| Materials evaluation is a procedure that involves measuring the value (or potential value) of a set of learning materials. One important purpose of materials evaluation is to compare and identify particular strengths and weaknesses of coursebooks being in use. So that, optimum use can be made of their strong points; whilst weaker areas can be strengthened through adaptation of outstanding part from other materials. One notable feature of the materials evaluation of English for Specific Purposes (ESP henceforth) that differs from general materials evaluation is needs analysis (NA henceforth). NAs help to identify learners'real needs which will be further applied as evidence in refining criteria for matching. English for Military Purposes (EMP henceforth) has expanded with the growth of international military cooperation. Suitable EMP materials will help a lot in the development of learners'language ability and military competence. Evaluation of current EMP materials in the light of needs analysis will provide suggestions to the future writing of materials.The thesis conducts evaluations between foreign EMP materials, represented by NATO CAMPAIGN– English for the military, and five representative Chinese EMP materials following Hutchinson and Waters'four-step model. Defining criteria based on NAs is a precondition; subjective analysis displays subjective judgments in terms of materials'requirements, while objective analysis describes objective information of target materials; matching process is to compare the subjective judgments and objective information. Following these four steps, the thesis tries to find answers to questions listed below:1. Which kind of EMP materials will be more suitable in accordance with learners'needs, general materials for universal use or specific ones for concrete military operations?2. Is there core specialist language related to military in Chinese EMP materials, when taking learners'needs into account? How about the readability and easiness of language texts? 3. Where do the differences between NATO CAMPAIGN– English for the military and Chinese EMP materials mainly stand in language skills and strategies for the aim of needs'satisfaction?4. What solutions are applied by NATO CAMPAIGN– English for the military and Chinese EMP materials to resolve the conflict between language teachers and military learners? Aiming to resolve questions above, the thesis identifies a checklist of criteriabasing on NAs. Learners'needs are collected through specialists'observations, interviews with nine foreign military officers, and a questionnaire completed by 60 senior students in a Chinese military university. The criteria are expressed in four dimensions of target learners, language content, skills and strategies, and teaching approach. After subjective and objective analysis, the matching results imply:1. General EMP materials do not function well; specific EMP materials aiming at different military operations will be more suitable for the army.2. There is core specialist language in Chinese EMP materials, but does not fully reflect learners'needs. The texts selected are difficult which do not correspond to language proficiencies of target learners.3. Reading is taken as the main teaching approach in Chinese EMP materials; few materials consist of content for listening, speaking and writing.4. Chinese EMP materials have no support of military knowledge to English teachers. Task-based teaching should be highlighted.Basing on what have been found, the thesis provides several suggestions: NAs are necessary before materials writing, in-use and post-use evaluations should be on-going in EMP teaching; language proficiency scales for learners in different arms, specializations, and tasks need to be established; specific EMP materials aiming at specific international military operations are profitable, those who have been in service abroad should be absorbed as designers to provide help in text selection and military task design. |
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