Information gained through various sources and methods have been used to reveal the perceived deficiencies of needs through both target situation analysis (TSA) and present situation analysis (PSA). The identified needs were then prioritized according to their immediacy to learners, with the underlying causes ofthe language competence discrepancies further explored and interpreted. Possible solutions were then suggested for future implementation ofthe vocational English curriculum in the senior secondary vocational education context. The research findings of the current study have indicated that learners in general have low language learning motivation and inadequate language competences; there exist language competence discrepancies regarding learners' learning needs, teachers' teaching needs, and learning resources and facilities provided at school; there are positive relationship between learners' motivation and language competences; and many factors contribute to the current language competence deficiencies, among which motivational factors figure more prominently. The results of the study can be of value to educators and researchers involved in developing and redesigning language curriculums at various levels, in particular to teachers, curriculum developers as well as to researchers in vocational education. / This study provides a detailed description and interpretation ofthe needs analysis (NA) of learners' English language competences carried out at senior secondary vocational schools in mainland China since understanding learners' language learning needs and their motivation to participate in language learning are essential in curriculum development. The study draws on both quantitative and qualitative mixed-method NA practices of using multiple sources and multiple methods in the data collection. The complete data include: (l) around 700 participants at three vocational schools in the particular city studied; (2) about 20 hours of recorded and unrecorded data of classroom observation at three vocational schools, a series of interviews with six teachers and 23 students at three vocational schools, as well as interviews with two inspectors, six graduate vocational school students, and a joint venture general manager; and (3) document analysis of the new National Vocational English Syllabus (NVES) issued by the Ministry of Education, along with textbooks currently in use at vocational senior secondary schools. / Zhao, Wen. / Advisers: David Coniam; Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 335-366). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_344941 |
| Date | January 2010 |
| Contributors | Zhao, Wen, Chinese University of Hong Kong Graduate School. Division of Education. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, theses |
| Format | electronic resource, microform, microfiche, 1 online resource (xv, 462 leaves : ill.) |
| Coverage | China, China, China |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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