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摘要：However, more importantly, the learners are thinking beings so that they have their ownneeds which will affect the whole process of learning English. In order to offer a better Englishtextbook that can meet the students' needs, it is necessary to take their needs analysis intoconsideration.

extbook for students at different levelsshould also be different.Since the founding of China, the curriculum reform of basic education has experiencedseven times. Each of these reforms has brought about some changes and revolutions incompiling and using of the textbooks. At present, the eighth large-scale curriculum reform isunder way. After more than three decades of reform and opening up, by gaining advancedconcept of the teaching materials' compilation and cooperating with foreign publishers, China'sEnglish textbooks become mature and have their own principles and systems.With an overall development of textbooks in China, it is not very optimistic with textbooksfor HVTE. There are not many choices of textbooks prepared specially for higher vocationaland technical education. Many colleges are using the English teaching materials for theuniversity or secondary technical school. English textbooks that are good enough to meet thespecial needs of the students from higher vocational colleges are not enough.

Chapter Two Literature Review

This chapter is to review some theories and researches concerning needs analysis, textbookand textbook evaluation, both in foreign countries and in China.

2.1 Needs analysis
This part will be devoted to the discussion of the definition of needs analysis, Hutchinsonand Waters* model and framework of needs analysis, the importance of needs analysis and thetheoretical bases of needs analysis.

2.1.1 The definition of needs analysis
The term of needs analysis was first used by Michael West in 1920s when he was teachingIndian civil servants. He found that it was important to analyze their needs before teaching them.Then，a large scale of analysis of students* needs was carried out largely with Richterich's (1985)pioneering work for the Council of Europe. (Kathleen Graves, 2009)According to Pratt, needs analysis refers to an array of procedures for identifying andvalidating needs, and establishing priorities among them (1980). In more formal terms,Richards, Piatt and Weber state that needs analysis is the process of determining the needs forwhich learners require a language and arranging the needs according to priorities (1985). Theneeds analysis described in this definition makes use of both subjective and objectiveinformation. As far as they are concerned, the subjects of needs analysis are those of thelearners involved and the students’ language requirement are to be delineated and sequenced onthe basis of both subjective and objective information. At the same year, Stufflebeam,McCormick. Brinkerhoff and Nelson define needs analysis as the process of determining thethings that is necessary or useful for the fulfillment of a defensible purpose (1985).

Chapter Three Methodology ...........34-38
    3.1 Research questions.......... 34
    3.2 Research designs ..........34-38
        3.2.1 Quantitative study..........34-36
            3.2.1.1 Subjects ..........34
            3.2.1.2 Instruments.......... 34-35
            3.2.1.3 Procedures for data collection..........35-36
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