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Chapter One Introduction 

Studies  in  learning-centered  and  learner-centered  approaches  are  increasing.  Learners’ needs have been regarded as an essential approach to effective learning and teaching. Scholars endeavor to explore vital theory in curriculum development (Nunan, 1988).  Needs Analysis (NA) has become important in curriculum development, implementation and evaluation ever since it earned its popularity in the field of English for Specific Purposes (ESP)  in  1980s.  When  it  focuses  on  identification  of  learning  needs  rather  than  that  of learners’ linguistic needs, NA has also been applied in the English for General Purposes (EGP) education (Hutchinson & Waters, 1987). According to Gu (2010), ESP education in China’s colleges and universities is supposed to  prepare  our  students  to  meet  the  needs  of  economic  growth  and  social  developments. However,  the  current  situation  of  ESP  teaching  is  kind  of  worrying,  instead  of  being optimistic  as  people  have  expected.  ESP  research  method  and  scope  is  rather  simple  and narrow, basically restricted and confined to ESP ontology. Many scholars have been studying the  NA  in  the  field  of  TESOL  (teaching  English  to  speakers  of  other  languages).  However, much attention has been paid to the theoretical study of ESP (e.g. Bosher & Smalkoski, 2002; Ferris & Tagg, 1996; Holliday, 1995) but little to the practical teaching process. Furthermore, much analysis focuses on language needs in order to determine the course content or develop materials (e.g. Tarone & Yule, 1989) while inadequate attention focus on learning needs.  
According  to  Hutchinson  and  Waters  (1987),  the  underlying  assumption  in  NA  is  that learners  vary  with  various  internal  and  external  factors.  The  students  at  Hebei  North University  (HBNU),  for  instance,  differ  from  those  in  other  colleges  and  universities.  The study focuses on the English majors who had graduated from high school and were to receive three-year  education  here.  They  are  in  their  third  year  and  they  have  almost  finished  their studies in their college education. Some of them went to find their jobs during the last winter holiday and got some working experiences in the process. Their proficiency levels should be taken  into  consideration  to  evaluate,  implement  and  develop  the  curriculum  of  Business English. ESP curriculum aims to help students of EFL (English as a foreign language) reach certain  proficiency  levels  that  are  considered  necessary.  These  are  questions  of  significance. In order to help assess language curriculum, it is critical for the policymake本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。