【摘要】 本研究立足于Dudley-Evans&St John的需求分析模型,从学习者个体能力差异、学习者愿望、学习过程和学习环境需求四个维度对湖南省三所高校120名非英语专业硕士研究生进行问卷调查与访谈。结果显示:1.非英语专业研究生EAP学习动机明确;2.学习者倾向于接受系统的EAP课程指导;3.学习者倾向于EAP教学模式的创新。就此,基于动态系统理论,主要从学习者因素、语言因素和环境因素三个方面提出建议,旨在为从事EAP教学的高校教师、教学研究者和课程设计者提供一定参考。更多还原

【Abstract】 This paper,based on the needs analysis model of Dudley-Evans& St John,viewing from learners’ individual ability difference,learners’ individual desire,learning process demand and learning environment demand,taking 120 non-English major postgraduate students from three universities in Hunan Province as subjects,with the method of the questionnaire and semi-structured interview,examines the academic English ability of non-English major postgraduate students.The findings are as follows:1.The non?English major’s motivation for EAP learning is clear and definite;2.Learners tend to have the systematic guidance for EAP course;3.Learners are more likely to look forward to the innovation of EAP teaching model.Thus,some constructive suggestions based on the dynamic system theory are offered to provide some reference for teaching researchers,curriculum designers and university teachers.更多还原