Needs analysis of English language competences in vocational senior secondary education in the mainland of China:a mixed methods inquiry

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Abbreviations
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 Vocational English Learners
1.2.5 Research into Language Competences
1.3 Research Purpose
1.4 Research Questions
1.5 Definitions of Key Terms
1.6 Research Significance
1.7 Summary
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 Perspectives of Competence
2.2.3 Competence-Based Vocational Education
2.3 A Competence-Based Typology
2.3.1 Genetic KSA Typology
2.3.2 A Unified Typology of Competence
2.4 Language Competences
2.4.1 The Development of Communicative Competence in North America
2.4.2 The Development of Communicative Competence in Europe
2.5 Language Competences in the New NVES
2.5.1 Structural Components
2.5.2 Language Competence Dimensions in the New NVES
2.6 Summary
Chapter 3 Literature Review: Needs Analysis
3.1 Introduction of NA
3.2 Conceptualization of Needs
3.3 Conceptualization of Needs Analysis/Assessment
3.3.1 The Historical Overview of NA
3.3.2 NA in Language Education
3.3.3 Phases and Levels of NA
3.3.4 NA in the mainland of China ":
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 Means Analysis
3.4.6 Language Audits
3.4.7 Summary
3.5 Review of Approaches to NA in Language Education
3.5.1 Sources of Data
3.5.2 Research Methods
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 Conclusions
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
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Bibliography
Appendices