赵雯所著的《中国中等职业教育英语语言能力的需求分析：混合方法探究》收集的数据资料包括：（1）对某市三所职业学校700名左右参与者的调查研究；（2）对三所职业学校大约20小时的录音与非录音的课堂观察，对三所职业学校6名教师和23名学生的系列访谈，以及对2名教研员、6名职业学校的毕业生和一名外企总经理的系列访谈；（3）对教育部2009年新颁布的《中等职业学校英语教学大纲》的文本分析和对中等职业学校目前所采用教材的分析。

了解学习者的语言学习需求和他们参与语言学习的动机对于课程的开发极为重要。赵雯所著的《中国中等职业教育英语语言能力的需求分析：混合方法探究》对中国大陆中等职业学校学生的英语语言能力的需求分析进行了较为详细的描述与解释。《中国中等职业教育英语语言能力的需求分析：混合方法探究》采取了量化与质化相结合的混合研究方法，通过采用多种资讯来源和多种不同的方法来收集资料，进行需求分析。本书收集的数据资料包括：（1）对某市三所职业学校700名左右参与者的调查研究；（2）对三所职业学校大约20小时的录音与非录音的课堂观察，对三所职业学校6名教师和23名学生的系列访谈，以及对2名教研员、6名职业学校的毕业生和一名外企总经理的系列访谈；（3）对教育部2009年新颁布的《中等职业学校英语教学大纲》的文本分析和对中等职业学校目前所采用教材的分析。

来自多个管道和透过多种方法所获取的资讯通过采用目标情境分析和目前情境分析来找出所存在的需求差距，并对所发现的需求按照对学习者学习的优先性来进行排序，然后对造成差距的原因进行进一步的探究与解释，最后对中等职业教育情境下的未来职业英语课程的实施提出了建议。本书的成果显示学生总体的语言学习动机低，语言能力不足，学生的语言能力在学习者的学习、教师的教学、学校所提供的学习资源和设备等三个方面均存在需求缺欠，学习者的学习动机与语言能力之间存在著正相关，除动机这一主要因素外还有许多因素导致了学习者目前语言能力的缺欠。本书的成果对各种不同层次开发和设计语言课程的教育工作者和研究人员，尤其是从事职业教育的教师、课程开发人员和研究人员，都具有一定的参考价值。

List of Figures

List of Tables

Abbreviaaons

Chapter 1 Research Background

 1.1 Introduction

 1.2 Background to the Study

1.2.1 Vocational Education in the mainland of China

1.2.2 Curriculum Structure

1.2.3 The New National Vocational English Syllabus

1.2.4 VocationalEnglishLearners

1.2.5 Researchinto Language Competences

 1.3 ResearchPurpose

 1.4 Research Questions

 1.5 Definitions ofKey Terms

 1.6 Research Significance

 1.7 Summa

Chapter 2 Literature Review： Language Competences

 2.1 Introduction

 2.2 Competence and Competence-Based Education,in China

2.2.1 Competence-Towards a Unified Terminology

2.2.2 PerspectivesofCompetence

2.2.3 Competence-Based Vocational Education

 2.3 A Competence-Based Typology

2.3.1 Generic KSA Typology

2.3.2 A Unified Typology of Competence

 2.4 Language Competences

2.4.1 The Development ofCommunicative Competence in North America

2.4.2 The Development ofCommunicative Competence in Europe

 2.5 Language Competencesin the New NVES

2.5.1 StructuralComponents

2.5.2 Language Competence Dimensions in the New NVES

 2.6 Summa

Chapter 3 Literature Review： Needs Analysis

 3.1 Introduction ofNA

 3.2 Conceptualization ofNeeds

 3.3 Conceptualization ofNeeds Analysis/Assessment

3.3.1 The Historical Overview ofNA

3.3.2 NAin Language Educatio

3.3.3 Phases and Levels ofNA

3.3.4 NAin the mainland ofChina

 3.4 Approaches to NA

3.4.1 Target Situation Analysis

3.4.2 Present Situation Analysis

3.4.3 Deficiency Analysis

3.4.4 Strategy Analysis

3.4.5 MeansAnalysis

3.4.6 Language Audits

3.4.7 Summary

 3.5 Review ofApproaches to NAin Language Education

3.5.1 Sources ofData

3.5.2 ResearchMethods

 3.6 Summary

Chapter 4 Research Design

 4.1 Research Questions and Conceptual Framework

4.1.1 Elaborated Research Questions

4.1.2 Conceptual Framework of the Study

 4.2 Research Methods

4.2.1 Mixed Methods Research

4.2.2 Research Design and Notation System

4.2.3 Reporting the Findings

4.2.4 The Quantitative Research Design

4.2.5 The Qualitative Research Design

4.2.6 Legitimation

4.2.7 Potential Ethical Issues

 4.3 Summary

Chapter 5 Language Audits: Learner Profile

 5.1 Data Description

5.1.1 Demographic Data

5.1.2 Language Achievement

 5.2 Results

5.2.1 General Demographic Profile

5.2.2 Language Achievement

 5.3 Findings and Discussion

Chapter 6 Deficiency Analysis: Language Competence Deficiencies

 6.1 Data Description

6.1.1 Demographic Data

6.1.2 Deficiency Analysis

 6.2 Results

6.2.1 Specific Demographic Profile

6.2.2 Deficiency Analysis of Learners' Learning Needs.

6.2.3 Deficiency Analysis of Teachers' Teaching

6.2.4 Deficiency Analysis of Resources and Facilities

 6.3 Findings and Discussion

6.3.1 Learning Needs

6.3.2 Teaching Needs

6.3.3 Learning Environment Needs

6.3.4 Priority of Needs

Chapter 7 Deficiency Analysis: Explanation of Deficiency Causes

 7.1 Data Description

7.1.1 Motivation

7.1.2 Other Factors

 7.2 Results

7.2.1 Learners' General Motivational Determinants

7.2.2 The Relationship between Motivation and Language Achievement

7.2.3 Attitude/Motivational Factors

7.2.4 Other Attributing Factors

7.2.5 Summary

 7.3 Findings and Discussion

Chapter 8 Condusions

 8.1 An Overview

 8.2 Summary of Major Research Findings

8.2.1 General Demographic and Educational Profile of Learners

8.2.2 Language Competence Deficiencies

8.2.3 Positive Relationships between Motivation and Language Achievement

8.2.4 Multiple Factors Contributing to Language Competence Deficiencies

8.2.5 Summary of the Section

 8.3 Recommendations

8.3.1 Better Linkage between Education and Workplace

8.3.2 Developing School-Based Curriculums

8.3.3 Cultivating Qualified Dual-Specialist Professionals

8.3.4 Conducting Learner-Centered Differentiated Instruction

8.3.5 Enhancing Learner Motivation

8.3.6 Summary

 8.4 Limitations and Implications

 8.5 Conclusion

Bibliography

Appendices

 Appendix A Observation Protocol

 Appendix B Interview Protocol for Teachers

 Appendix C Interview Protocol for Students

 Appendix D Questionnaire Survey

 Appendix E Language Test

 Appendix F Analytical Codebook

 Appendix G Transcription System

 Appendix H Primary Data in Chinese