon,therisinganddevelopingofESPapproachisaninexorabletrendinourcountry.Thefirststage(late1970s-late1980s)istheriseoftheESPteachingresearch.ScienceandTechnologyinEnglishTeachingandResearchandDynamicofScienceandTechnologyinForeignEnglishTeachingandResearch,writtenbyprofessorYangHuizhong,istheearliestresearchresultabouttheESPteaching.HeintroducedtheconceptofESPandforeignstudiesofESPteaching,thenproposedthatscienceandtechnologyEnglishshouldbelongtothecategoryofESP.Sincethen,ESPteachingbecamethehottopicwhichmanyscholarsfocusedon.Suchas,WuQianguangpointedoutthatweshouldusethebasictheoriesofESPteachingandteachingmethodsinforeigncountriesforreference,soastoimprovetheprofessionalEnglishteachinginChina.ZhangYanbinandWuYingengfocusedonscienceandtechnologyEnglish;ZhangYibinstudiedESPteachinginUK;LiHuiqinandShengJianyuancollaborativetranslatedESPteachingfor20years,fromESPteachingexpertStrevens'speechdraft,andsoon.Itisobservedfromthesedatathatintheinitialstage,thestudyofESPinChinaisonlylimitedtotheintroductionofforeignresearches.Thedomestic12 researchislimitedtoonearea,EnglishforScienceandTechnology.Theresearchscopeisnarrowandtheachievementisfew.Thisstageisjustaintroductionstage.Thesecondstage(1990s)isthedevelopmentofresearchonESPteaching.ThestudyofESPteachinginChinabegantobreakthroughtosomeextent.FortheinstructionaltheoryofESPside,ZhangGuoyang,ChengShilu,FangYi,DengHaiandLiangJianintroducedthedevelopmentandcurrentsituationofESPteaching,andproposedthatESPteachingsystemshouldbeestablishedsuitedtotheconditionofChina.Fortherangeofthestudy,ZhengXiulin,ZhangShaoxiongandChenZhonghuacarriedonthestudyofthescienceandtechnologyEnglishteaching.Atthesametime,withtheincreasingofcommercialactivities,LiuFagong,GuoJianchang,JiangYajunandNanZuominstartedtodoastudyofBusinessEnglish,indicatedtheopenquestionsinourBusinessEnglishteaching,andproposedrecommendationsforimprovement.Furthermore,ESPstartedtocomedowntootherfields,suchastourism,financeandmedicine.Alongwiththepracticeofteachingcarryforwardstepbystep,somescholarsbegantopaycloseattentiontoESPteachingmethods.LiBaiqingexploredtheimportanceofintuitionalteachingaidinESPteaching,andpointedoutthefunctionofintuitionalteachingaidasauxiliaryteachingattachments;WangJialiindicatedthatusingthecommunicativeapproachcanimprovethelearners'communicativecompetence,anddemonstratedhowtoapplycommunicativelanguageteaching.QuYunhuaadvocatedthatusingtheContent-basedapproachinESPreadingteachingincollageisnecessary,andpointedoutthatbandingtheimpartingofprofessionalknowledgeandthecultivatingoflanguageskillstogethercangreatlypromotetheESPreadingteaching.TheESPteachinginChinaduringthisperiodofstudiesisthetransitionfromrisetoprosperity,andlayasolidfoundationtothelaterdevelopmentofESPstudyinChina.Thethirdstage(21stcentury)isESPin-depthdevelopmentinanall-roundway.Atthis13 stage,wecanseethosenewatmosphereofESPresearchinourcountry,whichmainlydisplaysin:(1)thegrowthofthenumberinresearch.SearchingintheChineseperiodicaldatabase,withtheindexword"ESP"andliteraryhistoryandphilosophyastheretrievalscope,only58referenceswereeligiblebeforetheyear2000;fromtheyear2000to2011thenumberofeligibledocumentsroseto578.Accordingtothesimilaritycondition,searchinginthefulltextdatabaseofthedoctor/outstandingmaster'sthesis,therewasonlyonequalifieddocumentuntil2000,andin2011thenumberofeligiblereferenceswas47.Theresultsdemonstratedthataftertheyear2000,moreandmorescholarsbegantopaycloseattentiontotheresearchofESP.(2)thebroadnessoftheresearchfields.TheresearchonESPatthisstagestartedtoinvolvesmanyaspects:intheaspectofteachingmodel,DengZhenxiacameupwithusingtheCLIL(ContentandLanguageIntegratedLearning)modeltoimprovetheeffectivenessofbusinessEnglishtranslationteaching;HeRongrongproposedthatapplyingthesituationalteachinginsportsEnglishteachingwasnecessary;CaiJiangarguedthatbusinessEnglishteachingshouldtakethemodeofclassroomteachingforcultivatingappliedtalents,etc.IntheaspectofESPteachertraining,LiuLimei,ZhaoGuitu,LiLei,XieHui,ChenLanyingandZhouJianhuaexploredtheteacher'squestioninESPteachingfromtheperspectiveofESPteachers'qualityandneeds;Therearemanyotherscholarsproceededwiththeteachingmethods,teachingmaterialandtheempiricalstudy,etc.Inconclusion,ESPapproachinChina,alongwiththeESPresearch,hasgonethrough50yearsofdevelopment,fromnonexistencetopassintoexistence,fromlesstomore,thestudyhasmadeconsiderableprogressintheaspectsoftheinstructionaltheory,researchscope,themodelofteaching,andtrainingoftheteachers.Butmakingacomprehensivesurveyoftheseliterature,whethertheempiricalresearchorthetheoreticalresearch,mostofthemdirectattheoverallteachingofprofessionalEnglishinhighervocationalcolleges,andthecombiningwithoneparticularEnglishskillisfew.Intheuniteofdisciplines,thecombinationmostlyisbond14 withscienceandtechnologyEnglish,businessEnglishandsoon,whiletheempiricalresearchonthetourismEnglishteachingisfew.2.3.2PreviousStudiesonTourismEnglishTeachingAbroadandatHomeWiththefastdevelopmentofinternationaltourismindustry,talentswithgoodEnglishlanguageabilitieswillbeingreatneed.Toservetheneedsoftourismindustry,manyteachingmaterialsandtextbooksontourismEnglishhavebeenpublished.ThestudiesofTourismEnglishteachinghavearousedtheinterestsofexpertsbothabroadandinChina.Inthewest,thestudyofTourismEnglishteachingmainlyfocusesonanalysisoflinguisticfeaturesofTourismEnglish.Forinstance,Lam(2004)remindsusthatTourismEnglishisverydifferentfromgeneralEnglishandthatpriorityshouldbegiventoteachingtheuseofkeywords.AmericanexpertDann(1996)illustratesinhisworksthepropertiesandtechniquesoftourismlanguage.SuchadetailedlanguagedescriptionservesasalinguisticbasistostudyTourismEnglishteaching.InChina,theresultsofthestudiesofTourismEnglishteachingcarriedoutbymanyexpertsandteachersareseeninjournalandbookform.UndertheTourismEnglishTeachingitem,theauthorchecked586thesesonWanFangdatabasefrom2000-2010.ThesethesesstudythepresentstatusofTourismEnglishandproposelotsofsuggestionstothereformofTourismEnglishteaching.Amongthem,withmostthesesregardingteachingtheories,thethesesdealingwithTourismEnglishteachingmethodologiesconcentratedonSituationalMethod,CommunicativeMethod,Task-basedApproachandMulti-mediateaching.Forexample,SunYuanyuan(2007)analyzedthecharacteristicsofTourismEnglishteaching,pointingoutSituationalMethodplaysasignificantrole.YinHongis(2007)proposedCommunicativeMethodbyexaminingthecommunicativeneedsoftourismindustry.15 ItcanbeconcludedthatstudiesfromhomeandabroadholdTourismEnglishteachingshouldbecareeroriented,focusingonlanguagefunctions.Asaresult,studentscanbepreparedtoparticipateinthetourismindustry.AlthoughsuchresearchesdoshedsomelightsoncertainaspectsofTourismEnglishteachinginChina,theirstudiesarelargelytheoreticalandlackinginpracticalstudiesorstatisticalanalysis.Forinstance,thethesesmakinguseofexperimentstudyandstatisticalanalysisremainsasmallproportion.Therefore,workingoutscientific,practicalandeffectiveTourismEnglishteachingmethodologiesstillneedsmeticulousandlong-termresearch.2.3.3PreviousStudiesonNeedsAnalysisAbroadandatHomeWiththevigorousdevelopmentofESPabroad,theresearchonforeignlanguageneedsanalysishasmadesignificantachievementsintheoryandempiric.Theoreticalresearch,mainlyreferredtotheconceptionandclassificationofneedsanalysis,themodelofneedsanalysis,theinterventiontimeanddataacquisition,etc.SomeopinionshasbeenidentifiedthatneedsanalysisisoneofthekeyfactorsthatdecidethesuccessoftheESPcourses.ItisthestartingpointofESPcurriculumdesign.AnditalsoprovideseffectivebasisforESPcoursedesignwhichgreatlyimprovetheeffectofESPteaching.IthasbeenfoundthattheforeignlanguageneedsanalysisappliedinthefieldofESPattheearliest,anditisalsothecenterofESPcurriculumdesign.Onthebasisoftheoreticalresearch,theempiricalstudyhasbeencarriedoninvariousfields,andithasmaderemarkableachievements.Longarrangedtherepresentativeempiricalstudiesonneedsanalysisinvariousfields(Figure2.1).Insocialpublicdomain,BrechtandRivers(2005)investigatedcivilservants'foreignlanguageneedsfromeverygovernments'departmentofficeinMaryland.Theirstudyfoundthatinthepastyear,forthegovernmentstaffs,AsianandSpanishlanguage16 wasthemaximumusefulfrequencylanguage.However,therequirementscannotbesatisfiedintheabsenceoftheavailableforeignlanguagetalentsinthestate.Byusingthemethodofqualitativeandquantitativeanalysis,Vandermeeren(2005)analyzedtheneedsofGermanincompaniesfromFinland.TheresultsfromthequantitativeanalysisshowthatabouthalfofthecompaniesarelackofusingGermanability,mainlyinbusinessrelatedactivitiessuchasletterwriting,telephonecommunication,businessnegotiation.TheresultsfromqualitativeanalysisindicatethattheimportanceoftheabilityofcultureadaptationandGermanculturalknowledge.Chaudron(2005)conductedaneedanalysisofKoreanlearningforcollegestudents,bymeansofthequestionnaire,interviewandothermethods,investigated84collegestudents'motivationoflearningKorean.Meanwhile,hecollectedKoreantaskssamples,andestablishedsuitableframeworkforKoreanteaching.Figure2.1TheresearchresultsonneedsanalysisineachdomainDomainResearchProjectsAuthorAnAnalysisoftheLinguisticNeedsofRichardBrecht&William.RiversSocialRelationsPublicNeedsAnalysisofForeignLanguageinJohnLettAmericanArmyForeignLanguageRequirementsforSonjaVandermeerenCareerBusinessCompanyNeedsAnalysisofKoreanLearninginCraigChaudron,CatherineAcademicUniversityBasedonTasksDoughty,Youngkyukim,etal.Comparedwithforeigncountries,thestudiesonneedsanalysisinChinastartedrelativelylate,butitalsohassomeachievementsintheoreticalandempiricalaspects.Intheoreticalaspect,itmainlyrelatestotheintroductionofneedsanalysistheory,theapplicationincurriculumdesignandtheinfluenceofsocialdemandinforeignlanguageteaching,etc.Intermsoftheoreticalintroduction,YuWeihua(2002)recommendedtheTargetSituationAnalysisandPresentSituationAnalysismodel,andpointedoutthatincertain17 conditionssomequestionsshouldbepaidattentionintheprocedureofneedsanalysis,suchasthedefinitionsofforeignlanguagedemand,thegrouprelated,thefeasibilityandappropriatelyofneedsanalysisintervention.ChenSuyan(2006),takingthebasicstageofTheUniversityofNottinghaminNingboasanexample,introducedthespecificcontentsandstepsofneedsanalysis,whichhadbecomeanexemplificationoftheforeignlanguageeducationinChina.NiChuanbingandLiuZhi(2006)summarizedsixcharacteristicsofforeignlanguageneedsanalysis:multi-dimensional,separability,core,changehierarchyandtestability.ZhengLiping(2008)introducedtherationale,conception,procedure,andmodelofneedsanalysis.ShepointedouttherealisticsignificanceofneedsanalysisinEnglishteachinginourcountry.Intermsofneedsanalysisandcurriculumdesign,GuanChunlin(2005)statedtheimportanceofneedsanalysisincoursedesigninEnglisheconomicandtrademajoratfirst,analyzedtheproblemsexistinginthepresentcurriculumdesignof,andrecommendedafullrangeofneedsanalysisinthedesignofprogramssoastoeliminatetheblindnessinteachingprocess.LiangChunlan(2010)analyzedtheguidanceofneedsanalysisinEnglishteachinginhighervocationalcolleges,andproposedthatneedsanalysisisinfavorofunderstandingandimprovingEnglishteaching,soastoeffectivelyadvancethequalityofEnglishteaching.ThefamousscholarShuDingfang(2004)proposedthatforeignlanguagesyllabusdesignshouldbewiththedemandofthesociety.Weshouldatleastdesignthefollowingseveralforeignlanguagesyllabusaccordingtothedifferentneedsofthecommunityforforeignlanguage:foreignlanguagemajorteachingsyllabus,concerningforeignaffairsteachingsyllabusforEnglishmajors,generalEnglishteachingsyllabus.Meanwhile,healsopointedoutthatsomequestionsstillexistsinsocialneedsanalysisinforeignlanguageteachinginChina,suchasthegapbetweenthesocialdemandandthecurriculumdesign,theresultsnotfullyreflectedandincompleteanalysis.Inempiricalaspect,itmainlyincludesforeignlanguagecurriculumdesignbasedon18 needsanalysis,foreignlanguagemonomialtechnicalabilityanalysis,targetsituationneedsanalysis,etc.YanWenya(2006)diagnosedthesubjectiveneedsofEnglishmajorstudentsinChongqingEducationCollege.Mostofthestudentsthoughtthatthecourseistoomuchmoreandtheteachingcontentisboringandtedious.YanWenyasuggestedtorevisethesyllabustomeetstudents’needs.ByusingofHutchinson&Waters’needsanalysismodel,WangLiming(2010)staredfromthetargetneedsandlearningneedsandcarriedonthequestionnairessurveyfor350freshmenandsophomoresofbusinessEnglishmajorinseveralfamousvocationalcollegesinZhejiangprovince,soastoputforwardsomesuggestionsoncurriculumdesignofbusinessEnglish.Intermsofforeignlanguagemonomialtechnicalabilityanalysis,ZhaoRuiping(2010)investigated56sophomorestudentsofEnglishmajor(translationdirection)fromindependentcollege,andfoundthattheoveralllevelofstudents’readingabilityisimprovedthroughthestrategytraining.Theteachingenlightenmentsareobtainedfromthesurvey:1.Thereadingexpansionshouldbebasedontheneedsofstudents.2.Theteachershouldbeboththeguiderandconsulter.3.Thestrategytrainingshouldbeblendedinthereadingteaching.WuHongbo(2009)conductedaquestionnaireinvestigationfor300studentsofnon-EnglishmajorfromTaiyuanNormalUniversityandNorthUniversityofChina,andsystematicallyanalyzedthelearners’needsfororalEnglish.IthasbeenfoundthatatpresentthereisstillacertaingapbetweentheEnglishteachingincollegesandthestudents’oralEnglishlearningneeds.Intermsoftargetsituationneedsanalysis,RunLi(2006)investigatedtheEnglishusageof411scienceandengineeringmastergraduates.Ithasbeenfoundthat60%oftherespondentsseldomuseEnglishinwork,andinthefourskills,listening,speaking,readingandwriting,reading’sfrequencyofuseisthehighest,listeningandspeakingthelowest,whichisdifferentwiththegoalsfocusedonthecultivationofstudents’listeningandspeakingabilityofCollegeEnglishCurriculumRequirement(fortrialimplementation).19 Formthestatusquoofthedomesticempiricalstudy,therehasmoreresearchesofgeneralEnglishoronecertainskillofEnglishlearningbasedonneedsanalysis,whilethecomprehensivelystudiesofESPteachingbasedonneedsanalysisisstillrelativelyless.Therefore,theauthorhopestoconducttheneedsanalysisresearchfromtheperspectivesoflearners’targetneedsandlearningneeds,andprobethemethodsofimprovingtourismEnglishteachinginvocationalcolleges.2.4ApplicationofESPApproachtoTourismEnglishTeachingHutchinsonandWatersindicatedthat“ESPisanapproachtolanguageteachinginwhichalldecisionsastocontentandmethodarebasedonthelearners'reasonforteaching”.TheapplicationofESPtoTourismEnglishteachingprocessaffordsapracticalandtheoreticalfoundationforsyllabusdesign,materialsselecting,classroomteachingandevaluationinTourismEnglishteaching.Inordertobeputintopracticeeffectively,thereshouldbeasimple,explicitandcomprehensiblemannertoformalizeESPtheories.Therefore,asimplifiedbutpracticalESPteachingprocedureispresented.(Figure2.2)Table2.2ProcedureforESPTeachingNeedsAnalysisLanguageDescriptionSyllabusDesignMaterialPreparationMethodologyClassroomTeachingEvaluation20 TherearethreemajorESPfactorsduringthisteachingprocess,thatislanguagedescription,learningtheoriesandneedsanalysis(Hutchinson&Waters1987).(1)LanguagedescriptionThelanguagedescriptionisthewayinwhichthelanguagesystemisbrokendownanddescribedforthepurposeoflearning.AsRobinson(1991)indicates,ifwelookatwhatisgoingoninESPworldworldwide,wecanfindbotholderandnewerapproachestodescriptionincurrentoperation.Comparativelyspeaking,sofar,noneofthemaremoresignificantandinfluentialinapplicationinsomeway.TheyareTraditionalgrammar,Structurallinguistics,Registeranalysis,TransformationalGenerativegrammar,Functionalgrammar,Targetsituationanalysis,Discourseanalysis,GenreanalysisandStudyskillsanalysis.Theyarenotmutuallyexclusive,butrathercomplementary.EachofthemhasitsownpositionintheESPapplication.(2)LearningtheoriesInsteadofthepureanalysisofthelanguagenature,successfullanguageteachingandlearningmainlydependsonlearners'cognitivestructureandprocesses.Therewasnocoherentlearningtheoryuntilthetwentiethcentury.Thepsychologyhadbeenestablishedasasignificantsubjectofthescientificfields.Thedevelopmentsoflearningtheorieshavefollowedasimilarpatterntothoseinlanguagedescriptions,andfivemainstagescanbeclassifiedas:Behaviorism,Cognitivecode,Mentalism,Affectivefactor,Learningandacquisition.Noneofthemshouldbeconsideredseparatelyandnarrowly.WeshouldtakeeachasonekindofresourceandfoundationforTourismEnglishteachingprocess.(3)NeedsanalysisThemostdistinguishingfeatureofESPandESPteachingprocessistheneedsanalysis.Needsanalysisisthestartingpointandguidelineofanykindofcoursedesign.Theresultsofneedsanalysisguidethedesignofapplicablesyllabus,appropriatematerials,effectivemethodologyandcomprehensiveevaluation,makingtheteachingandlearningefficient.InESP,needsanalysisisamustbecausetheneedsarevariousandthelearnersarefully21 consciousofthem.HutchinsonandWatersemphasized:It'stheawarenessofaneed,notsimplytheexistencetheneed,whichdistinguishESPfromGeneralEnglish(1987:53).WithspecialattentionpaidtothesethreemajorESPfactors,ateacheroftourismEnglishteachingprobablyshouldfulfillhisorhertaskinthestepslistedbelow:Step1:ToUnderstandtheLearners'NeedsandTheirLanguageLevel;Firstofall,theteacherwillfirsttrytogathernecessaryinformationaboutstudentsandtheircommunicationneedsbyvariousmeans.Theremaybedifferentwaysoffindinglevels,informationaboutstudents'needsandpreviousexperience.Atthevocationalcollegeitcanbedonethroughquestionnaires,tests,groupdiscussions,individualtalksinterviews,etc.Step2:ToDetermineandDesignWhattoTeach;Basedontheinformationgatheredconcerningthestudents'disciplines,theteacherwillmakeoutaroughsyllabusspecificationinwhichtheareaorcomplexityofEnglishthestudentsarerequiredtohandle,andtheflexibilityofEnglishtheteacher’sexpectsofthemarespecified.SincethebestresultinEnglishLanguageteachingcomesfromtheaccordanceofthecontentbeingtaughtwiththefunctionalneedsofthestudents,thesyllabusshouldbesetbydeterminingandarrangingthecontentsaccordingtothelearners'socialbehavioraswellastheactualuseofthelanguage.Step3:ToBeMeticulousinChoosingCourseMaterials;Inviewofthestudents'presentlevelsofEnglishproficiencyandprofessionalknowledge,theteachercanmakeeffortstocomposetexts.ESPTeachersaresupposedtohavemoreresponsibilitiesthanEGPteachersinthewaythattheyalsoactascoursedesignersandmaterialwriters.Theteachermustbeverycarefulinselectingthematerials.Step4:ToUseDifferentMethodsinClassroomTeachingActivities;Thentheteachergoestomeethisorherstudentsintheclassroomwithcleardesignationinmind.Heorsheshouldpresentthematerialsinsuchawayastoaccommodatestudentswiththelearningabilityandtohelpthemtodevelopknowledgeofhowsentencesareusedintheperformanceofrequiredcommunicativefunctions,suchasdefinition,classification,processdescription,comparisonandcontrast,causeandeffectanalyses,note-takingandsoon.22 Theteachershouldchoosethemethodsfavoredbystudents,arrangetheteachingprocessflexibly,andmakesomefine-tuningofthesyllabustomeetstudents’needsbetter.Thestudentscanlearntosetsuchcommunicativemethodsaspairwork,roleplay,conversation-buildingandsoontowork.Step5:ToReformtheGradingandEvaluationSystem;Althoughtestingisnotnormallyacommunicativeactivity,China'spresentsituationcallsforsomeformofformaltest.Thereformedgradingsystem,withitsaimbeingsetattestingandconsolidatingtheactuallanguagecapacity,shouldinclude:ageneralproficiencyexamandseveralsuchinformaltestsaswritingortransforminganarticleassociatedwiththelearner'sspecializedsubjects,etc.Thefivestepsmentionedabovearebasicrules.Inthelightofconcreteneedsomespecifictechniquescanbeapplied,withalltheiraimsbeingatarousingtheinterestsandimprovingtheabilitiesofthestudents.2.5LimitationsofPreviousStudiesAfterstudyingpreviousstudies,theauthorfindsoutthatsomelimitationsstillexistinTourismEnglishteaching.Firstly,veryfewofthemarerelatedtotheTourismEnglishlearninginvocationalcolleges.Sosomeresearchesshouldbeadded.Secondly,themethodofcurrentstudiesofTourismEnglishteachingmainlyincludinginvestigations,suchasquestionnaires,interviews.Thereisalmostnostudyadoptsexperimentalmethod.Thirdly,therearefewscientificmethodstestingthechangesofstudents’learningmotivationandacademicperformanceunderESPteaching.Therefore,theauthorcarriesoutthestudyofTourismEnglishteachingbasedonESPtheorytoremedythelimitationsofpresentstudies.23 24 ChapterThreeTheoreticalFoundation3.1ConceptionsofNeedsAnalysisAccordingtothedefinitionofESP,wecanknowthatESPisamethodtoteachlanguage.ESPteachingshouldbaseonlearners'specificneeds.Therefore,needsanalysisisregardedasanessentialandkeystagetoESPteachingandESPcoursedesign.Inregardtoneedsanalysis,whichhadbeenfirstmentionedin1920sbyMichaelWest,wasformallyputforwardinthefieldofEnglisheducationin1970sbyRichterich,althoughtherewasnocleardefinitionforneedsanalysisinlanguagerequirementlevel.Munby(1978)holdsthatneedsanalysisisdesignedtomakeitpossibletoadjustlanguagecoursestotheneedsofgroupsofstudentsworkingonvariouscountriesatdifferentlevelsofproficiencyandwithavarietyofobjectivesinmind.West(1994)proposesinhisbookthat,inabroadsense,needsanalysisis"whatlearnerswillberequiredtodowiththeforeignlanguageinthetargetsituation,andhowlearnersmightbestmasterthetargetlanguageduringtheperiodoftraining".Brown(2001)expressesthatneedsanalysisistheactivitiesinvolvedingatheringinformationthatwillservethebasisfordevelopingacurriculumthatwillmeetthelearningneedsofaparticulargroupofstudents.AccordingtoBrown,needsanalysisinvolvesfindingoutwhatthelearnersknowandcandoandwhattheyneedtolearnordosothatthecoursecanbridgethegap.Thusneedsassessmentinvolvesseekingandinterpretinginformationaboutstudentssothatthecoursecanbeaddressedtothemeffectively.Atpresent,needsanalysisiswidelyusedintheeducationindustry,becauseitistofindouttheexistingproblemsincurrenteducationpatterns,exploreaevenmorepointedteachingmethodsaccordingtolearners'needs,and,onthisbasis,adjustoraltertheteachingplaninthe25 future.Theproceduresofneedsanalysisbelongstoadiagnosticprocessofempiricalresearchandapreparatoryworkoftheprophaseinvestigationtomaketheteachingprocedurebetter.3.2ModelsofNeedsAnalysisInthedevelopmentprocessofEnglishteachingdomain,someinfluentialmodelsofNeedsAnalysisinclude:1)TargetSituationAnalysis,TSATargetsituationanalysisisaimedatlearners'languagerequirementinthestudyorfuturework,whichisthekeyandstartingpointofESP.ThemostfamousmodelisproposedbyMunby(1978),calledCommunicationNeedsProcessor,CNP.Itspurposeistoestablishtheframeworkoflearners'communicationneeds,thustohelpthecurriculumdesignertocarryonaftermakingclearlearners'needs.Figure3.1istheparadigmofcommunicationneedsforhotelforemanattendants.AlthoughinthemodelCNP,somecommunicationvariablesinthewholepatternhavenoembodimentoftheprioritylevel,suchastopics,mediumandparticipants,buttheappearanceofthepatternofthestudyonlanguageinconcretesituationsstillhasepoch-makingsignificanceinthehistoryofthedevelopmentofESP.Figure3.1ParadigmofCommunicationNeedsforHotelForemanAttendantsTherelativeThesampleofMicroscopicOutputofthelanguageformscommunicativeactivitiesfunctions1.guidance1.Pleasefollowme/Whatdoyousaytothistable?welcometositdown2.prevetion2.Sorry,thediningroomisfullnow.Wouldyoupleasehavearestinthelounge.1.suggestion1.CanIsuggest/recommendtoyou…?orderfortheguests2.description2.Wouldyouthink…istohot/spicy/cold?1.asking1.Excuse,is…yours?servingfortheguests2.description2.Thisisyour….2)PresentSituationAnalysis,PSA26 PresentSituationAnalysisisaimedatthedisparitybetweenlearners'currentknowledgeandskillswiththerequirementknowledgeandskillsinthefuturejob,andintheprocessofanalysis,itmakesatargetedadjustmentofthedeficientknowledgeandskillsofthelearners.ItisalsoknownasDeficiencyAnalysis.West(1994)deemedthatanintegratedPSAshouldincludetwoaspects.Firstly,thetargetsituationshouldbeanalyzedandresultsshouldbecomparedwiththecurrentsituation,thenthedisparitywhichmeansthelearners'deficientknowledgeandskillscouldbefound,andfinallythetargetneedswouldbereflectedintheactivities.Second,theorderoftheaboveactivitiesintheteachingprocessshouldbedetermined.ItcanbeseenthatPSAneedstonotonlyanalyzethetargetsituation,butalsoinvestigatethecurrentsituation,whichisaneffectivesupplementtoTSA.3)Hutchinson&Waters’ModelofNeedsAnalysisHutchinsonandWaters(1987)putforwardthemodelofLearning-CenteredApproach.Thismodeldividesintotargetneedsandlearningneeds.Targetneedsrefertowhatthelearnersrequiretodointhetargetsituation,whilelearningneedsmeanwhatthelearnersneedtodointheprocessoflearning.TargetNeedsTargetneedscanfurtherbedividedintothreesubparts:Necessities,Lacks,Wants.Necessitiesrefertothelanguagethatthelearnershavetomaster.Onlyiftheylearnthenecessarylanguagewell,theycancommunicateeffectivelyinthetargetlanguage.Forexample,ifatouristwantstogotoforeigncountry,they'dbetterlearnmorelanguageabouttouristEnglishtomakeaneffectivecommunication.Thewaysofbookingrestaurantoraskingdirectionsarethenecessitiesforhim.Butforadoctor,heneedstofamiliarwiththemedicalterminologyandmedicinedirectionsothathecantalkwithpatientswithoutanyblocks.Gatheringtheinformationoflearner'snecessitiesiscomparativelyeasyway,forwecanachieveitbyobservingwhatthelearnersneedtodointhetargetsituationandthenmakingananalysisofthem.27 Weknownecessitiesarethelearners'targetlevel.Duringthenecessities,partofwhichisthelearners'already-knows.Already-knowsequalscurrentlanguagelevel.Sothedistancebetweenlearners'targetlanguagelevelandlearners'presentlanguagelevelislacks.Asateacher,inordertomakeaneffectiveteaching,understandinglearners'necessitiesisnotenough.It'simportantforustofamiliarwithlearners'currentstandard,sothatwecanstartfromthelacks.Inthesameclass,learners'terminalpointsmaybethesame,butwithvariousstartingpoints.Teacherhasresponsibilitytofamiliarwithstudents'conditionandchoosesappropriatewaytosatisfystudents'level.Whatwehavementionedjustnowarebothobjectiveneeds.Targetneedsofnecessitiesandlacksignoretheactiveroleoflearners.TakingthecoreroleintheESPcourse,learnersmayhavetheirownexpectations.Maybelearners'wantsareopposedtothenecessitiesandlacksinthetargetsituation.Iftheteachersjustofferthenecessitiesfromthestartingpoint,neglectinglearners'wants,thecoursewedesignedwouldfrustratelearners.Solearners'wantsshouldalsobeconsideredwhenwedesignsyllabusandchoosematerial,methodology.LearningNeedsIntermsoftargetneedsanalysis,weknowclearlywhatthelearnersneedtodointhetargetsituation.Thenthereisanotherquestion:howcanthelearnersreachthedestination?Researchesstudylearners'needsconcentratingonthelearningprocessnotthetarget.Generallyspeaking,learningneedscanbedividedintofourparts:Thefirstoneismaterialconditions,suchasplaceandtimeforlearning,learningmaterialsandetc.Thesecondoneispsychologicalconditions,suchaslearninginterestsandlearners'motivationandetc.Thethirdoneisknowledgeandskillsconditions,suchascurrentknowledge,learningstrategiesandmethodsandetcThefourthoneissupportingconditions,forinstance,teachersandschoolsandetc.28 Throughquestions,wecanfamiliarwithstudents'relevantconditionsmostlybasedonHutchinsonandWaters'modelin1987.(Seefigure3.1)Figure3.1Hutchinson&Waters’ModelofNeedsAnalysisWhyisthelanguageneeded?Howtousethelanguage?AframeworkfortargetWhatwillthecontentareasbe?situationanalysisWhowillthelearnersusingthelanguagewith?Whatoccasionswillthelanguagebeused?Whenwillthelanguagebeused?Whoarethelearners?Howdothelearnerswanttolearn?AframeworkforanalyzingWhatresourcesareavailable?learningneedsWhyarethelearnerstakingthecourse?WhenandwherewillESPcoursessetup?4)Dudley-Evans&St.John’sModelofNeedsAnalysisBesidesHutchinsonandWaters’model,Dudley-EvansandStJohn’sModelisalsorelativelyrepresentativeframework.Dudley-EvansandStJohnbuildtheirframeworkin1998,theaimofwhichistoregardlearnersasnaturalperson,aslanguagelearnersandaslanguageusers.Meanwhile,theirframeworkfocusesonlearners'learningenvironmenttochecklearners'needsinsuchenvironment.Theirmodelisdividedintofollowingaspects:Thefirstoneislearners'professionalinformation:whattasksandactivitieslearnerswilluseEnglishfor.WealsocallitTargetSituationAnalysisorObjectiveNeeds.Thesecondoneislearners'personalinformation:thisissubjectiveneedsencompassinglearners'learningexperience,learningstrategiesandexpectationormotivationoflearning.Thethirdoneislearners'Englishlanguageinformation:whattheircurrentlanguagelearningcondition,wecallitPresentSituationAnalysis.Thefourthoneislearners'lacks:thelacksrefertothegapbetweenpresentsituationandtargetsituation.Thefifthoneislanguagelearninginformation:aneffectivewayofminimizingthegapto29 learnlanguagewell.Thisistheleaningneeds.Thesixthoneisprofessionalcommunicationinformationintargetsituation:masterknowledgeofhowtoapplylanguageandskillsintothetargetsituation.Theseventhoneislearners'courseneeds:whatiswantedfromthecourse.Theeighthoneislearningenvironment:whatenvironmentisappropriateforcourseopening.(Seefigure3.2)Insummary,Dudley-EvansandStJohn’sModelcontainstargetsituationanalysis,presentsituationanalysisandlearningneedsanalysis.ComparedwithHutchinsonandWaters'model,Dudley-EvansandStJohn’sModelismuchmorecomprehensive.Thecategoriesofeachdimensionalityareratherspecific.ThoughHutchinsonandWaters’modelattachesattentiontolearners'lack,thewaystodefinelearners'lacksaccordingtoDudley-EvansandStJohn’sModelaremuchfeasibleandoverall.MyresearchwilladoptDudley-EvansandStJohn’sModeltosurveyTourismEnglishlearners'presentlearningconditionandtheirtargetneedsandlearningneedsoftakingthiscoursecomprehensively.Figure3.2Dudley-Evans&St.John’sModelofNeedsAnalysisTarget1.Learners’professionalinformation:whattasksandactivitiessituationlearnerswilluseEnglishfor.analysis2.Learners’courseneeds:whatiswantedfromthecourse.1.Learners’personalinformation:thisissubjectiveneedsincludinglearningexperience,learningmethodsandexpectationPresentormotivationoflearning.situation2.Learners’Englishlanguageinformation:whattheircurrentanalysislanguagelearningcondition.Needs3.Learners’lacks:thelacksrefertothegapbetweenpresentanalysissituationandtargetsituation.1.Languagelearninginformation:aneffectivewayofminimizingthegaptolearnlanguagewell.2.Professionalcommunicationinformationintargetsituation:Learningmasterknowledgeofhowtouselanguageandskillsinthetargetneedsanalysissituation.3.Learningenvironment:whatenvironmentisappropriateforcourseopening.Tosumup,themodelofNeedsAnalysis,fromTSAmodeltoDudley-EvansandSt.John'smodel,hasexperiencedaprocessofconstantdevelopmentandmodification.TSAisa30 startinganalysis,anidentifyforconcretecontentandactivityoftargetneeds.ForMunby'smodel,itpaysmoreattentiontotheanalysisoflearners,butshortoftheconsiderationofexternalfactorsrelatedtothecurriculum.PSAlaysemphasisonthegapbetweenthelearners'presentsituationoflanguagewiththetargetneeds,butlackoftheresearchonthefunctionoflearners'dominantpositioninlearning.Hutchinson&Waters’modelcoversanalysisoftargetneedsandlearningneeds,buttheopinionsonthelearners'lackofknowledgeremainstobeimproved.AsthesummaryforDudley-Evans&St.John'smodelabove,thispattern,fromtheperspectiveofstudentsbeingasanaturalperson,languagelearneranduser,analyzesthetargetsituation,presentsituationandlearningsituation,whichcaneffectivelyguidelanguageteachingstrategies.Byfar,itisthemostidealmodel.Inthesummary,thispapermainlyreferenceHutchinson&WatersandDudley-Evans&St.John'sanalysismodel,anddesigncombiningtheactualsituation.3.3ProceduresofNeedsAnalysisTheproceduresofneedsanalysisbyandlargehavealmostthreestages:Thefirststageisthepreparatoryphase.Preparationforthewholeanalysisisveryimportant.Itisrelatedtothesuccessorfailureoftheentireanalysis.Thisstageincludesthefollowingthreesteps.(1)Thefocus,target,andscopeofneedanalysisshouldbedecided,suchaswhatisthepurposeofneedanalysis?Whatinformationneedtocollect?Whyneedtocollecttheseinformation?Wheretoacquiretherequiredinformation?Hoadley-Maiment(1980)considersthattheinformationmostlycomefromthreeaspects:teacher,studentandemployer.Inrecentyears,makingsuretheinformationsourcehasbecomeoneofthemaincontentofneedsanalysis.Dudley-EvansandSt.John(1998)considersthattheinformationmainlycomefrom:researchers,learners,customers,staff,employers,colleagues,literatureresearchandESP31 relatedresearch,etc.Long(2005)summarizesthesourcesofinformationas:learners,teachers,industryexperts,appliedlinguists,andrelatedliterature,etc.(2)Thisstepaimstofindoutthemethodofneedsanalysis,forexample,datacollectionmethod,sampling,investigationanddataanalysisprocedures.Makingsureofusingwhatkindofdatacollectiontoolsisoneofthekeysteps.Jordanliststhetop10toolswhichoperatedfrequency:theentranceexamination,diagnostictest,self-detection,classroomobservationrecord,questionnaire,structuredinterview,students'diary,caseanalysis,evaluationfeedback,andrelatedliterature.Berwick(1989)classifiesthesedatacollectiontools(Figure3.3).SchutzandDerwing(1981)analyzestheadvantagesanddisadvantagesofthesecollectiontools.Theythinkusingwhatkindoftoolsshouldbebasedontheresearchpurpose,object,scopeandotherdetailsforscientificselectionandcollocation,inordertoensuretheeffectivenessofneedsanalysis.Figure3.3TheClassificationofDataCollectionToolsTypesExamplesFunctionsobservation,caseanalysis,InductionItcandrawageneraldata.non-structuredinterview,etc.Itcanprovideallkindsoftests,questionnaires,structuredInferencebasicdataforcurriculuminterview,etc.design(3)Thisstepistomakesurehowtowritethereportandhowtoannouncetheresults,andpreparethewayfortheanalysisofthelaterstage.Thesecondstageistheimplementationphasewhichcollectsdataonthebasisofthedatacollectiontoolswhichhasalreadybeendecidedtouse.Thethirdstageisthecompletionphasewhichemphasisesontheanalysisofthecollecteddatafromtheaspectoftime,frequency,value,prioritylevel,influencerangeanddegreeofinfluence,andfinallypresentstheresultofneedsanalysisthroughtextandcharts,moreovercorrespondingopinionsandsuggestionsaregiven.32 Themostremarkableisthatneedsanalysisisadynamicprocess,justasHutchinson&Waters’opinion.Needsanalysisisnotonceandforall.Itshouldproceedwithdevelopmentstimely.Theinvestigationandanalysisofeverystageconductsaguidingroleforthestudy.Beforethestartingofthecourse,needsanalysiscanprovidethebasisforcurriculumsetting;intheprocessofthecourse,needsanalysiscanhelpustoadjusttheteachingcontentsandteachingmethodsaccordingtotheactualsituation;afterthecourse,needsanalysiscanassistusincollectingstudents'feedback,throughtheanalysis,providethebasisforthenextstepofthecourse.Theirfore,needsanalysisisalong-termandvariableprocess.3.4SummaryManyscholarsdeemedthataneffectivecurriculumdesignshouldbebasedonneedsanalysiswhichhadbeenconsideredasastartingpointofESPcoursedesign.InShuDingfang’sopinion,needsanalysisisthestartingprocedureofthelanguagecurriculumdesignandimplementationinforeignlanguageteachingdomain.Needsanalysisatleasthasfoursignificantfunctions:(1)Itprovidesthebasisfortheformulationoftheforeignlanguageeducationpolicyandthedesignoftheforeignlanguagecurriculum;(2)Itprovidesthebasisforthedesign,content,andimplementationofforeignlanguagecourse;(3)Itprovidesthebasisforthedeterminationofforeignlanguageteachingobjectivesandmethods;(4)Itoffersareferencefortheinspectionandassessmentofexistingforeignlanguagecourses.Therefore,whetheritisingeneralEnglishorESPcoursedesign,needsanalysisshouldbeconductedatfirst,startingfromtheneedsoflearners,inordertoprovidepracticalinformationforlearners.33 34 ChapterFourResearchDesignThestudyattemptedtoappraisetheeffectivenessoftwodifferentteachingapproaches,traditionalteachingmethodandESPteachingmethodtotourismEnglishteachinginhighervocationalcollegeinChina.ThoughESPapproachhasalreadybeenintroducedandexploredbyseveralexperts,thereisshortofexperimentalmanifestation.Therefore,aquasi-experimentwillbedesignedtoinvestigatetheresults.4.1Subjects102Englishlearnersofsecond-year-studentsmajoringintourismEnglishinZhengzhouTourismCollegewereselectedfromintactclasses(class1andclass2)toparticipateinthisresearch.Thereare51studentsinGroup1,whichisconsideredasControlledGroup(CC),andtheother51studentsfromGroup2,asExperimentalGroup(EC).Table4.1showsthebriefinformationaboutthesubjects.Table4.1InformationofExperimentalSubjectsSubjectsClass1Class2Background(ControlClass)(ExperimentalClass)Numberofthestudents5151Gender29Femalevs.22Male27Femalevs.24MaleMajorTourismEnglishTourismEnglishMeanofTourismEnglish61.3961.43Testinpre-test(scores)TeacherTheresearcherTheresearcherstst21CenturyPractical21CenturyPracticalLearningmaterialsEnglishforTourismEnglishforTourism35 Thesesubjectswerechosenfortheresearchisbecausethattheyhavethesimilarexperienceandlearningcharacteristicsintheirfirstyear.Forexample,allthestudentshadstudiedTourismEnglishforayear.Accordingtothepre-testatthebeginningoftheresearch:themeanofEnglishtourismtestinpre-test(scores)are61.39and61.43,whichshowsthatthestudentsinthesetwoclasseswerebelievedtobeatsimilarleveloftourismEnglishcompetency.Theysharedsimilarculturalandsocialbackgroundasallofthemarefromtownsandcountryside.NoonehadeverbeentoanEnglishspeakingcountry,andtheychoseTourismEnglishastheirmajorandtookTourismEnglishcoursesundertheinstructionofthesameteacheratpresent.Gradetwoisaturningpointofstudents.Studentsfacebiggeracademicpressureinthisnewenvironment.4.2InstrumentsInordertocollectauthenticdata,thestudyemploysananalysisincludingquestionnaires,testsandinterview.Throughthesekindsofobjectiveinstruments,thedistinctcomparisonbetweenECandCCwillbeappearedgradually.4.2.1QuestionnairesTheinvestigationincludespre-questionnaireandpost-questionnaire.Thepre-questionnairewascarriedoutinbothCCandECtoinvestigatethepresentconditionofTourismEnglishcourse.Meanwhile,theauthorcouldalsogainsomerelevantinformationfrompre-questionnairetolearnaboutthelearners’targetneedsandlearningneedsofTourismEnglish.TheresearchtakesasamplequestionnaireofneedsanalysisofESPteachingpublishedinChinesejournalofESPin2011asabasis(ChenZhaojunandZhuangFuxing,2011).They36 designedthequestionnaireonthebasisofHutchinsonandWaters’needsanalysismodel,doingtheresearchfromtheperspectiveoftargetneedsandlearningneeds.Studentswereinstructedtocompletethequestionnairewithin25minutesinaquiteclassroom.Theteacheralsostatedbeforehandthattheresultsareonlyforthepurposeofacademicresearchandirrelevanttotheirexamscores.Thequestionnairecontains25questions.Allthequestionsaremultiplechoiceswhichcanbedividedintothreeparts:question1to5aretoinvestigatethestudents’presentlearningcondition;question6to15aretoinvestigatestudents'motivationandobjectiveoflearningTourismEnglishcoursethroughtargetneedssurvey;question16to25aretoinvestigatestudents'expectationoflearningTourismEnglishcoursethroughlearningneedssurvey.Studentscanchooseoneoptionthatconformsmosttohisorhersituationfromthefiveoptionsofeachquestion.Studentscanget1-5scoresforchoosingoption“totallydisagree”,“disagree”,“basicallyagree”,“agree”,or“totallyagree”respectively.Thepost-questionnairewhichusedafterfourmonths’experimentisnotthesamewiththepre-questionnaire.Thepost-questionnairehasmoredetailedquestionsthanthepre-questionnaireinordertoclearlyrealizestudents’attitudestoESPteaching.4.2.2TestsTestsaimtochecktheeffectivenessofTourismEnglishlearningundertheguidanceoftheESPtheory.Itincludespre-testandpost-test.Thepre-testisconductedatthebeginningofthesemesterandthepost-testisconductedattheendofthesemester.Thepre-testisdesignedtocheckwhetherthetwoclasses’Englishlevelsarethesameornot.Thepost-testisusedtoknowtheeffectofthesetwoEnglishteachingmethodsonimprovingstudents’Englishlevels.Thetestsaredesignedinthesametypes,samelevelsandallthestudentsinECandCCarerequiredtotaketheexamination.37 TourismEnglishisacomprehensivesubjectmainlyincludingHotelEnglishandTourguideEnglish.Soastogetacompleteandobjectiveresultsonthestudents'tourismEnglishcompetency,theresearcherdesignedthetourismEnglishtestcoveringtwovocationalfields:HotelEnglishandTourGuideEnglish.ForTourguideEnglish,boththeformalityandthecontentsarebasedontheNationalTourGuidingQualificationtest,whileHotelEnglishfollowedtheintermediatelevelofHotelEnglishGradeTest.Thesetwotestsarethemostauthoritativeproficiencytestsfortourismstudentsandthecertificaterecognizedbytherelevanttourismenterprises.Therearefouraspectsinthetest:(1)ApplicationofEnglishintotourguidesituations.(2)ApplicationofEnglishintoHotelservicesituations.(3)Thebackgroundknowledgeoftourismindustry.(4)Rulesandregulationsoftourismindustry.Thedatawillmanifestwhetherthisteachingmethodcanbeareasonablewayinaffectingstudents’Englishlevels.Thetestconsistsofmultiplechoice,clozetest,readingcomprehensionandwriting,andthefullmarkis100.Thestudentswererequiredtofinishthetestwithin90minutes.102copiesoftestpaperweredeliveredtothestudentsinboththeCCandEC,andallwereturnedin,andthenthepre-testresultswerecollectedforthelateranalysis.4.2.3InterviewsAttheendoftheexperiment,theinterviewwascarriedoutintheexperimentalgrouptoknowwhetherthereweresomechangesinattitudetowardsTourismEnglish.Thereisthelastpartoftheexperiment.Studentsexpertstheirfeelingsandsuggestionsdirectly.Accordingtothetestscores,theauthorselectssixstudentsindifferentEnglishlevelsrandomlyformEC.ConsideringsomestudentscannotfullyexpresstheiropinionsinEnglish,bothEnglishandChinesearepermittedincommunication.Theinterviewisnotheldintheclassroom,becauseitistoonormaltoreducestudents’anxiety.Itlikesachattingbetweenfriendsafterclasssoas38 toreducestudents’psychologicalburden.Theauthortriestostimulatestudents’desiretotalkfrankly.4.3ProceduresTheresearchisputintoeffectinZhengzhouTourismCollegeinZhengzhou,HenanrdthprovinceduringaperiodbetweenSeptember3,2015andJan10,2016.Theexperimentalperiodisonesemester,18weeks,72schoolhoursintotal.4.3.1Pre-testAtthebeginningofthesemester,allthestudentstookapre-testonSep.4.102studentshaveparticipatedinthetestandallthetestpapershavebeencollectedontime.Thepre-testisdesignedtocheckwhetherthetwoclasses’Englishlevelsarethesameornot.4.3.2Pre-questionnaireTheninordertoinvestigatethepresentconditionofTourismEnglishcourseandlearnaboutthelearners’targetneedsandlearningneedsofTourismEnglish,atthebeggingofthesemester,thepre-questionnairewascarriedoutinbothCCandECinSep.5.4.3.3TeachingExperimentsTheresearchisthecomparativelyexperimentalresearchabouttheeffectivenessofESPApproachandtraditionalapproaches,especiallyEGPApproachinTourismEnglishteaching.Inthefollowingsemester,twogroupsweretreateddifferentlywhilefulfillingtheirTourismEnglishlearning.BylearningTourismEnglish,studentsshouldbeabletomaketourism-relevantconversation,readtourism-relevantEnglisharticles,makeEnglishintroductionofspecificscenicspots,translatetourism-relatedmaterialsandundertakeEnglishcommunicativejobsintourismactivities.39 Class1,whichwasgiventheEGPApproach,strictlyfollowedlanguagelearningpriorityruleandtookgrammarandtranslation-centeredmethod.First,theteacherexplainedallthenewwords,expressions,andthentheteacheranalyzedthetextbyparaphrasingandtranslationintoChinese.Duringtheteaching,teacherspaymoreattentiontogrammars.Studentstakenotes.Afterclass,theteacherassignedhomeworkfromthebookexercises,mainlyintheformofChinese-Englishtranslation.ForClass2,ESPApproachwasadoptedintheirTourismEnglishclass.Basedonlearners'needsandanalysisoflanguagedescriptionforspecificvocationalpurposes,thecontentofthesubjectismoreflexibleandadjustable,dependingonthedevelopmentofthespecificjobpositionsandthewholetourismindustry.ESPApproachalsoinvolveslanguagelearningasasolidfoundationforvocationalcommunicationinEnglish,butitshedsmorelightonvocational-characterizedvocabulary,expressions,textstructureaswellasrelevantvocationalculturalbackgroundknowledge.Theteachingmethodsarechosentoservetourismvocationalpurposesandmeetstudents'learningneeds,likeComparativeMethod,SimulatedCircumstancesMethod,Role-playandsoon.BylearningTourismEnglish,studentsshouldbeabletoreadtourism-relevantEnglisharticles,maketourism-relevantconversation,translatetourism-relatedmaterials,makeEnglishintroductionofspecificscenicspots,graspthebasicknowledgeoftravelandhotelservice,aswellasundertakeEnglishcommunicativejobsintourismactivities.Asthedesignerofteachingactivities,theteachershouldunderstandtheimportanceofneedsanalysisinESPcourse,makesurethestudents’needsbesatisfied,andtakethestudents’learningneeds,teachingmaterialselection,goalsetting,thearrangementofteachingstepsandteachingevaluationintoconsideration.1.AscertainingthelearningneedsofstudentsLearningneedsisthepreconditionofcurriculumdesign,thatmeansthestudents’needs40 shouldbeconsideredatfirst.Whatknowledgedotheywanttolearn?Whatkindofteachingmethoddotheylike?Howtomaketheminterestedinlearningthiscourse?Allthesequestionsshouldbetakeintoaccount.Throughtheinvestigationinearlierstage,forthestudentsmajoringinTourismEnglishinZhengzhouTourismCollege,theynotonlyneedtoknowtherelevantprofessionalEnglishvocabulary,butalsohowtousethesewordsinwork.Besides,intheprocessoflearning,whatkindofmethodsshouldbeusedaccordingtostudents’interest,suchasgroupdiscussion,taskcompletion,aswellasthescenariosimulation,inwhichthestudentspracticetheirlanguage.Onthebasisofstudents’feedback,theteachercanadjusttheteachingdesignofeachclasstomaketheclassroomteachingmorereasonableandscientific.2.SettingtheteachinggoalAccordingtotheresultofneedsanalysis,theteachershouldunderstandtheneedsoflearnerswhichcanhelptosetuptheteachinggoal,makesurethecontentsinvolvedinthedisciplineofESP,andavoidblindteaching.Theteachingplanshouldbescheduledineachsemester,eachweekandeachclass,inordertoletthestudentsachievetheirgoalsstepbystep.Forexample,accordingtotheactualneedsofthetour-guideEnglishandhotelEnglish,throughasemesterofstudy,studentswillbeabletousedailyEnglishandhaveprofessionalEnglishcommunicationskills.Intheprocessoflearning,afterunderstandingthebasicknowledgeandmasteringthevocabularyandrelativesentencepatternsoftourism,theoralpracticeshouldbeapplied,soastostrengthenandimprovetheirspeakingskills.Theperiodicalgoalshouldbesetclearly,inordertoletthestudentslearnstepbystep.3.SelectingtheteachingmaterialsThescreeningofteachingmaterialsmustbebasedonstudents’presentlearningsituation,thecurriculumobjectives,thecoursecontentandsoon,ratherthanreferringtootherschool’s41 courserandomly,otherwiseitwillpronetotheinconformityoftheauthenticsituationofstudents,shortingoftrainingtarget,andcausetroubletostudentsaswellasteachers’teaching.stThetextbookofTourismEnglish,21CenturyPracticalEnglishforTourism,usedinthisvocationalschoolisco-editedbyseveralprofessionalEnglishteachers,accordingtothespecificbusinessscopeoftheemploymentunitinrecentyears,andtheworkingscenarioinwhichthestudentswillparticipate.Thebookincludesprofessionalvocabularies,sentencesandspeakingdialoguesoftour-guideEnglishandhotelEnglish,aswellassomepicturesinsertedinrelatedunits.However,thistextbookisrelativelyboring,andcan’tmeetthedemandofmulti-aspectsofstudents,thatistosaytheteachershouldnotjustdependonthetextbook.Morerelevantteachingmaterialshouldbecollectedandjoinedintheteachingcontent,inordertoimprovethestudents’interestinlearningandmeettheirneedsoflearning.4.ArrangingtheteachingprocessInESPteaching,thestudentsshouldbethecenterbasedonneedsanalysis.Theteachershouldchoosethemethodsfavoredbystudents,andusethenewteachingmodel,inordertosatisfystudents’interestandneeds.Inaccordancewiththespecificsituation,theteachercanarrangetheteachingprocessflexibly,andmakesomefine-tuningofthesyllabustomeetthestudents’needsbetter.Intheteachingprocess,theteachershouldhaveacertainsensitivitytofindproblemsfromthestudents’feedbackintime,soastochoosemoresuitableclassroomactivitiestostimulatestudents’learningmotivation.InTourismEnglishteaching,theteachershouldarrangethecomplexityofthecourse,graspeachlink,andutilizethesituationalteachingmethod,suchasusingmultimediaequipmentornetworkteaching,toputthestudentsinspecificcircumstancesandpracticetheprofessionalEnglishconversations.Intheprofessionalknowledgelearning,theteachershouldadopttheinteractiveteachingmethod,arrangesomesimplequestionstoinspireandguidethestudents.Thenthestudentscanbedividedintoseveralgroupstoaccomplishtasks42 andpracticeusingEnglishtosolveproblems.5.CourseevaluationInamannerofspeaking,theevaluationisanintegralpartofanycourse,asignificantstandardofcheckingthestudents’learning,teachers’learning,coursearrangementandthecompletionofteachinggoal.Itcanhelptheteachertofindthedefectsintheteachingprocessandthesatisfactiondegreeofstudentsinteaching.Thereareseveralkindsofevaluation,suchasusingthequestionnaireandinterviewtorealizetheteachingarrangementandtheclassactivities,andmakingaquantitativeanalysisoftheeffectivenessofteachingthroughthetest.Theanalysisresultshowstheteachingachievementsinthelaststage,aswellasthedeficiencyintheteachingprocess,namelytheplacewheredidnotachievetheteachinggoal,sothatitcanpromotethereflectionoftheteacherandprovidethebasisforfutureimprovementofteaching.4.3.4TeachingSampleTheauthortookthereadingpartHiltonHotelofUnit1HotelReservationasanexampletoillustratetheapplicationofESPteachingintheexperimentalclass.Thesamplelessonisstcollectedfromthetextbook,21CenturyPracticalEnglishforTourism,publishedbyBeijingUniversityPress.Beforetheexperiment,theauthortriedtounderstandthestudentsasmuchasshecouldthroughvariouswaysincludingpre-test,pre-questionnaire,talkingwithhercolleaguesandhavingconversationswithherstudents.Thepreparationofteaching1.TeachingcontentsandgoalsTheauthoranalyzedthestudents’targetneedsandlearningneedsthroughthequestionnaire.Theanalysisoftargetneedsmeanstorealizetheactualneedsoflearners,such43 asthepurposeoflearningthiscourse;theusageofTourismEnglishinjobs;whatkindofEnglishskillsaremostlyusedinwork,etc.Theanalysisoflearningneedsmeansfromthestudents’currentEnglishability,professionalknowledge,learningmotivation,andbelovedteachingmethodstodeterminetheteachingcontentandteachinggoals.Teachinggoals:(1)Learnnewwords,phrasesandimportantsentencepatternsabouthotelservice.(2)Totrainstudents'abilityofdescribinghowtobookahotelroom,checkin/out,fillinareservationandsoon.Talkaboutthesituationinworkwithco-workersinEnglish.(3)Tocultivatestudents'abilitytocooperatewithothersingroups;toexchangeinformationthroughteamwork.2.TeachingmaterialsAccordingtotheresultsofneedsanalysis,theauthorselectedthecontentsofteachingmaterials,andcollectsomerelevantinternetresourcesastheassistedinstruction.Theteachingmaterialsforthisclassincludevideoandaudiomaterialandthetextbook.3.TeachingmethodsThehotelserviceisaflowofhighoperation,ahuman-orientedprocessaswell.Alotofteachingactivitiesneedtohavetheaidofcorrespondingteachingscenariotocreaterelativeauthenticworksituationinordertoletthestudentsmastertherelevantknowledgeofhotelandaccommodationinthepersonalfeeling.Forthispurpose,thecollegehassetupseveraltrainingbasesandmultimedialanguageclassroomtocreateareallearningenvironmentforstudents.Theteacheradoptssituationalteachingmethod,task-basedteachingmethodandcooperativeteachingmethodbasedonsmallgroups.TheProceduresofTeachingReservationisthefirststepwhenpeoplewanttoliveinahotel.Servicestaffaresupposedtobookroomforthegueststhroughtelephoneconversationsorfacetofacetalks.Somepaperworkshouldbefinishedfortheworkers,suchasconfirmationforms,reservation44 formsandwritingpersonalizedreservationmails,aswellasrevisingamendmentreports.Thisjobrequiresnotonlythelearners'Englishcommunicativeabilities,especiallyoralandwritingEnglishskills,butalsothelearners'knowledgeofhotelservicesuchasrelatedknowledge,check-in,check-out,roomtypesandtheproblem-solvingabilitytodealwithemergencysituations.Therearefivesteps:warming-up,instructionprocess,classpractices,evaluationandhomeworkarrangement.Tourismvocationalfunctionsarefocusedoninthewholeprocess.(1)Warming-upFirstly,insteadofteachinglanguagedirectly,theauthorshowedsomephotosorvideosofHiltonHoteldepartmentbyusingPPTtodrawstudents'attentiontotheworkingenvironmentandstimulatetheirinterestinthetopic.LetstudentsunderstandmoredetailsabouttheHiltonHotel’shistory,decorationandfurniture,thedesks’layout,aswellasthereservationstaff'spersonalimagessuchastheirsmiles,dressesandmanners.Secondly,theauthoraskedsomequestionstomakestudentstalkfreelyabouttheirimpressionsandideasabouthotelreservations.Thirdly,theauthordrewtheconclusionandmadeproperconductiononthesignificancefunctionofhotelreservationthatreservationdeterminestheguests'firstimpressionofthehotel.Bythislead-inactivity,studentsgetageneralideaofthisworkandhaveanintuitiveunderstandingoftheHiltonHotel.45 (2)InstructionprocessFirstly,theauthorexplainedsometourismpropernames,expressions,jargonsandidiomsinthedialoguesandcomparedthemwithgeneralmeaningsinordertoletstudentsunderstandthelinguisticfeaturesofTourismEnglishclearly.Secondly,theauthoraskedonevolunteertoplaytheroleoftheteachertoinstructotherstudents.Thevolunteeraskedanotherstudenttoreadthefirstparagraph,andthenthevolunteeraskedstudentstoanswerthetwoquestionsandgotthemtogiveclearexplanations.Whenstudentsweregiventhechancetoperformancethemselves,theygainedasenseofaccomplishment.3)ClasspracticesIntraditionalclassroom,teacherswereincontrolofthecontentandprocessoflearning,andstudentsonlylearnedandmemorizedwhattheteachertaughtthem,whichconfinedthedevelopmentoftheirautonomyandinitiative.StudentsweregivenmorechancestoperformthemselvesinESPapproachclass.Students’consciousnessasamasterwasarousedwhenteachersofferedthemmorechancestoparticipateinclassactivities,andthentheyaccumulatedastrongsenseofaccomplishmentwhentheywerethemasteroftheclass.Firstly,somedialoguesbetweenreservationstaffsandguestswereplayedtogivestudentsamorecomprehensiveideaofwhattosayandwhattodowhendoingthisjob.Secondly,theauthormadeuseofcasestudy,roleplayandteamworktomotivatestudents’interesttoparticipateinthepractice.Studentsweredividedinto9groups.Thegroupleader46 waschosenbythegroupmembersratherthantheteacher.Aftergrouping,membersineachgroupelectedtheirgroupleadertobeinchargeofthelearningactivities,toregulatelearningbehaviorsofgroupmembersandtakenotesoftheirperformanceandlearningresults.Besides,relevantrulesweresettocreatetherelativefairatmosphere.Thenthetaskswerearranged:(1)Inthescanningpart,thegroupmembersdiscussedandconductedaself-directedstudy.Thestudentsacquiretherelativeinformationabouthotelreservationthroughthetextbookandextracurricularmaterials,discussthetaskswithgroupmembers,andputforwardtheirownopinions.(2)Roleplay:onthebasisofteacher’sexplanationandvideowatching,thestudentsarerequiredtoactasdifferentrolesinthehotel,liketheguests,thereceptionist,departmentinspectionpersonnelandthesecuritystaff,etc.Inadditiontotheusualprocedureofreservation,someunexpectedorevenemergencysituationsshouldbesetuptotrainstudents'problem-solvingabilities.(4)EvaluationAttheendoftheactivity,theteachergivesstudentsevaluationbasedontheirefforts47 insteadoftheirexamscores.Firstly,theauthortogetherwithherstudentsmadeasummaryofwhattheyhadlearnedandgotstudentstoputupwithdifficultiestheyhadmetinunderstandingthetextandansweringquestions.Secondly,theauthorcollectedtheirproblemsandaskedvolunteerstogiveanswersuntileveryonehadnodifficultyinunderstandingthetext.Thirdly,theauthormadecommentsontheirperformance.Inordertocheckwhethertheyhadmadeprogressornotbeforeevaluation,theauthorobservedthelearningsituationofeachstudent.Forthewinninggroup,itsmemberssharedthehappinessofsuccesstogether,whileforthefailedgroup,itsmembersgainedmorechancestowinthroughbettercooperationinthefollowingclasses.Afterclass,theauthortalkedwithsomeunderachieverstogivethembettersuggestionsandencouragethemtobemoreconfident.(5)HomeworkTheteacherarrangessomehomeworkforstudentsattheendoftheclass.Eachgrouprehearsesasmalldialoguebetweenguestsandstaffsinhotelunderclassandhastoperformitinthenextclassonebyone.Afterfourmonths’experiment,thepost-testwascarriedoutattheendofthisterminboththeCCandECtoinvestigatewhetherthestudents’EnglishlevelinEGhadimprovedeffectivelythaninCC.Afteranalyzingthedataofthepost-test,theauthorgivesacomparisonofmarksbetweenthepre-testandpost-test.Thedataofpre-testandpost-testisanalyzedbythesoft-wareSPSS19.0.4.3.5Post-questionnaireThepost-questionnairewhichusedafterfourmonths’experimentisnotthesamewiththepre-questionnaire.Thepost-questionnairehasmoredetailedquestionsthanthepre-questionnaireinordertoclearlyrealizestudents’attitudestoESPteachingbasedonneedsanalysis.48 4.3.6InterviewsAttheendoftheexperiment,theinterviewwascarriedoutinECtoknowwhetherthereweresomechangesinattitudetowardsTourismEnglish.4.4SummaryTheauthorhasmadetheexperimentofapplyingtheESPapproachtoTourismEnglishstudentsinvocationalcollegesundertheguidanceofneedsanalysis.Thedataobtainedfromthepre-testandpost-testwereusedtodeterminestudents'originalTourismEnglishabilityandtheimprovementinTourismEnglishability.Thedatafromthequestionnaireandinterviewswereusedtoanalyzethestudents'learningmethods,initiativeandactivity,theexpectationonandaccomplishmentonTourismEnglishabilities.Thedatafromthepre-testandpost-test,fromthequestionnaireandinterviewswereanalyzedseparatelysothatwecanfindthechangesstudentsmadeinTourismEnglishteachingprocess,aswellasthedifferencestheyhadinmanyaspects.ThedatawillbeanalyzedbyusingtablesandSPSSinthenextchapter.49 50 ChapterFiveDataAnalysisandDiscussionInthisstudy,thedatagotfrompre-test,pre-questionnaire,post-testandpostquestionnairewereprocessedwithSPSS19.0software.IndependentsampleT-testwasrespectivelyconductedinthepre-testsectiontoanalyzethedifferencebetweentheCCandtheEC.PairedsampleT-testswereconductedinordertogivecomparisonspre-testandpost-test,pre-questionnaireandpost-questionnaireintheECandtheCC.Thedatafromtheinterviewwerealsorecordedandanalyzed.5.1AnalysisofQuestionnaires5.1.1AnalysisofPre-questionnaireinECandCCThisresearchintendstoinvestigateTourismEnglishlearners'existinglearningproblemsofthiscourse,investigatelearners'motivationandobjectiveoflearningTourismEnglishcoursethroughtargetneedssurveyandinvestigatestudents'expectationoflearningTourismEnglishcoursebystudyinglearningneeds.Therefore,25questionsareconsistofthepre-questionnaire,whichcanbedividedintoseveralparts.(1)Interpretationofstudents’presentlearningsituationTable5.1AnIndependentSampleT-TestAnalysisofPartAofPre-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartA(Controlled)(Experimental)1.I’minterestedinTE.2.4772.3862.IspeakEnglishfrequentlyinclass.2.3182.1593.I’mconfidentandactiveinTEclass.2.1362.1504.Iparticipateinteachingactivitiespositively.2.2722.3y5051 5.I’mgivenenoughchancestoparticipatein2.3402.140class.Mean2.2052.140T0.368Sig.(2-tailed)0.645(Note:TEisshortforTourismEnglish)Fromthetableabove,it’sfoundoutonthestudythatthemeanscoresofCCandECare2.205and2.140,andtheT=0.368,Sig.(2-tailed)=0.645>0.05.Therefore,thereisnosignificantdifferencebetweenthetwogroupsonthestudents’currentlearningsituation,suchastheinterest,participationandself-assessment.Question1istoinvestigatelearners’levelofinterest.FromthemeanscoresofCCandEC,aboutonethirdofthestudentsshowtheirinterestinTourismEnglishcourse.Whenaskedwhytheychoosethiscourse,somestudentssaybecausetheyliketraveling.Somestudentsselectthiscoursebecauseoftheirawarenessofitsimportanceratherthanbecauseoftheinterest.Theotherssaytheirchoicesareinfluencedbytheirclassmates.Question2-5indicatethatmostofthestudentsbehavenegativelyintheclassandtheyhavenoconfidenceinlearningthiscoursewell.Confidenceisakeyfactortosuccess,theteacherneedtohelpstudentstobuildtheirconfidence.(2)InterpretationoftargetneedsThesurveyoflearners’targetneedscanbeinvestigatedfromtwoaspects:whatarelearners’motivationsofselectingTourismEnglishcourse?Whatprofessionalabilitiesdolearnerswanttolearn?52 Question6-9istoinvestigatestudents’motivationoflearningTourismEnglishcourse.Table5.2AnIndependentSampleT-TestAnalysisofPartBofPre-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartB(Controlled)(Experimental)6.MymotivationoflearningTEcourseistomeetthe3.4313.272needsofmyfuturejob.7.MymotivationoflearningTEcourseistopass3.5683.659relevantexamination.8.LearningTEcourseformeistomastermore3.5683.477professionalknowledge.9.ThepurposetolearnTEcourseistogoabroadin3.5903.470thefuture.Mean3.5463.430T0.328Sig.(2-tailed)0.722The5.2tablerevealstherealitythatthemeanscoresofCCandECare3.546and3.430,andT=0.328,Sig(2-tailed)=0.722>0.05.SothereisnosignificantdifferencebetweenthetwogroupsontheaspectsofthemotivationoflearningTourismEnglishcourse.TheresultsofthefourquestionsimplythatmostofthestudentstakeEnglishasatooltolearnmoreprofessionalknowledge.Almosthalfofthestudentslearningthiscoursearetomeettherequirementofjobinfuture.LearningTourismEnglishforjob,examinationorprofessional,thesemotivationsbelongstoInstrumentalMotivation.InstrumentalMotivationreferstotheintentionoftakingthiscourseisgettingagoodjob,masteringprofessionalknowledgeorpassingvariousexams.However,inordertoimprovetheefficiencyoflearning,theteachershouldstytostimulatelearners’Integrativemotivation.Integrativemotivationmeanslearnersstudyforknowingothercountry’scultureandcommunicatingwithonesfromothercountries.Thepurposeofquestion10-15istoinvestigatethelearners’objectiveoflearningthiscourse.Table5.3AnIndependentSampleT-TestAnalysisofPartCofPre-questionnaire53 (Totalscoresforeachitemare5)Mean1Mean2PartC(Controlled)(Experimental)10.Ihopetoimprovemylisteningandspeaking3.7503.590abilitythroughlearningTEcourse.11.Ihopereadingandtranslationarethecoreof3.0903.000TEcourse.12.IhopeIcanserveforeigntouristinthefuture3.6593.477afterfinishingTEcourse.13.IhopeIcanreadEnglishmaterialinmy3.5223.521major,andhearEnglishacademicreport.14.ThepersonwhoIcommunicatewithin3.1813.431Englishisforeigntourists.15.TourismEnglishisusuallyusedinscenic3.0973.012spotwithforeigntourists.Mean3.3463.230T0.350Sig.(2-tailed)0.412Fromtable5.3,thestudyfindsoutthatthemeanscoresofCCandECare3.346and3.230,andT=0.350,Sig.(2-tailed)=0.412>0.05.Thereisnosignificantdifferencebetweenthetwogroupsontheaspectofstudents’objectivesoflearningthiscourse.TheresultsimplythatmostofthestudentswanttoimprovespeakingandlisteningabilitythroughTourismEnglishlearning,whichprovesthatstudentsrealizethefunctionofESP:it’sjustatoolforcommunication.Thoughstudentsstressthedesireofimprovinglisteningandspeakingability,theystillthinktranslationandreadingarethecenterofESPlearning.Ontheonehand,puttingattentionstoreading,translationandwritingismucheasierforlearnerstowitnessthelearningeffect.Ontheotherhand,manystudentsareundertheinfluenceoftraditionalteachingmethods,teachersalwaysletstudentsreadthepassageandtranslatesoastofocusstudents’attention.(3)InterpretationoflearningneedsLearningneedsistoinvestigatehowstudentsshoulddotoachievethetargetsituation.In54 thispart,theauthorsurveyslearners’learningstrategyandtheirexpectationsoftheteacher.Questionsfrom16-20aredesignedforresearchingstudents’learningstyleofTourismEnglishcourse.Table5.4AnIndependentSampleT-TestAnalysisofPartDofPre-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartD(Controlled)(Experimental)16.IwilldiscusswithmyteacherorclassmateswhenIfacethedifficultythatcan’tbesolvedbymyselfintheprocess2.1082.462oflearningTE.17.IreadrelevantTEmaterialeveryday.2.3672.44518.Ialwaysstrivefortheopportunityofexpressingmy2.5622.180ideasintheclass.19.Ihavelearningobjectiveandlearningplanbeforetaking2.5042.662TEcourse.20.Besidesteachingmaterial,Ihaveotherreadingmaterial2.2412.392aboutTE.Mean2.2722.342T2.730Sig.(2-tailed)0.354Fromthetable5.4,itisfoundoutthatthemeanscoresofCCandECare2.272and2.342,T=3.730,Sig.(2-tailed)=0.354>0.05.Thereisnosignificantdifferencebetweenthetwogroupsontheaspectsofthestudents’learningstyleofTourismEnglishcourse.Moreover,itisshowedfromthetablethatmorethanhalfofthestudentsareunwillingtodiscusswithteacherorclassmatestodealwiththeproblemwhentheyfacethedifficultycan’tbesolvedbythemselves.Problemsordifficultiescanbeappearedineverycourse’slearning.Whystudentsareunwillingtohandlewiththedifficultiesunderthehelpofteacherorclassmates?Somestudentsexpresstheirthinking“mostclassmateshavenohabitofdiscussingwithteacherincollege.IfIdiscusswiththeteacher,otherswillfeelstrangeandIamafraidoftheirstrangesight.”Ontheotherhand,unliketheteacherinhighschoolthatteachersalwaysstayattheoffice,theteacherincollegesareseldomintheiroffice.Weknowthatlearners’55 learningstrategydecidestheeffectofstudying.Maybeteachers’officetimewillgivestudentsachancetoseekhelpfromtheirteachers.Talkingwithteachersaboutprofessionalproblemisnotsomethingshameful.Mostofthelearnersarenotactiveintheclass,theyarealwayslearningpassively.Soaperfectatmosphereintheclassisneeded,becauseithelpstocultivatelearners’goodlearninghabit.Questionsfrom21to25aredesignedtoknowaboutstudents’expectationoftheirESPteacherandteacher’steachingmethodology.Table5.5AnIndependentSampleT-TestAnalysisofPartEofPre-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartE(Controlled)(Experimental)21.IhopeTEteacherisaprofessionalteacherwithgood3.5903.489Englishlevel.22.Iexpectedlearners’practicewithteacher’shelp3.5303.459takeslargeproportionintheclass.23.Ihopetheactivitieslikegroupdiscussion,role3.5683.477playingandsituationsimulatingappearintheclass.24.IhopeoutTEmaterialispracticalandinteresting.3.4313.51025.Ihopetheteachingmaterialcanbecomposedbyour3.5463.430teacherbasedontheconditionofus,foritspertinence.Mean3.5333.469T0.322Sig.(2-tailed)0.743Thetable5.5revealstherealitythatthemeanscoresofCCandECare3.533and3.469,T=0.322,Sig.(2-tailed)=0.743>0.05.Thereisnosignificantdifferencebetweenthetwogroupsontheaspectsofthestudents’expectationoftheirESPteacherandteacher’steachingmethodology.Intermsoftheresults,presentstudentshaveahighexpectationoftheirteacher.Conveyingknowledgeisnottheuniqueresponsibilityoftheteacher.Improvinglearningabilityandstimulatinglearninginterestareequallyimportant.Wecanseethatmoststudentsdesiretohaveachancetoshowthemselves.Comparedwithpresentteachingmethod,56 teacher’sexplanationtakesalargepartintheclass,whichisnotsatisfiedwithlearners’need.Fortheteachingmaterials,moststudentslikethetextbookadvancingwiththetimes,beingpracticalandinteresting.5.1.2AnalysisofPost-questionnaireinECandCCThepost-questionnairewasimplementedattheendofthesemesterinJanuary,2016inordertomakethechangesclearlybetweenCCwastaughtbytraditionalteachingmethodandECwastaughtbyESPteachingmethod.Thedatafromthepost-questionnairewillbedividedintotwopartsontheaspectsof(1)students’feelingsaboutTourismEnglishlearning;(2)students’feelingsaboutTourismEnglishteaching.(1)AnIndependentSampleT-TestforPartA(Q1-7)----Students’feelingsaboutTourismEnglishlearningTable5.6AnIndependentSampleT-TestAnalysisofPartAofPost-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartA(Controlled)(Experimental)1.IaminterestedinTEcourseafteronsemester’slearning.2.3533.1022.Iliketoanswertheteacher’squestionsactivelyinTE2.6853.026class.3.IamactivewhenIdiscussinthegroup-work.2.3522.8064.IparticipateinthefreeperformanceintheTEclass2.8083.217actively.5.IcangetmorechancestoparticipateinTEclassthan2.7543.364before.6.ImakeprogressonEnglishspeakingandlisteningability.3.0123.7677.IamrelaxedandconfidentinTEclass.2.1342.749Mean2.6493.154T3.120Sig.(2-tailed)0.03257 FromTable5.6,thestudyfindstheresultthatthemeanscoresofCCandECare2.649and3.154,andT=3.120,Sig.(2-tailed)=0.032<0.05,whichindicatesthatthemeanscoreofECishigherthanthatofCC,andthedifferencebetweenthegroupsissignificant.Thatistosay,mostofthestudentsinECfeelthattheirattitudetowardsthiscourseimproved,whileonlyfewstudentsinCCadmittheimprovementoftheirattitude.InEC,almosteverystudenthasthechancetospeakEnglishinformofspeech,presentation,question-answering.Mostofthestudentsareactiveparticipatinginthecommunicativeactivities,suchasrole-play,casestudyandsimulatedtourguidingpractice.ThelearningsituationsaredifferentinCC.Astheclassisdominatedbytheteacher,studentshavelittleaccesstolanguageuse.OnlyfewstudentscanhavechancetospeakEnglish.Sincetheclassputsemphasisonlanguagelearning,nostudentscanlearnmoreabouttourismindustry.MorestudentsinECfeelconfidentandcomfortableinclassthaninCC.Asaresult,wecansaythattheeffectofESPapproachisbetterthanothermethodsinTourismEnglishteaching.ESPapproachcouldhelpthestudentsdevelopenthusiasmandinitiativeonlearningTourismEnglish.(2)AnIndependentSampleT-TestforPartB(Q8-16)----Students’feelingsaboutTourismEnglishteachingTable5.7AnIndependentSampleT-TestAnalysisofPartBofPost-questionnaire(Totalscoresforeachitemare5)Mean1Mean2PartB(Controlled)(Experimental)8.IthinktheteachingstrategiesareeffectivetomyTE2.9863.314learningimprovement.9.IthinktheTEteachingstrategiesareflexibleand2.8473.358creative.10.IamoftenguidedandmonitoredbytheteacherinTE3.1023.446classroomactivities.11.IamclearaboutmyownTElearningmethods.2.6692.94658 12.IthinkthescenariosimulationinTEcourseisuseful2.7363.065forourfuturejob.13.IthinktherelationbetweenIandtheteacherare2.6823.069harmoniousandfriendly.14.IthinktheTEclassroomatmosphereisgoodfor3.1163.597improvingmyEnglish.15.IammorecreativeinTEclassthanbefore.2.5312.68416.Ithinklearners’practicewithteacher’shelptakes2.8353.157largeproportionintheclass.Mean2.7433.187T2.342Sig.(2-tailed)0.029FromTable5.7,theresultshowsthatthemeanscoresofCCandECare2.743and3.187,whichmeansthemeanscoreofECishigherthanthatofCC.Furthermore,theT=2.342,andSig.(2-tailed)=0.029<0.05,whichindicatesthatthereisasignificantdifferencebetweenthegroupsafterasemesteroftheexperiment.Actually,thestudentsofECassertthattheteacher’steachingmethodsbasedonESPapproachismorecreativeandflexiblethanbefore,whichisgoodfortheirTourismEnglishstudy.What’smore,studentsfromECfeelconfidentintheirabilitytodealwiththecomingworkingpracticeandhavemoreconfidenceinego-enhancement.Onthecontrary,studentsfromCCdon’tfeelsosatisfiedaboutTourismEnglishcourse,fortheyhaveneverbeenputinareal-likesituationtoplaytheirroles;therefore,itwouldtakethemalongtimetoadaptthemselvestothefutureworkingenvironment.5.2AnalysisofTests5.2.1AnalysisofPre-testinECandCCAtthebeginningoftheterm,thepre-testisdesignedtotestifyifthereareanysignificantdifferencesbetweenthetwogroups.Table5.8illustratesthedifferenceinpre-testscores59 betweenthetwogroupsasfollows:Table5.8GroupStatisticsofstudents’TourismEnglishPre-testGroupsMeanNStandardDeviationSig.(2-tailed)Experimental61.43517.953Startoftheterm0.463Control61.39517.532StartofthetermAccordingtotheabovetable,theSig.(2-tailed)valueis0.463>0.05,whichimpliesthatthereisnosignificantdifferencebetweentwogroups.Thetwogroupsarealmostatthesamelevelbeforetheexperiment.5.2.2AnalysisofPost-testinECandCCAfteronesemester’stourismEnglishteachingthroughtwodifferentapproaches,ESPapproachandtraditionalapproach,thesituationsseemtohavechanges.Table5.9ComparisonbetweenentrancescoresandfinalexamscoresStandardMeanNSig.(2-tailed)DerivationExperimentalGroup61.43517.953Startoftheterm0.036ExperimentalGroup67.21515.983EndofthetermControlGroup61.39517.532Startoftheterm0.041ControlGroup63.80516.994EndofthetermFromtheabovetable5.10,theresultsshowthatthemeanscoresofECimprovedfrom61.43to67.21,andthevalueofSig.(2-tailed)is0.036<0.05,whichimpliesthatstudentsfinalexamscoreincreasedcomparedwiththeentrancescore.TheaveragescoreofCCimprovedfrom61.39to63.80,andthevalueofsig.(2-tailed)is0.041<0.05whichmeanstheprogressof60 CCisalsosignificant.Therefore,anothertestoffinalexamscoresbetweentheECandCCwascarriedout.Table5.10ComparisonoffinalexamscoresGroupsMeanNStandardDeviationSig.(2-tailed)Experimental67.21515.983Endoftheterm0.030Control63.80516.994EndofthetermTable5.10showsthatthemeanscoresoftheEGishigherthanthatoftheCCandthevalueofSig.(2-tailed)is0.030,whichimpliesthatexperimentalclassinwhichtheESPapproachwasappliedachievedbetteracademicperformancethanthecontrolclasstaughtbytraditionalteachingmethods.Although,duetosomeobjectivefactors,suchasthestudents’integrallevelisnothigh,theteachingfacilitiesisnotenough,thetimeofexperimentislimited,etc.,theteachingexperimenthasnotbeenachievedexpectedresults.ButwecanalsofindthattheteachingmodelofESPbasedonneedsanalysisiseffective.5.3AnalysisofInterviewsinECTheinterviewwasconductedaftertheexperiment.20studentsincluding3malestudentsand3femalestudentsfromdifferentlevelswereselectedfromtheEC.TheauthorhadconversationswiththeminbothEnglishandChinesetoavoidanymisunderstanding.Theinterviewisfocusedonthoseaspectstoshowtherealopinionsofthestudents,suchastheirinterestinTourismEnglishafteronesemester’slearning,theparticipationinclassroomactivities,theprogresstheyhavemadeandthechangesofthemselves.61 Table5.11InterviewsRecordsofECRecordsProficiencyGenderIlovetheTourismEnglishcourseinthissemester.OurteacheraskedustospeakEnglishatclassanditisamust.ThisisaperfectopportunityforustopracticespokenEnglish.AlsoourteacherinvitedtwoAmericantoourscenariosimulationandIamveryproudthatIwasaskedtoaccompanythemduringtheirstayandsometimesMaleIactedastheirinterpreter.ThetaskischallengingbutIlikeditverymuch.IrealizedhowimportantspokenEnglishisandIwillkeeppracticing.Wehavealotofchancestodecidebyourselvesthelearningactivities,andIlikeit.Itmakesmefeelthatwearethemasteroftheclassroomlearning.HighlevelIhaveenjoyedtheatmosphereintheclassroomandtheteachingmethodsareveryuseful.WecangetmorechancestospeakEnglish.Iliketourguideandbroadcastingverymuch.Ourteachersuggestedmesettingupabroadcastingteamandbroadcastsomebasicsabouttravelandinterestingstories.IliketheopportunitiesofFemaleactiveparticipationinclass.Theteacherwehadbeforeonlytaughtusbookknowledgeandwhatwecoulddowasonlylistening.Thisterm,ourlearninggroupachievedverygoodperformancebecauseeverymemberinitworkedtogetherveryhard.Wefeellikeabigfamilyinwhichwehelpeachotherandcooperatetoaccomplishtasks.Ithinkthismethodbenefitsusalot.Before,Iunderstoodalittleabouttourismindustry,soIfeltlostforthefuturejob.Butnow,Ihaveaclearpictureofthisindustryandtheclassbuiltupmyconfidence.IliketotakepartintheclassroomactivitiesandIamanactivememberinourclass.IstudyveryhardthistermandImadeMalesomeprogress.MyEnglishscorewasalsoimproved.Before,theteacheralwaysfocusedonthevocabularyandgrammar.Textbookwastheonlyteachingmaterial.Thecoursewasboringandtedious.Butnow,weclearabouttheoperationalprocessoftourismwhichmakeusfeelmoreinterestinthiscourse.IammoreconfidentinMediummyself.levelOurteacheralwaysaskuswhatwewanttolearnandwhatwewanttodointhefuture,whichmakesmefeelthatwearethemasteroftheclassroomlearning.TheteacherattachesgreatimportancetotheTourismEnglishenvironmentinwhichwecanpracticeourOralEnglish.IlikethewayourteacherspeaksEnglishandIwishtospeakFemalethelanguageasbeautifulasshedose.ThisisverychallengingbutourteacherthinksIhavegreatpotentialasIamafast-learner.Iwasusedtolisteningtoteacherstalkingatclasses,butnowIbegintoliketoparticipate.Itisaveryfreshexperienceforme.Ilikethelearninggroupsinwhichwecooperateinsteadofcompetingwitheachother.62 MyEnglishispoorbutIthinkthewaythistermareinterestingandaccomplishingsomeofthemgivemealotofconfidence.Forexample,duringthetourguidespeechcontest,Istudiedveryhardandmyteachergavememanyadvices.IhaveneverimaginedIcoulddowellinthespeechcontest.ButIdidandIwasrankedthethird.Fromthenon,Iparticipatedalotintheactivitiesandourteacherisverygenerouswhengivinguspraises.IalsolikethelearninggroupMalearrangementbecauseoursuccessisnotbasedonindividual’sperformancebuttheperformanceofthewholegroup.AsIamapoorEnglishlearner,Ilikethewayourteacherassigns.Iknowmoreabouttheprofessionalknowledge,whichgivesmemoreconfidenceforthefuturejob.IchoseTourismEnglishmajoratfirstbecauseIdidnotLowlevelknowwhattodointhefuture.Butnow,Iwanttobeatourguideandtravelaroundtheworld.Atthebeginningofthesemester,everystudentsfilledoutaquestionnairethatassessedourunderstandingofTourismEnglishcourse.Ithinkthiswayisuselessandtogothroughthemotions.While,afterasemesteroflearning,Ihavechangedmyopinions.WehavealotofopportunitiestoparticipateintheactivitiesatclassesFemaleandIlikeit.ButIamalittlebittimidbecausemyEnglishisnotgood.However,ourteacherisveryniceandshegivesmealotofadvicesandencouragement.Forthelearninggroups,Ilikeitbecausetheothermembersinitarewillingtohelpme.Iwasshyandafraidofaskingquestions,buttheirhelpmakesmemoreoutgoing.Theaboveinformationobtainedfromtable5.11showsthatstudents’enthusiasmandpositiveattitudetowardTourismEnglish.ESPapproach’sinfluencesonstudentsareveryclear.IntheinterviewofEC,studentsofhigh,mediumandlowEnglishproficiencyallpraisedtheteacher’smethodsandtheyfindthesemethodsveryinterestingandfresh.Aftertheexperiment,theteacherisveryhappytoseethatstudentsaremoreconfidentinthemselves.Wecanalsolearnthatbeforetheexperiment,almostallofthestudentswanttogetagoodjobanditisnosurprise.Aftertheexperiment,manystudents’growtolikethemajoritselfwhichshowsthatESPapproachbasedonneedsanalysisisabletosimulatestudents’motivation.Onecommonproblemwehavenoticedfromtheinterviewisthatstudents’speakingEnglishproficiencystillremainstoimprove.ForEnglishteachers,itisverysignificantto63 speakEnglishasmuchaspossibleandmakeEnglishtheworkinglanguage.Ontheotherhand,teachersshouldpaymoreattentiontothereviewingofoldknowledgewhenimpartingnew.Therearealsostudentswhoputforwardthatstudentsneedteacher’srecognition,especiallystudentsthatareofmediumandlowlevelEnglishproficiency.Ifstudentsmakesomeprogress,theteachershouldrespondaccordinglyandgiveproperrecognition.64 ChapterSixConclusions6.1MajorFindingsThisresearchintendstoinvestigateTourismEnglishlearners'existinglearningproblemsofthiscourse,investigatelearners'motivationandobjectiveoflearningTourismEnglishcoursethroughtargetneedssurveyandinvestigatestudents'expectationoflearningTourismEnglishcoursebystudyinglearningneeds.Firstly,someexistingproblemsofTourismEnglishcoursethroughinvestigatingstudents’presentsituationhavebeenfound.MorethanhalfofthestudentshavelittleinterestinTourismEnglishinbothclasses,ECandCC.Theybehavenegativelyintheclass.Theyhavelittlechancetoparticipateintheclassroomactivities.Besides,mostofthestudentshavenoconfidenceinlearningTourismEnglishwell.Asweallknow,mostofthestudentsinvocationalcollegeshaveapoorbasisoflearningEnglish.SomeofthemdoubttheirabilitytolearnTourismEnglish.Secondly,students’targetneedsandlearningneedsinTourismEnglishhavebeenfound.Fortargetneeds,theresultsofpre-questionnaireinECandCCshowthatmostofstudentslearningthiscoursearetomeettherequirementofjobinthefuture.TheytakeEnglishasatooltolearnmoreprofessionalknowledgeorgoingabroad.Moreover,theywanttoimprovespeakingandlisteningabilitythroughTourismEnglishlearning.Forlearningneeds,fromthepre-questionnaire,morethanhalfofthestudentsareunwillingtodiscusswithteachersorclassmatestodealwithproblemswhentheyfacethedifficultycan'tbesolvedbythemselves.Theresultsalsoshowthatstudentshaveahighexpectationoftheirteacher.Theyalwayswantanexcellentandcomprehensiveteachertobetheirguide,andtheydesiretohavechancesto65 showthemselves.Thirdly,ESPteachingeffectivelyimprovestudents’TourismEnglishlearningandimprovetheiracademicperformanceinvocationalcolleges.Thedatafromthepost-questionnaireandinterviewsshowthatESPcanhelpstudentstakeanactivepartinclassrooms.Theirinterest,motivationandself-confidencecanbeenhanced.Andtheirlearningautonomycanbeincreased.Actually,thestudentsofECassertthattheteacher’steachingmethodsbasedonESPapproachismorecreativeandflexiblethanbefore,whichisgoodfortheirTourismEnglishstudy.What’smore,studentsfromECfeelconfidentintheirabilitytodealwiththecomingworkingpracticeandhavemoreconfidenceinego-enhancement.ThescoresoftheparticipantsformtestsintheexperimentindicatethattheteachingapproachesbasedonESPtheoriesaremoreeffectivethantraditionalteachingapproachesinimprovingstudents'tourismEnglishlanguageandvocationalcompetency.6.2PedagogicalImplicationsSomepedagogicalimplicationscanbederivedfromthisresearch.Firstly,theteacherofTourismEnglishshouldbroadhisorherprofessionalknowledge.Becauseteachersarealwaystheindispensablepartofteaching.TheconditionoftheinterviewedTourismEnglishteacherisaprofessionalteacher.Heorsheistheteacherofmanyprofessionalcourses,suchasTourismEnglishcourse,HotelEnglishcourse,TheworldTouristGeographyandTheSocietyandCultureofMajorEnglishSpeakingCountries.Secondly,theteachershouldpaymoreattentiontotheproblemsordifficultiesthatstudentscan’tsolveintheclassandafterclass.Intheclass,theteachershouldtakemoretimetoaskandencouragestudentstoputupwithdifficultiestheyhadmetinunderstandingthetextandansweringquestions.Soaperfectatmosphereintheclassisneeded,becauseithelpstocultivatelearners'goodlearninghabit.Teacherhasresponsibilitytocreatesuchagood66 atmosphere.Talkingwithteacheraboutprofessionalproblemisnotsomethingshameful.However,unliketheteacherinhighschoolthatteachersalwaysstayattheoffice,theteachersinuniversityareseldomintheiroffice.Learners'learningstrategydecidestheeffectofstudying.Maybeteachers'officetimewillgivestudentsachancetoseekhelpfromtheirteacherafterclass.Thirdly,teachersshouldcareaboutstudentsindifferentEnglishlevels.Iftheteacherusesonecriteriatoevaluateallthestudents,thatwillbewrong.TeachersshouldpayattentiontotheimprovementofthestudentsinlowerEnglishlevelandgiveeyesonthem.6.3LimitationsFirstly,theauthoronlycarriedherESPteachingexperimentintwoclasses,andthesamplewassmall.Therefore,someexperimentalvariablescouldnotbestrictlycontrolled,andthewholeprocesswouldbedisturbed.Forexample,thoughqualityeducationspreadvigorously,theexperimentcouldnotbecarriedoutaccordingtoresearchplanwhenthecollegeentranceexaminationstillplayedadecisiverole.Secondly,theteachingexperimentcouldnotbefullyspread.Becausethedurationonlylasted4months,theteachingprocesswasalsodrivenfast.Problemshaveexistedforalongtime,andtheycouldnotbesolvedinsuchashorttime.Itseemsthatsomestudentshavegotprogress,buttheywerelikelytoreturntotheoriginalstatewhentheexperimentalresultswerenotreinforced.Finally,theauthoronlyhadpaidmoreattentiontoherteachingpractice,andshedidnotaccumulateenoughtheoreticalknowledge,whichmadeherstudyseverelyrestrictedindepth.6.4SuggestionsforFutureResearchesFirstly,studiesonESPwerestilllimitedespeciallyintourismEnglishbasedonneeds67 analysis.Inthisthesis,theauthorjustanalyzedoneneedsanalysismodelofHutchinson&WatersandDudley-Evans&StJohn,soitisverynecessaryforustocarryoutmorestudiesonit.Secondly,becauseESPteachingisakindofnewteachingmethod,teachersshouldsparemuchtimetolearnitstheoreticalmeaningtomakeoutmorereasonableandscientificteachingstepswhichcaninterestmorestudentsandgreatlyimprovetheirperformance.68 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AppendixAPre-testPaperPartIphrases(30%)SectionADirections:PutthefollowingChinesephrasesintoEnglish.PleasewritetheanswersonAnswerSheet.1.旅行社2.导游3.护照4.出口5.健身中心6.房卡7.日程安排8.包价旅游9.烩面10.水席11.售票处12.观光大巴13.景点14.纪念品15.牡丹16.样品17.登机牌18.免税商店19.行李20.欢送词SectionBDirections:PutthefollowingEnglishphrasesintoChinese.PleasewritetheanswersonAnswerSheet.21.theMillenniumCityPark22.CITS23.tourguidecertificate24.LongmenGrottoes25.baggageclaimtag26.laundryservice27.steamedbunswithstuffing28.PeonySwallowDish29.TangTri-coloredGlazedPottery30.BianembroideryPartIIJudgements(20%)Directions:Decidewhetherthefollowingstatementsaretrueorfalse.PleasewriteTorFonAnswerSheet.()31.Henannotonlyhaslotsofplacesofinterestbutalsoplentyofnaturalscenicspots.()32.LocatedinthecenterofChina,Henanisalsoknownas“theCentralPlains”.()33.TheprovincialgovernmentofHenandoesn’tgiveprioritytothedevelopmentoftourism.()34.TouristscandrinkwaterdirectlyfromtapsinhotelsofChina.73 ()35.Astandardroomisaroomwithtwotwinbeds.()36.Sometimesanitineraryisveryflexibleindeedbecausetherearemanyemergenciesoruncertaintiestobeaddressedduringthecourseofthetour.()37.Henancuisineisverysaltywithastrongflavor.()38.Madeofpeonyflowerandswallow’snest,PeonySwallowdishhasbecomerenownedalloverChina.()39.Whenthecoachgetstothehotel,thelocalguideshouldbethelasttogetoff.()40.Kaifengwascalled“Bianliang”or“Bianjing”intheNorthernSongDynasty.PartIIIBlanks(20%)Directions:Completethefollowingsentenceswiththewordsinthebox.Changetheirformswherenecessary.PleasewritetheanswersonAnswerSheet.cradlememoryinherithesitatepleasecuisineluxuriousingredientboastsafety41.Theagedmanhasasurprising.Hecanlearnapoembyheartafterhehasreadittwice.42.Youaregoodfriends.Don’ttoofferhelptoher/himwhentheyareindifficulty.43.HenanfouroftheeightancientcapitalsinChina.44.Children’sisbecomingmoreandmoreimportant,especiallyduringholidays.45.TheJWMarriottHotelisahotelwithfavorablelocationandconvenienttransportation.46.Don’tbetoohardonyourself.Nobodycaneveryone.47.Flourandeggsareimportantforcooking.48.Frenchisrenownedalltheworldforitsexquisitedishes.49.Herockedthebabytosleepinits.50.Therichwomanwasthinkingwhowouldherproperties.PartIVReadingcomprehension(20%)Directions:Readthefollowingpassagesandmakerightchoices.PleasewritetheanswersonAnswerSheet.74 Passage1Sixteen-year-oldMariawaswaitinginlineattheairportinSantoDomingo.ShewasleavinghernativecountrytojoinhersisterintheUnitedStates.ShespokeEnglishverywell.Thoughshewasveryhappyshecouldgoabroad,shewasfeelingsadatleavingherfamilyandfriends.Asshewasthinkingallaboutthis,shesuddenlyheardtheairlineemployeeaskinghertopickupherluggageandputitonthescales(称).Mariapulledandpulled.Thebagwastooheavyandshejustcouldn’tliftitup.Themanbehindhergotveryimpatient.He,too,waswaitingtocheckinhisluggage.“What’swrongwiththisgirl?Hesaid,“Whydoesn’tshehurryup?”Hemovedforwardandplacedhisbagonthecounter,hopingtocheckinfirst.Hewasinahurrytogetagoodseat.Mariawasveryangry,butshewasverypolite.AndinherbestEnglishshesaid,“Whyareyousoupset?Thereareenoughseatsforeveryoneontheplane.Ifyouareinsuchahurry,whycan’tyougivemeahandwithmyluggage?ThemanwassurprisedtohearMariaspeakEnglish.Hequicklypickedupherluggageandsteppedback.Everyonewaslookingathimwithdisapproval.51.Maria’sstoryhappened________.A.whenshewasleavingAmericaB.onherwaybacktoSantoDomingoC.beforeshelefttheUSAD.whenshearrivedattheairport52.Theworkoftheairlineemployeementionedinthestoryisto________attheairport.A.helpcarrypeople’sluggageB.askpeopletopickuptheluggageC.checkpeople’sluggageD.takecareofpeople’sluggage53.“Whyareyousoupset?”Mariasaidtotheman.Shewantedtotellhimthatheshouldnotbe________.A.surprisedB.sadC.unhappyD.sorry54.“Everyonewaslookingathimwithdisapproval.”Thissentencemeansthatthepeoplearoundfelt__________.A.worriedaboutMariaB.worriedabouttheman75 C.sorryforMaria’smannersD.sorryfortheman’smanners55.TheauthormentionedMaria’sageatthebeginningofthestoryinordertoshowthat_________.A.shewasyoungbutbehavedproperlyB.shewouldnothavelefthomealoneC.everyonearoundherwaswrongD.itwasnotgoodthatnobodyofferedtohelpherPassage2BritainandFranceareseparatedbytheEnglishChannel,abodyofwaterthatcanbecrossedinasfewas20minutes.Buttheculturesofthetwocountriessometimesseemtobemilesapart.LastThursdayBritainandFrancecelebratedthe100thanniversary(周年纪念)ofthesigningofafriendshipagreementcalledtheEntenteCordiality.Theagreementmarkedanewbeginningforthecountriesfollowingcenturiesofwarsandlove-hatepartnership.Buttheirrelationshiphasbeenupsanddownsoverthepastcentury.Justlastyear,therewerefiercedisagreementsovertheIraqwar-whichBritishPrimeMinisterTonyBlairsupporteddespiteFrenchPresidentJacquesChiracspeakingoutagainstit.ThisdiscomfortisexpressedinBlairandChirac’sbodylanguageatinternationalmeetings.WhiletheFrenchleaderoftengreetsGermanChancellorGerhardSchroederwithahug(拥抱)，Blairjustreceivesahandshake.However,somepoliticalexpertssaythewarinIraqcouldinfacthavehelpedties.Thehistoryofdivisionsmaywellbebecauseoftheverydifferentwaysinwhichthetwosidesseetheworld.Butthisdoesn’tstop12millionBritonstakingholidaysinFranceeachyear.However,only3millionFrenchcomeintheoppositedirection.Surveys(调查)showthatmostFrenchpeoplefeelclosertotheGermansthantheydototheBritish.AndtheresearchcarriedoutinBritainhasshownthatonlyathirdofthepopulationbelievestheFrenchcanbetrusted.PerhapsthisbadfeelingcomesbecausetheBritishdislikeFrance’scloserelationshipwithGermany,orbecausetheFrencharenothappywithBritain’scloselinkswiththeUS.Whatevertheansweris,asbothsidescelebrate100yearsof“doubtfulfriendship”,theyareatleastabletomakejokesabouteachother.Here’sone:What’sthebestthingaboutBritain’srelationshipwithFrance?TheEnglishChannel.76 56.Forcenturies,therelationshipbetweenBritainandFranceis__________.A.friendlyB.impoliteC.brotherlyD.amixtureofloveandhate57.ThewarinIraqdoes_________totherelationshipbetweenFranceandBritain.A.goodB.harmC.neithergoodnorharmDbothgoodandharm58.TheBritisharenotsofriendlyto________andtheFrencharenotsofriendlyto_________.A.Germany;AmericaB.America;GermanyC.Germany;GermanyD.America;America59.________aremoreinterestedinhavingholidaysin_________.A.Americanpeople…BritainB.Britishpeople…GermanyC.Frenchpeople…BritainD.Britishpeople…France60.Whatdoesthelastsentencemean?A.AslongastheEnglishChannelexists,nofurtherdisagreementwillformbetweenFranceandBritain.B.TheEnglishChannelcanpreventanythingunfriendlyhappeninginbothFranceandBritain.C.FrancandBritainarenearneighbors,andthiswillhelpbalancetherelationshipbetweenthem.D.TheEnglishChannelisthelargestenemybetweenFranceandBritain.PartVTranslation(10%)Directions:PutthefollowingChinesesentencesintoEnglish.PleasewritetheanswersonAnswerSheet.61.河南悠久的历史，灿烂的文化受到国内外游客的赞赏。62.你可以到一楼的室内游泳池放松自己。63.郑州旅游职业学院于1985年建立。64.现在，越来越多的学生愿意毕业后从事旅游行业的工作。65.我提议为我们的友谊干杯。77 AppendixBPost-testPaperPartIphrases(30%)SectionADirections:PutthefollowingChinesephrasesintoEnglish.PleasewritetheanswersonAnswerSheet.1.目标市场2.官方顾问组织3.潜在的旅游收入4.旅游宣传手册5.价格控制6.房卡7.日程安排8.少林寺9.胡辣汤10.处理客人投11.售票处12.市场分额诉13.景点14.考古现场15.市场概念16.样品17.安检18.免税商店19.折扣20.旅游特性SectionBDirections:PutthefollowingEnglishphrasesintoChinese.PleasewritetheanswersonAnswerSheet.21.excursionist22.foreignexchangereceipts23.tourguidecertificate24.financialanalyses25.cruiselines26.laundryservice27.chairlift28.guest-night29.tourismdistributionnetwork30.BianembroideryPartIIJudgements(20%)Directions:Decidewhetherthefollowingstatementsaretrueorfalse.PleasewriteTorFonAnswerSheet.()31.Ashortexcursionoradaytripreferstoashortdistancetour,usuallyinandaroundthecity.()32.LocatedinthecenterofChina,Henanisalsoknownas“theCentralPlains”.()33.LasVegasissituatedinanarrowflatdesertvalleysurroundedbybarrenaridmountains.Itisvibrantpulsatingcityandthelargestadultplaygroundintheworld.78 ()34.TouristscandrinkwaterdirectlyfromtapsinhotelsofChina.()35.Tourismcomprisedtheactivitiesofpersonstravelingtoandstayinginplacesoutsidetheirusualenvironmentfornotmorethanoneconsecutiveyearforleisure,businessandotherpurposes.()36.Sometimesanitineraryisveryflexibleindeedbecausetherearemanyemergenciesoruncertaintiestobeaddressedduringthecourseofthetour.()37.Henancuisineisverysaltywithastrongflavor.()38.Madeofpeonyflowerandswallow’snest,PeonySwallowDishhasbecomerenownedalloverChina.()39.Whenthecoachgetstothehotel,thelocalguideshouldbethelasttogetoff.()40.EachrotationofLondonEyetakes30minutesinwhichtimeyoucanmarvelattheviewsthatspanupto40kminalldirections(dependingontheweather).PartIIIBlanks(20%)Directions:Completethefollowingsentenceswiththewordsinthebox.Changetheirformswherenecessary.PleasewritetheanswersonAnswerSheet.beeagertosplitintomakeadealbargainsurroundshowcasedivideintolookforwardtoaccesstobeginwith41.I_________seethisbeautifulcity.42.Isitpossibleto________onetwinroom_______twosingles?43.Sayhowabout___________betweenus?I’llhireyoufor2days.Youcanbemydriverandmyguide.44.It’sthelowestpriceandnoroomfor_____________.45.ThisinDaiVillage,which_____________bywateronthreesides.46.Therelaywill___________thepeople,beautifulsceneries,culturalheritageincounties,regions,andcitiesalongtherelayroute.47.Chinesegardenscan______________twocategories,theimperialandtheprivate.48.We______________theshowthisevening.Canyoutellmesomethingaboutit?49.Studentsneedeasy____________academicmagazines.50.Themanager________hispresentation________asliceshow.PartIVReadingcomprehension(20%)Directions:Readthefollowingpassagesandmakerightchoices.PleasewritetheanswersonAnswerSheet.79 Passage1IntheUnitedStates,itisnotcustomarytotelephonesomeoneveryearlyinthemorning.Ifyoutelephonehimearlyintheday,whileheisshavingorhavingbreakfast,thetimeofthecallshowsthatthematterisveryimportantandrequiresimmediateattention.Thesamemeaningisattachedtotelephonecallsmadeafter11:00p.m..Ifsomeonereceivesacallduringsleepinghours,heassumesit'samatteroflifeordeath.Thetimechosenforthecallcommunicatesitsimportance.Insociallife,timeplaysaveryimportantpart.IntheU.S.A.gueststendtofeeltheyarenothighlyregardediftheinvitationtoadinnerpartyisextendedonlythreeorfourdaysbeforethepartydate.Butitisnottrueinallcountries.Inotherareasoftheworld,itmaybeconsideredfoolishtomakeanappointmenttoofarinadvancebecauseplanswhicharemadeforadatemorethanaweekawaytendtobeforgotten.Themeaningoftimediffersindifferentpartsoftheworld.Thus,misunderstandingsarisebetweenpeoplefromculturesthattreattimedifferently.PromptnessisvaluedhighlyinAmericanlife,forexample.Ifpeoplearenotprompt,theymayberegardedasimpoliteornotfullyresponsible.IntheU.S.noonewouldthinkofkeepingabusinessassociatewaitingforanhour,itwouldbetooimpolite.Aperson,whois5minuteslate,willsayafewwordsofexplanation,thoughperhapshewillnotcompletethesentence.ToanAmerican,beinghalfanhourlateisthebeginningofthe"insultperiod".Nomatterwhatissaidinapology,thereislittlethatcanremovethedamagedonebya30-minutewait.Sincetimehassuchdifferentmeaningsindifferentcultures,communicationissometimesdifficult.Wewillunderstandeachotheralittlebetterifwekeepthisfactinmind.51.Whatisthemainideaofthispassage?A.ItisnotcustomarytotelephonesomeoneinthemorningandinsleepinghoursintheU.S.B.Theroleoftimeinsociallifeovertheworld.C.Ifpeoplearenotprompt,theymayberegardedasimpoliteornotfullyresponsibleintheU.S.D.Noteverycountrytreatstheconceptoftimeasthesame.52.Whatdoesitmeaninthepassageifyoucallsomeoneduringhisorhersleepinghours?A.Amatterofwork.B.Amatteroflifeordeath.C.Youwanttoseehimorher.D.Youwanttomakeanappointmentwithhimorher.80 53.Whichofthefollowingtimeisproperifyouwanttomakeanappointmentwithyourfriend?A.at7:00amB.at4:00pmC.atthenightD.at4:00am54.Whichofthefollowingstatementistrueaccordingtothepassage?A.IntheU.S.A.gueststendtofeeltheyarehighlyregardediftheinvitationtoadinnerpartyisextendedonlythreeorfourdaysbeforethepartydate.B.Thereisnomisunderstandingarisingbetweenpeopleformdifferentculturesabouttheconceptoftime.C.ItmaybeconsideredfoolishtomakeanappointmentwellinadvanceintheU.S.A.D.PromptnessisvaluedhighlyinAmericanlife.55.Fromthepassagewecansafelyinferthat________________.A.it’samatteroflifeordeathifyoucallsomeoneinthedaytime.B.themeaningoftimediffersindifferentpartsoftheworld.C.itmakesnodifferenceintheU.S.whetheryouareearlyorlateforabusinessparty.D.ifapersonislateforadate,heneedn’tmakesomeexplanation.Passage2Therearethreekindsofgoals:shirt-term,medium-rangeandlong-termgoals.Short-termgoalsarethosethatusuallydealwithcurrentactivitieswhichwecanapplyonadailybasis.Suchgoalscanbeachievedinaweekorless,ortwoweeks,orpossibly,months.Itshouldberememberedthatjustasbuildingisnostrongerthanitsfoundation,long-termgoalscannotamounttoverymunchwithouttheachievementofsolidshort-termgoals.Uponcompletingourshort-termgoals,weshoulddatetheoccasionandthenaddnewshort-termgoalsthatwillbuildonthosethathavebeencompleted.Theintermediategoalsbuildonthefoundationoftheshort-termgoals.Theymightdealwithjustonetermofschoolortheentireschoolyear,ortheycouldevenextendforseveralyears.Anytimeyoumoveastepatatime,youshouldneverallowyourselftobecomediscouragedoroverwhelmed.Asyoucompleteeachstep,youwillenforcethebeliefinyourabilitytogrowandsucceed.Andasyourlistofcompletiondatesgrow,yourmotivationanddesirewillincrease.Long-termgoalsmayberelatedtoourdreamsofthefuture.Theymightcoverfiveyearsormore.Lifeisnotastaticthing.Weshouldneverallowalong-termgoaltolimitusorourcourseofaction.56.Ourlong-termgoalsmeanalot_________.81 A.Ifwecannotreachsolidshort-termgoalsB.Ifwecompletetheshort-termgoalsC.ifwehavedreamsofthefutureD.ifweputforwardsomeplans57.Newshort-termgoalsarebuiltupon_________.A.adailybasisB.yourachievementinaweekC.currentactivitiesD.thegoalsthathavebeencompleted58.Whenwecompleteeachstepofourgoals,________.A.wewillwinfinalsuccessB.weareoverwhelmedC.weshouldbuildupconfidenceofsuccessD.weshouldhavestrongdesireforsettingnewgoals59.Whatisthemainideaofthispassage?A.Lifeisadynamicthing.B.weshouldsetuplong-termgoals.C.Differentkindsofgoalsinlife.D.Thelimitationoflong-termgoals.60.Whichofthefollowingstatementsiswrongaccordingtothepassage?A.Thelong-termgoalscannotamounttoverymunchwithouttheachievementofsolidshort-termgoals.B.Theintermediategoalsbuildonthefoundationoftheshort-termgoals.C.Lifeisastaticthing,thusweshouldneverallowalong-termgoaltolimitusorourcourseofaction.D.Weshouldoftenaddnewshort-termgoalstothosewhichhavebeencompleted.PartIVTranslation(10%)Directions:PutthefollowingChinesesentencesintoEnglish.PleasewritetheanswersonAnswerSheet.61.中国旅游资源丰富，每年有二千多万世界各地的游客前来参观不同的旅游景点。62.颐和园和世界上最大的皇家园林之一。63.如果您不在本店住宿，要到那边买票。64.他的包里有护照、信用卡和其他东西。65.要看遍所有景观恐怕一天时间是不够的。82 AppendixC旅游英语课程学生需求分析调查问卷（前测）同学们：你们好！本问卷调查主要想了解您对已开设的旅游英语课程的看法，以及对该课程的期望和建议，从而更好的了解学生的学习需求，来帮助教师改进教学策略，帮助同学们提高英语学习效果。请你根据自己在旅游英语学习中的真实情况作答不必“过分”思考，写出第一反应的答案，不需检查，更不要讨论。请记住每个选择无所谓对错。(其中:所述情况与我1=几乎完全不符合，2=基本不符合，3=有点符合，4=基本符合，5=几乎完全符合)谢谢您的合作!1.我对旅游英语感兴趣。2.我可以说很流利的英语。3.我在旅游英语的课上自信活跃。4.我常参加旅游英语课上的活动。5.我在旅游英语课上有很多表现自己的机会。6.我学习旅游英语课程的动机是为了将来工作的需要。7.我学习旅游英语课程的动机是为了通过各种相关考试。8.我学习旅游英语是想以英语为工具掌握更多的专业知识。9.我学习旅游英语的目的是为了将来可以出国。10.通过旅游英语课程的学习，我希望提高听说能力。11.我认为读，译是旅游英语课程的学习重心。12.我希望通过旅游英语课程的学习将来能用英语接待国外游客。13.我希望通过旅游英语课程的学习将来能看懂英文的专业资料或听懂学术报告。14.我以后使用旅游英语时的交流对象大多会是国外游客。15.我认为旅游英语多用在景区与游客面对面的场合。16.我在学习旅游英语过程中遇到自己无法解决的问题会找老师或同学探讨。83 17.我每天都阅读与旅游英语有关的课外读物。18.旅游英语课程上我总是积极争取发言的机会。19.在旅游课程开设前，我都会有一份学习目标和学习计划。20.除了教材，我还有其他有关旅游英语的辅导书籍。21.我希望旅游英语课老师是有一定英语水平的专业课老师。22.我希望老师在课堂上的授课方式是以学生操练为主，老师指导为辅。23.我希望在课堂上能有分组讨论、角色扮演、情景模拟等活动，真正实现学以致用。24.我希望我们的旅游英语教材能兼具实用性和趣味性。25.我希望老师能根据我们的需要，自己编写上课讲义，这样更具有针对性。84 AppendixD旅游英语课程学生需求分析调查问卷（后测）同学们：你们好！本问卷调查主要想了解经过一学期的学习后，您对旅游英语课程的看法，以及对该课程的期望和建议。请你根据自己在旅游英语学习中的真实情况作答不必“过分”思考，写出第一反应的答案，不需检查，更不要讨论。请记住每个选择无所谓对错。(其中:所述情况与我1=几乎完全不符合，2=基本不符合，3=有点符合，4=基本符合，5=几乎完全符合)谢谢您的合作!1.经过一学期的学习，我对旅游英语课程非常感兴趣。2.我积极回答旅游英语课堂上老师提出的问题。3.我积极参与小组讨论。4.我积极参与旅游英语课堂上的即兴表演。5.在旅游英语课堂上我有更多参与的机会。6.我的英语听说能力提高了。7.我在旅游英语课上感到放松和自信。8.我认为课堂上的教学策略有效的改善了旅游英语的学习。9.我认为旅游英语课堂上的教学策略具有灵活性和创新性。10.我在旅游英语课堂活动中常得到老师的指导。11.我清楚地知道学习旅游英语的方法。12.我认为旅游英语课堂上的情景模拟对以后的工作有用。13.我认为我和老师的关系是和谐且友好的。14.我认为旅游英语的课堂气氛有益与提高我的英语。15.我在旅游英语课堂上比以前更具创新性了。16.我认为老师在旅游英语课堂上的授课方式是以学生操练为主，老师指导为辅。85 AppendixE访谈提问大纲1.你喜欢这学期的学习内容吗？2.你的旅游英语水平有所提高吗？3.你觉得当前的教学方法如何？4.你认为当前的学习对以后工作有帮助吗？5.你喜欢课堂上的职场情景模拟吗？6.你认为在学习上你产生了哪些改变？86 AppendixF学生成绩学生实验班前测成绩实验班后测成绩控制班前测成绩控制班后测成绩编号16466606526678636436877536447074575857375565765266586675769596185660707597568616210516369611160676364126770626413668362631459636264157065666716656856571747555860186973596019586267682066706566215467686822606373712362756970245770647025535655562654665657275759585928566957582968617071306963696031707460613259536974335761655687 34565956573568715465366577496037616548593870725661395872566840587159664157706970424963607143546765664459626969456971596046666951524767615768486265616249606370625047666671517275677088 ．－一’１一一？－一＾一Ｎ一－ｉ．．．、＼、？．．．．？’－‘？一■．明德新１氏止於至善－‘背单二．－
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