A Study On Motivation And Needs Of Business English Students

With the furthering study on language teaching and psychological linguistics, researchers have carried out a lot of researches on learners'individual differences which cover cognitive, affective and biological characteristics. Especially motivation has been considered as a key factor to language learning. Needs analysis is the first step in course design. The research of needs analysis of foreign language or second language is systematic. Its unique value has been fully demonstrated in course design, teaching materials, evaluation system, and educational policy-making, ect. Motivation and needs are closely related to each other, some content of motivation can sometimes overlap with needs. Only after knowing students'learning motivation and needs, can teachers effectively arouse students'motivation and improve their teaching effects, so as to satisfy the society's needs of business English talents better.This study aims to investigate the motivation and learning needs of Business English majors in universities, and the society's needs of business English talents. The analysis can provide reliable information to BE course design. It may be useful for BE teachers to set teaching goals, choose teaching methods and enhance teaching efforts. Besides, it may help Business English majors improve their learning efficiency, thus providing some reference into the training of BE talents.The subjects to be surveyed in this study are classified into five categories: 240 pre-experience learners, 10 Business English teachers, 74 job-experienced learners, 350 recruitment ads and 10 employment units. Quantitative and qualitative studies were done. Results show that the subjects are motivated to learn Business English, both integratively and instrumentally motivated. Most subjects are a little bit more integratively motivated than instrumentally motivated in Business English learning. Business English students have distinctive needs for Business English learning. Most students held positive attitudes towards Business English learning for good job prospects. They preferred simulation and role-play for better interaction and would like to take internships to apply what they have learned. They put high expectations on qualifications of Business English teachers. Specifically, a qualified business English teacher is supposed to be competent both in the English language and with business knowledge and skills. They prefer to learn by multi-media and invite experts with rich experience to give reports. Society's requirements and expectations of business English graduates are high, which covers six aspects: requirements for English level; basic skills requirement; the demand of working experience; professional knowledge and skills; cross culture communication competence and overall qualities.From the analysis, we can see that BE teaching can not meet students'learning needs and society's needs. Students'motivation will be aroused and learning will be more effective, if teachers get to know their motivation and needs and improve the teaching. Scientific course design of Business English should be based on needs analysis.