Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how...Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers＇ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners＇ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.展开更多
基金supported by the National Social Science Funding Project (17BYY109)~~
文摘Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers＇ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners＇ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.
