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nts for the learners to master thelanguage. He puts forward that needs are considered as the wishes learners want to leam fromlanguage learning. Robinson (1989) defines needs as "what the students do not know andcannot do in English".The three definitions above have implications for the compilers of the Englishcoursebooks to meet the learners' needs in compiling the coursebooks.What is the needs analysis? Many scholars have made great efforts to define it. Richards(2007) defines it as follows: Needs analysis is the process of determining the needs for whichlearners require when learning a language, and arranging the needs in the light of priority,which should take both subjective and objective information into account，like the resultsfrom questionnaires, interviews, etc.
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2.2 Studies about Coursebooks
Coursebook has broad and narrow definitions. Narrowly, coursebook refers to theEnglish textbook; broadly，coursebooks refer to the teaching material, Tomlinson (1998)thinks that，any input material that is used purposefiilly to increase students' knowledge orlanguage experience can be called "teaching material，，. Specifically，the coursebook broadlyrefers to all the teaching material used by teachers and learners inside and outside theclassrooms, such as textbooks，supplementary exercises, guidance materials, tapes, magazines,radio and television programs, pictures, etc. In short, any material that is conducive to theincrease of students' knowledge or develop their skills can be called the coursebook. In thispaper, the narrow meaning of the coursebook is adopted. Coursebook is the main medium for teachers and students to conduct teaching activities,and is the embodiment of teaching objectives in teaching syllabuses. The most importantfunction of coursebooks is to present the knowledge of a certain subject systematically;therefore, coursebooks boast the features of authority and Reference (Shu, 2004),For English majors，the coursebooks act as the following roles: presenting theinformation of the materials; the main source for learners to exercise and conductcommunicative activities; the reference for students to leam grammar, pronunciation andvocabulary, etc.; the main source of classroom learning activities; the source to conductindependent learning; the useful assistant for teachers to impart knowledge. Undoubtedly,English coursebooks provide the main learning contents for English majors and exertsignificant impacts on the forming of students' learning methods, ways of thinking and thecultivation of their outlooks on life and world.
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Chapter Three Methodology..........   11
3.1 Design and Purposes of the Research.........   11
3.2 Instruments .........11
3.2.1 Questionnaires.........11
3.2.2 Interviews......... 12
3.3 Data Collection and Method......... 12
Chapter Four Results.........   13
4.1 Results of the Learners' Needs......... 13
4.1.1 Target Needs......... 13
4.1.2 Learning Needs.........15
4.2 Results of Learners5 Evaluations on the CCEIR......... 17
Chapter Five Discussion on the Degree of Matching.........23
5.1 Discussion on the Degree of Matching between.........23
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