Need Analysis Of Pre-experience Business English Learners

The aim of conducting this study was to investigate the needs of pre-experience business English learners, majoring in either English or International Business. These students participated in this study as Business English learners. Business English has been booming since 1990s and the needs for business personnel are ever-growing. There is, therefore, the necessity to analyze the needs perceived by different stakeholders. Need analysis, as an ongoing and dynamic process, constructs the first step of course design and characterizes ESP (English for Specific Purpose). The author adopts the concepts of"target need"and"learning need", and the analyzing model proposed by Hutchinson and Waters during the study. A total of 110 undergraduate students of economy and foreign languages are involved in the study. Methodologies applied in the study are both qualitative and quantitative, including interviews, questionnaires and classroom observation. The author attempts to analyze the target needs and learning needs of the Business English learners from the school of economics and the school of foreign languages in a bottom-up manner. It is hoped that this study will shed some light on the teaching practice of Business English. The process of need analysis follows seven steps from objective analysis to discussion.The major findings are listed as follows:(1) Out of the four items (linguistic knowledge, English skills, business communicative skills, business knowledge), business communicative skills are acknowledged as the most important skills by learners from both schools of economics and foreign languages.(2) Business English learners'extra learning time per week on the subject is not as much as expected; learners who spend relatively more time are mainly on test preparation.(3) Interacting skills and speaking skills are preferred more than other skills, such as writing and listening. (4) The target situation mainly requires students to :①be familiar with the international business rules and laws.②be sensitive to cross-cultural communication.③be competent in business communicative skills, such as presentation, negotiation, meeting etc.④be flexible in high pressure work situation and business trip.⑤be familiar with the genre of business writing.(5) According to the comparison, the common ground has been reached that either in the"wants"or the"lacks", the interacting skills are ranked first. There are, however, still differences in that students from school of foreign languages are more confident in business writing while those from school of economics encounter more difficulties. Students from school of economics feel more comfortable with the receptive skills such as listening.