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n whatis and what should be.” Meanwhile he also proposes two contrastive pairs of needs. The firstpair of needs can be divided into objective needs and subjective needs. The objective needs areconsidered to cover learner’s biographical data such as age, gender, education background, theforeign language proficiency etc. The subjective needs are defined as the cognitive or emotionalneeds such as confidence, attitude and expectation. The second contrastive pair isproduct-oriented needs and process-oriented needs. The difference of two terms is that theformer gives the requirements of pedagogical syllabus for learners and latter means thelearner’s attitudes toward the present teaching situation. Obviously, both Berwick and Brindleytry to explore the explanation of needs from the perspective of learners, however, there is notany involvement in job market or society in their researches. According to Widdowson (1981)that “needs are the current learning requirements along with future job requirements forstudents, in other words, what are students supposed to do after the course.”
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2.2 Curriculum Design
In the process of researching language teaching and curriculum design, the concepts ofcurriculum and syllabus are likely to be confusing, thus it is necessary to make clear theirdistinguishing features.Generally, curriculum can be defined as the educational planning, involving teachingobjectives, contents, and process, while Syllabus is the overall arrangement for all the contentslearned in one or more courses (Richards & Platt, 2000). As for the differences between twoconcepts, many scholars give their various different opinions.According to Stern (1984), courseor curriculum focus on what the course is, to put it in other way, what course is like; syllabus is the detailed description of how to establish the course. Allen (1984) points out that curriculumis the comprehensive concept involving many issues such as philosophy, sociology andadministration science, etc. While Syllabus is a subsidiary component of curriculum and aspecific illustration for how to teach in each units, but it is also different from teaching method.Similarly, Dubin & Olshtain (2002) clarifies curriculum as the generalized scheme of teachingcontents and objectives that will be achieved and syllabus as the operable approach, convertingthe educational philosophy of curriculum into detailed teaching procedures.
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Chapter Three Methodology.........16
3.1 Questions....16
3.2 Participants.........16
3.3 Instruments.........18
3.4 Procedures.......... 20
Chapter Four Results and Discussion..........22
4.1 Curriculum Design for Undergraduate EnglishEducation Majors......22
4.1.1 Feedback on Curriculum Objectives and Social Need-Analysis......22
4.1.3 Feedback on Curriculum Variety and Social Needs Analysis.......... 29
4.2 Social Needs Analysis of Qualities Required for English Teachers...........33
4.3 Design and Social Needs for UndergraduateEnglish Education.....41
Chapter Five Conclusion.......44
5.1 Major Findings........... 44
5.2 Implications........46
5.3 Limitations of the Study.....48
5.4 Suggestions for Further Studies..........49

Chapter Four Results and Discussion

4.1 Feedback and Social Needs Analysis of Curriculum Design forUndergraduate English Educatio