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＇‘＾：＇？二．？：：；．，考兹猜亲：弘％兴皆學．巧嚴觀雖’＇；－：皆．ｉ／－豁器；纖－：．。诚占；發苗；；、矜禱餘：＇胃＇．－－－；？？：．．．：：ｉＶ．？＇＇：－。：二二譯：．中宙堯卖知Ｈ０３０：軒做ｒｕ苗，．－．—‘．冷＇■‘－：．子，＇式－：：３３０Ｗ：：＾：与扣ｙ学号．施；—、、＞皆＇－－＇＇’＇＇－－＇＇＇＇．＇．－－、．’考－．唯：扣ｖ．＞早＇＊？．－？＇？－？？＇、、．Ｖ、＊＊％，二—／，？，、ＮＮＯＲＭＡＬＫＡ賊１ＷＶＥ模１？＿热运冰，；《義护硕壬拳賺义議．■＝＇…‘＇、占乂度汽考為午追产廷巧ＴＶ．，占八：打ｒ－Ｖ．：＾＇．．．．、．丢柏只＇．拍嘴窠，．：灣产；：爲戸读请：片■－■．．．；、？‘＂，‘＊一■？．．？－．■Ａ？，一．一．＇二：产．巧網賀＇一＇、＇，－、‘？－．＇？？八、：？、．告三二Ｗ＞、：矿Ｖ、？，．．．＇．＂巧．．．；；．，．．：為；非：ｔ滯红巧孫然叛．脖－．治心。．：方炒八矿，又，片．■，？＇，、一．－－－．一、一－…己．？．．／学．、击科专龄外爵语言学施用语宫学．．？？．，．．■■？－＊＿．．－．＾，－与＞啤研：外落教学遠獅实龄：究方向；老气妓実＾气謹苗、’曼‘―．＇－．‘＇■一＇三婚游户，＇，；扣康记．．ｉＴＶ寬女＇．．巧公，、试瓦這＃‘＇＇—．、．：當．八＂．琴作者嫂龄靖金嫁：产、．．；０游茲矿’．．．．．常．嘴觀．－．．始导教良／癒戸顾世教钱－＇－－＜－？？？：Ｃ＾？Ｉ一１’，＇游占一惡丘扣茲与一；省誇、７苗斬立讓窠扭＇．——＇‘＇‘．＇，ｒ一－＇…＇．．－一错，＇．若．＇兴’＾．进心－产；這’一．’品已皆嘴＇．１Ｖ．１專…＇＇＇．＂―．—＿．．，八，＇Ｖ之．：：．Ｖ：：：：＾ｖ—：，ｖ？巧空结－：：：早—．Ｖ據＾，苗於．Ｐ靖皆機一’一—？’■一一＇－．令＇一京＇．．卢＾；巧心＇．＇Ｃ起节這嘴、．—．＾■＇．呼；．女ＶＶ；．，．号項义苗；、＇－，：‘＇专＾；族兰复；哈尔滨师范大学／。患；；？给；：：祟■■－．．：／：Ｉ．＾｜然萬＾：祭總城丐舞如也苗乾嫁，请式ｒ寒黎＇＇Ｉ：，：＾親；４靖吗弓纖纔姑角〇廣，讓 AThesisSubmittedfortheDegreeofMasterRESEARCHOFTOURISMENGLISHTEACHIGNMATERIALSEVALUATIONCandidate：LuJinLingSupervisor：GuShiMinProfessorSpeciality：ForeignLinguisticandAppliedLinguisticDateofDefence：June,2016Degree-Conferring-Institution：HarbinNormalUniversity 中图分类号：H030单位代码：10231学号：2013301147硕士学位论文旅游英语教材评价研究硕士研究生：陆金玲导师：顾世民教授学科专业：外国语言学及应用语言学答辩日期：2016年6月授予学位单位：哈尔滨师范大学 Content摘要...............................................................................................................................IAbstract...........................................................................................................................IIChapterOneIntroduction..........................................................................................11.1ResearchBackground..........................................................................................11.2ResearchPurposeandSignificance.....................................................................21.2.1TheoreticalSignificance............................................................................31.2.2PracticalSignificance................................................................................41.3OrganizationoftheThesis...................................................................................5ChapterTwoLiteratureReview.................................................................................62.1ESP......................................................................................................................62.1.1TheDefinitionofESP...............................................................................62.1.2TheClassificationofESP..........................................................................72.1.3CharacteristicsofESP...............................................................................82.1.4TheNecessityofESP................................................................................92.1.5ESPinChina.............................................................................................112.2TourismEnglishTeaching.................................................................................122.2.1TheNecessityofTourismEnglishTeaching...........................................132.2.2CharacteristicsofTourismEnglishTeaching..........................................132.2.3FeaturesofTourismEnglishCourse........................................................142.3TourismEnglishTeachingMaterials.................................................................152.3.1DefinitionsofTeachingMaterials...........................................................162.3.2FunctionsofTeachingMaterials.............................................................172.4TheTeachingMaterialsEvaluation...................................................................182.4.1TheDefinitionofTeachingMaterialsEvaluation...................................192.4.2WaysofTeachingMaterialsEvaluation..................................................202.4.3StudiesofTeachingMaterialsEvaluationinChina................................272.4.4StudiesofTourismEnglishTeachingMaterialsEvaluation....................28I ChapterThreeTheResearchDesign.......................................................................303.1BasesofTheResearch.......................................................................................303.1.1NeedAnalysis..........................................................................................303.1.2TheTourismEnglishCurriculumStandard.............................................313.1.3TheObjectivesofTourismEnglishCourse.............................................323.2DetailDesignoftheResearch...........................................................................333.2.1ResearchSubjects....................................................................................343.2.2ResearchInstrument................................................................................353.2.3ResearchProcedure.................................................................................36ChapterFourResultAnalysisandSuggestions......................................................384.1ResultAnalysisoftheResearch........................................................................384.1.1AnalysisoftheStudents’BenefitsfromTourismEnglish.......................384.1.2AnalysisoftheQualityofTourismEnglishTeachingMaterials.............394.2RelativeSuggestionsfortheTourismEnglishTeaching...................................424.2.1ImprovingTourismEnglishTeachers’CompoundAbility......................424.2.2SettingMoreComprehensiveTeachingEvaluations...............................444.2.3ChoosingAppropriateTeachingMaterials..............................................454.3SuggestionsforTourismEnglishTeachingMaterials.......................................464.3.1PrinciplesforTourismEnglishTeachingMaterialsCompiling..............464.3.2SuggestionsforTourismEnglishTeachingMaterialsSelecting.............504.3.3SuggestionsforTourismEnglishTeachingMaterialsAdopting.............564.4DimensionsforTourismEnglishTeachingMaterialsConstruction..................57ChapterFiveConclusion...........................................................................................615.1ContributionsoftheStudy.................................................................................615.2LimitationsoftheStudy....................................................................................615.3SuggestionsforFutureResearch.......................................................................62Bibliography..................................................................................................................63Appendix.......................................................................................................................67攻读硕士学位期间所发表的学术论文........................................................................72哈尔滨师范大学学位论文原创性声明........................................................................73哈尔滨师范大学学位论文版权使用授权书................................................................73Acknowledgments.........................................................................................................74II 摘要ESP（专门用途英语简写），是将英语语言学习与专业技能相结合的英语教学，目的在于满足社会对培养复合型人才的需要。旅游英语作为专门用途英语的一个重要分支，是旅游英语专业学生的必修课程，要求学生在掌握专业知识的基础上，具备一定的英语听说能力、表达能力及与人沟通的能力。旅游英语是专门用途英语中最重要的组成部分，承担着培养高质量的旅游专业英语人才的重任。作为专门用途英语的一个重要分支，旅游英语将英语语言学习与旅游专业需求相融合，其教学的开展顺应社会的需要。旅游英语教材是教学环节中基本要素，在教学中发挥重要的作用，规范的旅游英语教材建设是促进旅游英语教学合理有序开展的关键。当下关于旅游英语教材评价研究数量有所增加，但研究中存在着诸多问题，如研究时只评价教材但未提出相关旅游英语教材建设的建议，或者在评价教材时，只选用教材中的部分章节，研究评价对象的片面性导致研究结果不足以论证研究。为了弥补当下旅游英语教材研究的不足，本文采用质性研究方法，通过与哈尔滨商业大学旅游英语专业教师、在校大学生及毕业生访谈交流，对哈尔滨商业大学所用的三套旅游英语教材进行深入的评价研究，分析教材质量和不足，并对此提出相应的编写、选择和使用教材的建议。尤其指出教材编写者在教材编写时应遵循交际性、实践性、互动性、文化性、需求分析、任务型教学、以及真实性等原则，旨在为编写和使用高质量的旅游英语教材提供思路和参考，以期促进旅游英语教学质量的提高。关键词专门用途英语；ESP；旅游英语；教材；教材评价I AbstractESP,theabbreviationof“EnglishforSpecificPurposes”,referstotheEnglishteachingthatcombinesEnglishlearningandprofessionalknowledgetogether,whichaimstocultivatethemultiple-disciplinarytalents.TourismEnglish,asamainbranchofESPteachingistherequiredcourseforthestudentswhomajoredinTourism,whichhastheresponsibilityoftrainingmoreexcellenttourismtalents.TourismEnglishteachingnotonlyneedsstudentstograsptheprofessionalknowledge,butalsoimprovetheabilityofEnglishlistening,speakingandcommunicating.TourismEnglishmaterialsserveasthebasicfactorsintheprocessofteaching,whichplayanimportantroleinteachingprogramme.NormativeTourismEnglishteachingmaterialsconstructionistheessentialpartofTourismEnglishteaching.Thenumberofcurrentresearchesisincreasingrecently,buttherearestillsomeproblemsexistedintheresearches.Thepreviousresearchersonlyevaluatethematerialsbutnotgivesuggestionsandsomeresearchersmakethematerialevaluationjustbychoosingonortwochapterofthebook,whichcouldprovideenoughevidencetotestifytheconclusion.InordertomakeupthedeficiencyofpresentstudiesofTourismEnglishteachingmaterials,thisthesisadoptsqualitativeresearch,byinterviewingtheteachers,studentsandgraduatestomakeanevaluationandanalysisofthreeseriesofTourismEnglishteachingmaterials,whichareadoptedinHarbinUniversityofCommerce,tryingtoevaluateandanalyzethequalitiesofthem,thenpointouttheissueslyinginthematerialsandputforwardsuggestionsforcompilingselectingandusingTourismEnglishteachingmaterials.Especiallythecompilingprinciplesareputforward,suchasthecommunicativeprinciple,practicalprincipleetc.Aimtopromotehighquality’sTourismEnglishmaterials’compilinganduse,andthenimprovethequalitiesofTourismEnglishteaching.Keywords:Englishforspecificpurposes;ESP;TourismEnglish;materials;materialevaluationII ChapterOneIntroduction1.1ResearchBackgroundWiththefastdevelopmentofglobaleconomy,thesocialneedformultiple-disciplinarytalentswhohaveagoodcommandofbothprofessionalskillsandEnglishisincreasing.ThedevelopmentofsocietyandeconomyproposessomehighdemandsofEnglishproficiencytothecollegestudents.TheCollegeEnglishCurriculumRequirements(DepartmentofHigherEducationofChineseMinistryofEducation,2007)statesthat"CollegeEnglishteachingshouldbedividedintotwostagesfundamentalstage(thefirsttwoyears)andadvancedstage(thelasttwoyears).WhenstudentsfinishlearningEnglishinthefundamentalstage,theyshouldgetintoadvancedstagetolearnESPandadvancedEnglish.TomeettheRequirements,manycollegesinChinaaretryingtoconductESPprograms.AccordingtotheRequirements,afterstudentsfinishtheirbasicEnglishlearning,theyshouldentertheadvancedstageofapplication,andbeginESPinaccordancewiththeirmajors.IthasgraduallybecomeacommonsenseofthegovernmentandEnglishteachingcirclethatESPshouldbeextendedasacompulsorycourseintheapplicationstageofadvancedEnglishlearning,andsometheoreticalstudiesandresearchesonpracticeofESPteachinghaveattainedmoreandmoreattentionfrombothsides.Withsuchtrendsandrequirements,ourcountryhasconductedaseriesofreformtowardscollegeEnglishteachingandhasyieldedmagnificentresults(TangAn’na，2012;12-14).TheimplementingofESPteachingconformstothetrendsofsociety,anditisatypeofEnglishteachingcombinedwithspecialprofessionalneeds.TourismEnglishisonemainbranchandimportantpartofESPteaching.WithsurprisinglygrowingeconomicglobalizationandChina’sgreatsuccessiontoWTO,succeedinginholdingthe2008OlympicGames,China’stourismhasbecomeaneweconomicpointinthenewcenturyfacingtheunprecedentedopportunitiesandchallenges.Atthesametime,therearesomeshortcomingsinthetourismindustrysuchasthelacksofcertaintalents.Manytravelserviceswouldliketohireinterpreterswhoareskilledintourismservices,-1- butusuallycouldnotwork.Somefamoushotelsalsotakegreatpainstoemployreceptionistswhoaregoodatcommunicativeabilityinforeignlanguages.Fromsuchsituation,wecouldknowthattourismindustryurgentlyneedstalentswithcertainabilityinforeignlanguages,especiallyinEnglish.SohowtosatisfytheneedsintheemploymentmarketandhowtotrainemployeeswithstrongEnglishcommunicativeabilityarethemostimportantresponsibilitytotheteachersoftourismmajors.HighqualityTourismEnglishteachingcontributestoimprovetheinter-disciplinarytalentsthatthesocialtouristindustryneeds.Materialsserveasthemostimportantfactorsinallkindsoflinksintheprocessofteaching,whichplayanbasicroleintheteachingprogramme.Inasimilarway,TourismEnglishmaterialsarealsothefundamentalelementsofTourismEnglishteachingprocessschedulingsystem.ThisthesisaimstomakeanevaluationandanalysisofthreesetsofTourismEnglishmaterials,tryingtoevaluateandanalyzethequalitiesofthem,thenpointouttheissueslyinginthematerials.AfteranalyzingthepresentusesituationofTourismEnglishmaterialsandtheshortcomingsofmaterials,theauthorputforwardsomecountermeasuresandsomesuggestionsofselecting,usingandcompilingTourismEnglishmaterials,expectingtopromotehighquality’sTourismEnglishmaterials’compilinganduse,andthenimprovethequalitiesofTourismEnglishteaching.1.2ResearchPurposeandSignificanceWiththesteadyincreaseinthespecialdemandofEnglish,ESPteachinghasbecomeauniquefactorofEnglishteaching.SinceESPteachingextendedemphasisonexplicitgoal,andiscompetence-oriented,andcloselyassociatedwithvocations,ithasbeendrawnimportancefrommoreandmorehighervocationalcolleges,butthepresentteachingeffectofESPofhighervocationalEnglishisfarfromsatisfaction.ESPstandsforEnglishforSpecificPurposesanditisabroadanddiversefieldofEnglishlanguageteaching，whichisaninter-disciplinethatcombinesprofessionalknowledgewithEnglish.AsChinaspeedsupopeningtotheoutsideworld,thereisanobviousincreaseinscientificandtechnicalinterchangeandpeoplebecometorecognizetheimportanceofESPlearningandteaching.Thecourseofsubject-basedEnglish,whichisdesignedforthethird-andfourth-yearcollegestudents,formsamainpartoftheESPlearningandteachinginChina.-2- ZhangZhenbang(2003:11-14)holdsthatoneshouldunderstandthelatestinternationalinformationandgrasptheprofessionalteachingmaterialwithESP,becausethecommonEnglishisfarawaytodothat.Withtheincreasingexpansionofinternationalcommunicationandthecomingofeconomicglobalization,scientificandtechnologicalintegrationandculturaldiversificationera,ESPhasgraduallybecomeainalienablepartofcollegeEnglishteaching.ESPteachingfitsthetrendsofperioddevelopment,anditisdesignedtomeetlearners’specialindividualneeds.TourismEnglishconformstothecombinationandrequirementsofconnectinglanguageskillsandprofessionalinformationtogether.Withtheincreasinglydevelopmentoftourismindustry,presentTourismEnglishteachingiswidelyputintoeffectalloverthecolleges,andtherecognitiondegreetoTourismEnglishteachingisrisingnow.Aswehavementionedabove,thematerialsshouldbewelldesignedtoassisttheTourismEnglishteaching,whichhavetoreflectsomecertainteachingtheories,teachingideas,teachingrulesandteachingtasks.What’smore,thematerialshavetheirowndifferentteachingobjectives,subjects,contents,methodsandpatterns.Besides,theyreflexthecompilers’languageviews,whichtoagreatextent,governthecontentsandmethodsofteachingandlearning.Wecouldassertthatthedesignpatternofmaterialsinfluencesthepatternsofclassroomteachingandlearning.Whatcountisthatthepatternsofclassroomteachingandlearninghasagreateffectonthestudents’learningbehaviorsandlearningproductivities.Makinganappropriateanalysisandevaluationofmaterialsisthefirstandmostimportantsteptocompileorselectmaterials.CompilingsetsofhighqualitymaterialsandmakingtheESPmaterialsnormalizationaretheessentialfactorsofESPteaching’scarryingout,whichareprioritiesofESPteachingandlearning.1.2.1TheoreticalSignificanceThestudiesontourismEnglishteachingcourseinhigheroccupationschoolsarestillintheinitialexploringstage,becauseoflackinreferenceandenlightenmentoftherelatedresearchtheory.ThispaperconductstheinvestigationandstudyoftourismEnglishcourseinhigheroccupationschools,usingESPteachingtheoryandneedanalysistheorytoanalysisonthevariousproblemsexistingintourismEnglishTeachingfromsomehigheroccupationschools,somecountermeasuresarealsoputforwardaswell.ThetheoryblankoftheresearchoftourismEnglishTeachingwillbe-3- filledwithinHighervocationalschoolsinChinatosomeextent.Therefore,thispaperhasacertaintheoreticalsignificance.1.2.2PracticalSignificanceRecently,withthefastdevelopmentofthetourismindustry,thelevelsofEnglishpractitionersareincreasinglyhighlyrequired.Althoughthegraduatesfromtourismmajorinhigheroccupationschoolcanbasicallyachievetherequirementsofthejobsinthehotel,restaurant,airport,travelagenciesandotherplaceswiththeirunderstandingoftheprofessionalskills,andtheemploymentrateisalsohigh.BecauseofthelimitedEnglishproficiency,candidatesforthepostentryconditionsareverylowjustlikemechanicalworkandthechanceofpromotionandsalaryraiseisrelativelysmall.Forthegraduatesintravelprofessional,learningtourismEnglishwillundoubtedlyplayahugeroleintheirfuturework.Inordertoimprovetheirqualityweshoulddoalotofthings.ButthenhowtomakestudentslearntourismEnglishwell?ThisisanurgentproblembeforetheteachersandresearchersengagedinTourismEnglishteaching.StudiesonTourismEnglishteachinginvocationalschoolshaveputforwardsomesuggestions,toimprovethestudents'Englishlevelintourismspecialtyinhigheroccupationschool,realizingthecultivatinggoaloftourismEnglishcourseinhigheroccupationeducationwhichpromotethedevelopmentoftourismEnglishteachinginvocationalschool(YuZhangya,2011:56-61).Cultivatingtheforeigntouristtalentstosolvetheprobleminwhichthedemandoftourismtalentscultivationandtheforeigntourismmarketsareoutoftouch.Thetwoaspectscandevelopharmoniouslyandpromoteeachother.Ithassomeimportantlypracticalsignificanceforthetourismhighervocationalschooltotrainskilled,appliedtourismtalents.ThestudyiscarriedouttoevaluatethreeTourismEnglishmaterialsusedinHarbinCommercialUniversity,adoptingthreewaysofevaluatingmaterials,namelyasexternalevaluation,internalevaluationandtheoverallevaluationbyanalyzingthepackageofthematerialsaswellasthematerialsdesign,content,andthedetailpartsincludingthevocabularies,thediscourseetcaccordingtothecriteriaofmaterialsevaluating.Aself-designedinvestigationwasemployedtoexaminethepresentsituationofESPmaterialsandtheattitudesoflearnersandteacherstowardsthetourismmaterials.Afteranalyzingtheresultsoftheinvestigation,theauthorcomparedthelearners’needswiththerequirementsofthesubject-basedEnglishintheCollegeEnglishTeachingSyllabus(therevisededition)，thenanalyzetheadvantagesand-4- disadvantagesoftheTourismEnglishmaterialsandbasingonthesediscussionsputtingforwardsomerelevantsuggestionsaboutcompiling,selectingandusingmaterials.1.3OrganizationoftheThesisThiswholethesisconsistsoffourparts:ChapterOneservesasabriefintroductiontotheresearchbackground,purpose,significanceandtheorganizationofthisthesis.InChapterTwo,theresearchliteratureisreviewedfromthreeperspectives--ESP,tourismEnglishandmaterials,includingthedefinition,classification,characteristic,andnecessityofexistenceofESP.Inaddition,thisChapteralsointroducesthepresentsituationandfactsoftourismEnglishteachingandthebasicelementsoflanguageteaching,whicharematerials,themostessentialfactorscarryingouttheTourismEnglishteaching,somerelevanttheoriesaboutmaterialevaluationareallexplainedaswell.ThisChapterisanimportantpartservedastoprovideatheoreticalbasisforthefollowinginvestigation.ChapterThreeandChapterFourcontaintwoparts:Thefirstpartisaboutresearchdesignandimplementation,whichincludesresearchcontentandquestions,subjects,researchinstruments,researchprocedure,datacollectionandanalysis.Theexperientialmethodologyisdescribedindetailsandtheprocedureofdatacollectionisintroducedsimultaneously.Thesecondpartisaboutresultsanalysisofresearch,includingresultsofinterviewsandtheanalysisoftheresearchresults.Mainrulesandcriteriaofmaterialevaluationaredisplayed.Thequalitiesofthethreematerialsareintroducedindetails.Inadditiontothis,theproblemsraisedbythestudentsandteachersaftertheexperimentwillbewellconsideredandsolvedinordertogivesuggestionsandmeasuresofTourismEnglishteaching’scarryingout,suchasthesuggestionfortheTourismEnglishteachersandespeciallysuggestionsfortheTourismEnglishmaterials,includingcompilingmaterials,selectingmaterialsandadoptingmaterials.Thesemeasurementscouldprovideatheoreticalreferenceforthevocationalschool’sTourismEnglishteaching.Thispartisthemostprimarypartofthethesis,whichalsoistheinnovationpoint.InChapterFive,thepaperconcludeswithasummaryofthemajorfindingsfromtheinvestigationtogetherwiththeirpracticalimplicationsandsomerelatingrecommendationsforfutureresearch.Atlast,thebibliographyandappendicesaredisplayed.-5- ChapterTwoLiteratureReview2.1ESP2.1.1TheDefinitionofESPThetermofEnglishforSpecificPurposes,isamainbranchinthefieldofforeignlanguagelearning,whichcanbeshortlycalledESP.In1964,HallidayfirstputforwardtheconceptofESP,whichmarkedthebeginningofESP.ButheonlylistedsomeconcretetermssuchasEnglishforcivilservants,forpolicemanbutnotthecleardefinition.OnthebasisofHalliday’sidea,Strevens(1977)addedhisownthoughtintoitandputforwardanewdefinitionthatESPisakindofteachinginwhichtheaimsandthecontentaredecidedbythepracticalandfunctionalEnglishrequirementsofthelearner.Andlater,Strevens(1988)proposedthatESPistheEnglishlanguageteachingwhichisdesignedtosatisfythespecifiedneedsoflearners.MostofthepresentresearchersallcontainthatthedefinitionbyStrevensisthemosteffectiveone.Stateclearly,ESPisakindofapproachtolanguagelearningandthelearnerneedsarecloselyconnectedwithit.Similarly,Hutchinsonandwater’sdefinitionemphasizedgreatlyonlearners’need,andaimedtoshowthatthecoreofESPteachingwasdrawingattentiontonaturalneeds(HutchinsonandWater’s,1984).Inotherwords,theconcepthasacloserelationshipwiththelearner’sneedsandshouldbecarriedoutaccordingtotheneedanalysis.Accordingtothepreviouscontributions,CaiJigang(2004)pointsthatESPiskindofEnglishrelatingwithonespecificoccupationordiscipline.IntermsofESPcourse,itisanEnglishcoursedesignedasthelearners’specificpurposesandspecialneeds.Nomatterwhatdefinitionitholds,itallfocusesonlearners’needs.ESPisquiteaneffectiveapproachtolanguageteachingofonespecificdiscipline.ThetermESPinthisthesisismostclosetoCaiJiGang’sESPconcept,whichfocusonthecertainareacombinedlanguagelearningandprofessionalskillsthatoccupationalaffairsneedstogether.TheauthorbelievesthatthedefinitionofESPanditsrelatedtheoryshouldbebasedontheneeds-relatednatureofteachingandthedefinitionofESPshouldmakeit-6- cleartodistinctfromEGP.Basedonsuchbeliefs,theauthorliststhefollowingfeaturesofESPcourses(inChineseenvironment):1)ESPisdesignedformeetingspecificneedsofthelearners;2)ESPdevelopsfromaneedsanalysis,whichisregardedasadistinguishingcharacteristicofESP;3)ESPistaughttoadultswhoseprofessionsorspecialiststudiesmaybedifferentfromoneanother;4)ESPcoursesareconductedinalimitedperiodoftime(usuallynomorethantwoyears,someevenlastonlyseveralweeks),inwhichsomespecificobjectiveshavetobeachieved;5)ESPteachingfollowscertainmethodologywhichmaybesimilarwithordifferentfromthatofGET,accordingtospecificsituation;6)ESPcoursesareincontrastwithGeneralEnglishcourses2.1.2TheClassificationofESPEnglishteachingmainlyincludesthreebranches,EGP,ENPandESP.EGPreferstoEnglishforGeneralPurposes,whichisthemajorbasicelementinthecollegeforeignlanguageteaching.ESPstandsforEnglishforSpecificPurposesanditisabroadanddiversefieldofEnglishlanguageteaching,whichisaninter-disciplinethatcombinesprofessionalknowledgewithEnglish.EGPandESParetwosuccessivephases,whichmakeupthewholeprocessofEFL(EnglishasaForeignLanguage),bothofwhichareindispensable.EGPiscarryingoutinthefirsttwoyearsofthecollegestudy,whoseaimistohelpstudentstograspthebasicEnglishskills(WangBeiLei,2004:35-42).Meanwhile,itsetsabasicfoundationforthenextsteplearning.Onthecontrary,ESPiscarryingoutinthelasttwoyears,whenstudentshaveachievedsomebasicEnglishskillswhichneedahighEnglishleveltoadapttothecompoundknowledgeofESP.ESPmainlycombinesthelanguagelearningandprofessionalskillstogether,whichcanbeconsideredastheextensionofEGPtoplaytheroleofatransitionthatchangethelearninggoalsfromcultivatinglearners’basicEnglishskillstocultivatinglearners’practicalskills(YuZhangya,2011:56-61).EGPandESParetwocloselylinkedparts,havinginfluenceoneachother.ResearchersdividedESPintotwomainparts:EnglishforAcademicPurposes(short-7- forEAP)andEnglishforOccupationalPurposes(shortforEOP).EAPisdesignedforrealizingtheliteratureaims.EOPisacoursedesignedbycombiningtheprofessionalknowledgeandEnglishtogether.ItisconsideredasapartofESP,whichfocusingonacertaindiscipline,suchasScienceandTechnologyEnglish,MedicalEnglish,LegalEnglishandFinancial,EconomicEnglishandTourismEnglish,etc.Robinson(1980:8)statesthat“EOPisforpeoplewhoareinjobsorabouttotakeupemployment.”HutchinsonandWaters(2002:16)statethatthere'snoclear-cutdistinctionbetweenEAPandEOPbecausepeoplecanworkandstudyatthesametime.What'smore,it'salsoprobablythatthelanguagelearnedforimmediateuseinstudywillbeusedintheirfuturework.TheaimofEAPandEOPmaybefacilitatingfuturejob,buttheapproachtoachievetheaimisdifferent.EnglishlearningandteachinginspecialtystageareregardedasESPlearningandteaching.Inrecentyears,moreresearchesaboutESP,especiallyEOP,arecarriedinmanycollegeswhichfocusesontheaimstoimprovethelearners’professionalEnglishskills.ThroughtheaboveintroductionofESPcanbeseen,tourismEnglishwithESPassociatedwithaparticularoccupation,usedincertainoccasions,withprofessional,tourismEnglishbelongstothecategoryofESP,makethefoundationcanbeanalyzedinESPonthedemandoftourismEnglishteaching.ItisofferingtourismEnglishofhigheroccupationschoolforthepurposeoftourismtrainingagroupofbothprofessionalskills,andagoodcommandofEnglishfirst-lineservicepersonnel,toprovidewarmandthoughtfulservicefortheforeignvisitors.Therefore,tourismEnglishdividedinthisstudyshouldbelongtoabranchofEOP.(Figure2.1).EAP(Englishforacademicpurposes)ESP（Englishforspecialpurpose）EOP(EnglishforOccupationPurposes)TE（TourismEnglish）Figure2.1TherelationshipbetweenthetourismEnglishandESP2.1.3CharacteristicsofESPInmanyvocationalcolleges,someESPcoursesprovidebasicknowledgeforthe-8- languagesystem,anditcanbeadoptedbythebeginners.AccordingtoStrevens(1988:149),ESPshouldbedistinguishedfromtwovariablecharacteristicsandfourabsolutecharacteristics(citedinShanShengjiang,2011:2-6).Thefourabsolutecharacteristicsare:(1)Thecourseshouldsatisfythespecificneedsoflearners;(2)Thecontents,suchassubjectsandtopics,shouldbeinvolvedwithsomecertainsubjects,occupationsandactivities;(3)Itshouldbefocusedonlanguageapplication,tryingtomakemorphology,vocabularyanddiscoursestructuresadapttospecificactivities;(4)ItmusthavestrikingcontrastwithEGP(EnglishforGeneralPurposes).Thetwovariablecharacteristicsare:(1)Thetrainingcanbelimitedtoonlycultivateonelanguageskill,suchasreadingskillsonly;(2)TheESPteachercanadoptvariousteachingapproaches,eventhoughthecommunicativeapproachistreatedasthemostsuitableoneforESPteaching.RobinsonadmittedtheremarkablecommentsofneedsanalysisindefiningESP,andputforwardthreecharacteristicsofESP(Robinson,1991).Thethreecharacteristicsaredescribedasfollows.First,ESPcourseshaveaquiteclearlyspecifiedtimeperiodandduringthetimetheirobjectivesmustbeachieved.Second,adultsarethelearnersoftheESPteachingnotbutthelittlekids.Third,thecharacteristicofESPcoursesisveryfair,becausethattheycouldbedesignedinawell-proportionedclassnomatterwhatthelearners’workandstudiesarelike.FromtheabovedescriptionaboutESPcharacteristics,wecouldknowthatthedifferentscholars’conceptssharethesameaspects.TheymakeuptheshortcomingsofformalresearchresultsandgivetheirnewviewsaboutitsoastoimprovethedevelopmentofESPresearch.ESPisaspecialkindoflanguageteachingcombinedlanguagelearningandprofessionalskillstogetherwhichtriestodesignrelevantcourseandactivitiesinordertomeetlearners’needs.2.1.4TheNecessityofESPTheemergenceofESPshowsthattheneedsandperceptionsoftheEnglishlearningchangewiththeupgradeoftheinternationalcommunicationinvastandvariousfields.ESPisaninter-disciplinethatcombinesprofessionalknowledgewithEnglish(HeWenXian,2006:28-32).Nowadays,withthedevelopmentofworld-9- economy,therehasbeenanincreasingneedformultiple-disciplinarytalentswhohaveagoodcommandofbothprofessionalskillsandEnglish.TheCollegeEnglishCurriculumRequirements(DepartmentofHigherEducationofChineseMinistryofEducation,2007)statesthat"WhenhavefinishedlearningEnglishinthefundamentalstage,collegestudentsshouldgetintoadvancedstagetolearnESPandadvancedEnglish".InordertomeettheRequirements,manydomesticcollegeshaveconductedESPprograms.ChengShiLu,ZhangGuoYang(1995:4-9)onceemphasizedtheimportanceofsettingtheESPtheoriesthatfitChinadevelopmentandtrends.Inthesameyear,FanYialsostatedthatfromthepointofsocialneeds,whetherESPisateachingapproachorateachingcontent,itsexistenceandchargeablenessareallreasonable.LiuFaGong(2001),CaiJiGang(2004)pointedoutthattomeetthesocialandeducationalneeds,collegesshouldadjustthecoursedesign,andthenfocusthecenterofcollegeteachingontothedevelopmentofESP.ZhangLing(2006)heldthatinordertoavoidtheunnecessaryteachingcontentrepeatbetweenseniorcurricularandcollegeEnglishteaching,ESPteachingshouldbedesignedthatcombinedlanguagebasicelementsandprofessionalinteresttogetherandletthestudentslearntheESPteachingcontentstepbystep.Improvingtheinternationaloccupationcompetencyaimstoimprovethelearners’practicalEnglishpragmaticabilitiesandraiseinterestsofworkingandresearchingintheprofessionalareas,notonlyfocusonlisteningandspeakingcommunicativecompetency(CaiJiGang,2011).Besides,DaiMingZhong,TuXiaoChun(2009)alsodrewsimilarconclusions.ChenLiping(2001)acknowledgedtheexistenceofESPinthreeaspects:1)ESPistheproductofdevelopment.WiththedevelopmentofEnglishteaching,peoplebegintounderstandthatthecontentandthemethodoflanguageteachingshouldchangeaccordingtothepurposeoflearning.Theneedtocommunicateindifferentfieldssuchastechnology,politics,etc.givesrisetoanewteachingmethodology--theCommunicativeApproach,andtherisingofthisapproachwascloselylinkedtotheemergencyofESP.2)ResearchesofstyleandregisterprovideatheoreticalbasisforESP.Itisarguedthatiflanguagevariesaccordingtocontextitshouldbepossibletoidentifythekindoflanguageassociatedwithaspecificcontext,suchasanareaofknowledgeoranareaofuse.3)Thelearners,theteachersandtheexpertsbeginto-10- realizetheimportanceofESPcourses.InChinatherearethousandsofcandidateseachyearparticipatingintheBusinessEnglishCertificateexamination.Buttheyalwaysfeeldifficulttounderstandallofothers’speechanddocumentarywordsbecauseoflacktheprofessionallanguageskills.SocarryingouttheESPteachingisanimportantguaranteetoimprovethelearners’languagecompetenciesandtheskillsthattheworkneeds(citedinHuangWenJuan,2007).Justastheanalysisabove,wecouldknowthattheneedofESPisincreasingobviously.Increasingthelearners’compoundabilityofEnglishandprofessionalskillsjustcansatisfytheobjectiveofESPteaching.2.1.5ESPinChinaNowadaysChinahasembarkedontheinitialstudyonESPcurriculumdesigninhighervocationalcolleges,withtheresearchemphasizingtherelativelydevelopedfield,suchasbusinessEnglish,tourismEnglishandmedicalEnglish.ChinahasgainedmoreopportunitiesforacademicexchangeandbusinesstradesinceitsentryintoWTO,alongwithitsscientificandtechnologicaldevelopment.AfterChinaenteringintoWTO,theforeigncommunicationhasbeenenlargedtomostfields,andtherehasbeenanincreasingneedformulti-disciplinarytalentswhohaveagoodcommandofbothprofessionalskillsandEnglish(TangAnNa,2012:12-14).Similarly,theforeignlanguageneedsinthesocietyarediverseandprofessional,forexample,thestudentswhostudybusinessareabletoparticipateinthebusinessnegotiationinEnglish,thedoctorscandiscussacademicproblemsininternationalseminars,thereporterscaninterviewinEnglishdirectly.Thepracticabilityoftheforeignlanguageisincreasinglyobvious,butthegeneralforeignlanguageskillsaredifficulttomeetlearners'needsandthemarketneeds.Asaresult,anumberofcollegesofferedESPcourses.MoreandmorecollegesbegintosetESPcourse,whicharedesignedforthejuniorstudentsandseniorstudentsaftertheyhavespenttwoyearslearningthegeneralEnglish.Duringthisperiod,studentsaremakingeffortstoimprovethemselves,includingtheprofessionalknowledge,languageability,personalqualityandthecompetitiveforcewhentheygraduateforhuntingthejobs(GuoJianJing,2012:61-64).Soatthistime,ESPcourses,putlanguagelearningandprofessionalskillstogether,whosesettingisquitenecessaryandimportant.AftertheESPtheoriesandpracticematuredincreasingly,collegesanduniversities’curriculumdesignedhasbeen-11- convertingtoESP’steaching.Theresearchesathomehavesomedisadvantagescomparedwiththeresearchesabroad,suchasthelimitationandlackinsystematicaffairs.Theseresearchesonlyfocusonthecollectingandtranslatingforeigntheories,whichleadtoamonotonouswayofESPteaching,thereforeshortforitsownfeature(HuangWenJuan,2007:2).Inaddition,variousproblemsarestillobviouslyseen,forinstance,qualifiedteachersareabsent;thedistinctboundsbetweenESPandEGPisnotcleartotheextentthattheESPteaching’saimsareconfused;andbesides,thebasicelements--teachingmaterialsstillhavealongwaytogobecauseoftheunformalcompilingandselectinglackofstandardization.HuangWenJuan(2007:2-3)statesthatESPinvolvesaseriesofissues:coursedesign,syllabusconstitution,materialselecting,classroomteachingandtesting.Sofromtheaboveanalysis,wecouldseethattherereallyexistsomeproblemsinthecarryingoutofESPandmoredeepeffortsshouldbemadeintheESPteaching.2.2TourismEnglishTeachingTourismEnglishreferstotheEnglishlanguagewhichisusedfortourism,soitisthecombinationoftourismknowledgeandlinguisticknowledge.Accordingtolinguistics,TourismEnglishisatypeofEnglish.Itisusedintheservicesofmiscellaneoussectorsoftourismindustryincludingallintroductions(ChenFeng,2013:16-17).ThepurposeofTourismEnglishistobroadenlearner’sEnglishknowledgeorcapabilitiesinthetourismarea.LearnersshouldpaymoreattentiontothestylesandformsofTourismEnglishsothattheycancommunicatesmoothlyindifferenttourismsituations.Withtheboomofeconomy,moreandmoreforeignersvisittheplaceofinterestinChina,whichstimulatestheflourishofinternationaltourismindustry(YangFan,SunLing,2013:1-5).Thetourismservicesarecomposedoftransportationservice,restaurantserviceandtouristspotservice.SoEnglishiswidelyusedintakinganairplane,takingatrain,takingabusorbookingrestaurantandvisitingtouristspots.Englishistheonlyinternationallanguage.InordertoadvanceChinesetourism,thedevelopmentofTourismEnglishbecomesmoreandmoreurgentandthetalentforTourismEnglishbecomesmoreandmorepopular.Tomeetthesocialneeds,manycollegessetTourismEnglishcourse.-12- 2.2.1TheNecessityofTourismEnglishTeachingTourismEnglish(TE)isoneofthemostimportantbranchesofESP,whichisgettingmoreandmoreemphasisfromthepeople.TourismEnglishwasborninresponsetotheneedoftourismactivitiesandcommunications,aswellasothermembersinESP’sbigfamily.TourismEnglishteachingbelongstoESPteaching.ItmustbeseenintheoverallcontextofESP,asitsharestheimportantelementsoftheneedanalysis,syllabusdesign,coursedesignandmaterialsselectionwhicharecommontoallfieldsofworkinESP.NowadaysTourismEnglishteachingisverycommonincolleges,whichissetinmostcommercialmajors,suchastourismmanagementanddepartmentofhistory.ESPteachingisdevelopinginafastspeedundertheinfluenceofthedevelopmentofeconomicglobalization,theorientedofnationaleducationpolicyandthesocialneedsofversatiletalents.Raisingthepotencydimension,enhancingthelearners’professionalEnglishabilitiesarethekeytosatisfythesocialneeds,whichistheirresistibletrend.In21stcentury,Chinaisbothagreatpowerfulcountryoftourismresourcesandaleadingcountryfulloftourismpassengersources.Asthemostsignificantpillarindustryofnationaleconomy,thedevelopmentoftourismindustriesistheeffectivedevicetoproceedtheeconomicconstructionandtheessentialfactortoimprovetheGrossNationalProduct(GNP).Englishistheabsolutelynecessarycommunicativetoolinthetourismexchangeandcooperation,thustheEnglishlevelsofemployeeswilldirectlyinfluencethedevelopmentoftouristtrade.Therefore,carryingouttheTourismEnglishteachingisagreateventinthelanguageteaching.Compilingandselectinghighqualitymaterialsisinfavorofimprovingthelearners’professionalEnglishpracticalcompetency,andhelpthelearnersestablishthefirmknowledgefoundation,expandthescopeofknowledgeandbuildupthelearners’confidenceinsuccessfullyhuntingforajob,whichcontributetoimprovethegraduates’abilityoftakingupoccupations.2.2.2CharacteristicsofTourismEnglishTeachingAsakindofspecificEnglish,TourismEnglishisusedintourismindustrywhenemployeesandtouristsmakeacommunication.ThecontentofTourismEnglishmainlycontainstouristguidingandhotelservice.ResearchersconcludethecharacteristicsofTourismEnglishteachingfromthefollowingaspects(CitedfromZouJia,2011).-13- Thefirstcharacteristicispractical:astourismin-serviceemployees,theirjobistoprovidethebestservice.Inordertofulfilltheirjobperfectly,makingaface-to-facecommunicationinEnglishwithforeigntouristsisanecessity.Theirjobcanstartwithmakingawelcomespeechandendwithholdingafarewellparty.Reservingaroom,checking-inandchecking-out,orderingthefood,bookingthetransportationormakingaguideneedfrequentuseofEnglish.Therefore,TourismEnglishisfullofpracticability.WhenfinishingTourismEnglishcourse,studentshavetheabilitytoreadEnglishtourism-relatedmaterialsalone,communicatewithforeigntouristsfluentlytoofferperfectserviceinrealvocationalsituations.Thesecondcharacteristicisprofessional:TourismEnglishisinvolvedinmuchprofessionalknowledgerelatedtotourism,suchastourismmanagement,restaurantreservation,tourismplanning,scenicspotsintroductionandtourtransportation.StudentswhowanttolearnTourismEnglishwellshouldhaveafullunderstandingoftourismindustryfirst.Thethirdcharacteristiciscomprehensive:thecontentsofTourismEnglishareextensivecontaininghistory,literature,religion,geographyandsomeothersubjects,whichleadtoacomprehensiveteaching.ThischaracteristicenablesTourismEnglishteachertohaveahighquality.ForthepurposeofTourismEnglishlearningistoenlargestudents’scopeofknowledgeandimprovetheiroverallcapability.ThosethreecharacteristicsofTourismEnglishteachingdeterminethefeaturesoflanguage.ThelanguageofTourismEnglishisprecise,brief,euphemisticandenjoyable.ThreecharacteristicsofTourismEnglishteachingalsodeterminetheobjectivesofTourismEnglishcourse.Nevertheless,HuangYin(2011)summarizesthattherearesomeproblemsinthepresentsituationofTourismEnglishteaching:SomematerialsofTourismEnglishteachingcan’tcatchupwiththetendency,maybeabitoutdated;Teachersattachmoreimportancetotheoryratherthanpractice;Teachersalwaysusetraditionalteachingmethods.Themajorproblemisteacherscan’tdistinguishedESPteachingfromEGPteachingandtheessenceofESP-learners’needforlearningisignored.2.2.3FeaturesofTourismEnglishCourseTourismEnglishisanimportantbranchofESPteaching,whichsharesthecommoncharacteristicofESPcourse.SoanalyzingthefeaturesofESPcourseisthe-14- essentialkeyfactorofanalyzingthefeaturesofTourismEnglishCourse.OnlybymakinganelaborateanalysisofthefeaturesofESPcourses,couldwegetmoredetailinformationaboutESPcoursedesigningsothattheESPteachingcanbesmoothlyproceeded.AnumberoffeaturesareoftenthoughtofascriterialtoESPcourses,butatthesametimeitisnotuncommontofindcourseswhichtheorganizerswishtothinkofasESPcoursesbutwhichdonotappeartofitthesecriteria(Robinson,1991)(citedinShaoZheng,2004:14).ESPisnormallygoaldirectedanditscourseisbasedonaneedsanalysiswhichtrytosetasuitablecourseformoststudentsinordertomeetthestudents’needs,eventhesocialneeds.Whereasneedsanalysisformerlyfocusedratherexclusivelyontargetorend-of-courserequirements,nowitisusualtotakeaccountofstudents’initialneeds,includinglearningneeds.OtherfeaturesofESPcoursesmaybeseenascharacteristicsratherthancriteriasincetheydonotalwaysapply,althoughtheymightbeseenascorollariesofthetwocriteriadescribedabove(ShaoZheng,2004:14-15).First,thereisusuallyaveryclearlyspecifiedtimeperiodforthecourse.Thismeansthatobjectivesshouldbecloselyspecifiedandtheirrealizationrelatedtothetimeavailable.Next,thestudentsonanESPcoursearelikelytobeadultsratherthanchildren.ItisoftenassumedthatESPstudentswillnotbebeginnersbutwillhavealreadystudiedEGPforsomeyears.However,ESPcancertainlybetaughttostudentswhoarebeginningtheirstudyofthelanguage.Finally,ESPcoursesmaybewrittenaboutasthoughtheyconsistofidenticalstudents,thatis,thatallthestudentsinaclassareinvolvedinthesamekindofworkorspecialiststudies.Thismaycertainlybethecaseinmanypartsoftheworld,butequallywecanfindmanymixedESPclasses.Evenwhenstudentshaveidenticaljoborstudyneeds,however,theyarestilllikelytobedifferentintermsoftherateatwhichtheylearnEnglish(ShaoZheng,2004:15-16)TheabovefeaturesofESPcoursesrevealthatneedsanalysisplaysanimportantroleinESPmaterialsdesignandselection.SowhentheESPcourseisdesigned,somebasicfactorsmustbeconcernedonordertoimprovethelearnersintegrallanguageability.2.3TourismEnglishTeachingMaterialsTherearefourbasicfactorsofateachingprocess,includingteachers,students,-15- materials,andteachingcondition.Thematerialsisoneofthebasicfactorsofateachingprocess.Cihai(2000)definesmaterialsastheselectionofbasicmaterialsbasedonSyllabusforteacherstoteachandlearnerstomaster.Theformofteachingmaterialsconsistsofwrittenmaterialsandaudio-visualmaterials.ComparedwithEGPmaterials,ESPmaterialscontainnotonlylanguagepointsbutalsoknowledgeofspecificmajor.ThemainpurposesofESPmaterialsarenotonlytohelplearnerstoimprovetheirEnglishproficiency,butalsototeachprofessionalknowledgeandskills(citedinZhangYu,2014:5-6)2.3.1DefinitionsofTeachingMaterialsTherearevariousdefinitionsofmaterials.BrianTomlinson(1998:2)definestheterm“language-learning”materials,asanythingthatisused,byteachersorlearnerstofacilitatethelearningofalanguage.Thematerialscouldobviouslybecassettes,videos,CD-ROMs,dictionaries,grammarbooks,readers,workbooksorphotocopiedexercise(citedinSunYing,2001:8).Theycouldalsobenewspapers,foodpackages,photographs,livetalksbyinvitednativespeakers,instructionsgivenbyateacher,taskswrittenoncardsordiscussionsbetweenlearners.Inotherwords,theycanbeanythingthatisdeliberatelyusedtoincreasethelearner’sknowledgeandexperienceofthelanguage.Andothersstatesthateverymakingswhichareusefultoimprovethelearningefficiencycanbenamedasmaterials.Somepeopleholdsthatonlythecoursebooksusedintheformaluniversitiescouldbecalledmaterials(ShanShengJiang,2011:116).Inordertoconducttheconvenientandfeasibleevaluation,inthisthesis,thematerialscanbegenerallyregardedascoursebooks,namelyteachingmaterials,whichrefertotheteachingmaterialsusedbythestudentswhentheyarelearningtheirmajorsthroughwhichthestudentscouldachievetheknowledgeandguidesthattheyneedfromtheteachers’guidance.Teachingmaterialsarepartsofteaching,whichofferthecoreteachingcontentsofacourse.AnEnglishteachingmaterialintroducestostudentslanguageknowledgesuchasphonologygrammar,lexicon,aswellascommunicativefunctionsandsituationssoastodevelopstudentslanguageabilitiessuchaslistening,speaking,reading,writingandpracticalcommunication.ThisthesisfocusesontheEOPmaterials,talkingaboutthedetailsoftheTourismEnglishmaterials.TonyDudley-EvansandMaggieJoStJohn(1998:170)pointedthatmaterials-16- couldbeusedasasourceoflanguageandalearningsupport,besides,theyalsohadthefunctionformotivationandstimulation,theuseofreferencecouldbemadeaswell(citedinSunYing,2001:11).InQianYuan’opinion,teachingmaterialsaretheimportantguaranteesinrealizingtheteachingsyllabusandthefoundationoforganizingteachingactivities.Inaddition,materialsarealsothemainsourcesforlearnerstoachieveknowledge,techniquesandlearningstrategies(QianYuan,1998:22-24).Fromtheseresearchesitiseasilytobeseenthatmaterialsarethemostbaiscelementsofteachingprocess,whichplayanuniqueroleinimprovingtheteachingquality.2.3.2FunctionsofTeachingMaterialsGoodteachingmaterialsencouragelearnerstolearn,whichcontaininterestingtexts,enjoyableactivitieswhichengagethelearner'sthinkingcapacities,opportunitiesforlearnerstoputtheirexistingknowledgeandskillsintopractice,andappropriatecontentwhichbothlearnerandteachercancopewith(GuZhizhong,2010:25-29).Justaswhatwehaveanalyzed,itisgenerallyacceptedthattheroleofmaterialsistobeattheserviceofteachersandlearnersbutnottobetheirmaster.Materialssetupabridgetoshortenthedistancebetweenteachersandlearnersthroughwhichstudentscouldgettheknowledgefromthematerialsunderthehelpandguidanceofteachers(ShaoZheng,2004).However,ithastoberecognizedthatteachingmaterialscanexertconsiderableinfluenceoverwhatteachersteachandhowtheydoit.Teachingmaterialsplayavitalroleinanyteachingorlearningprocessandteachingmaterialsarebestseenasaresourceinachievingaimsandobjectivesthathavealreadybeensetintermsoflearnerneed(Cunningsworth,1995:7).Teachingmaterialsalwaysreflectauthors’sbeliefsconcerningthenatureoflanguageandlearning.Materialsvaryconsiderablyintheiroutlook,intheirapproachtolearningandintheircontent(Cunningsworth,2002:11).Teachingmaterialsarebestseenasasourceinachievingaimsandobjectivesthathavealreadybeensetintermsoflearnerneeds.Theyshouldnotdeterminetheaimsthemselvesorbecometheaims.Itisgenerallyacceptedthattheroleoftheteachingmaterialistobeattheserviceofteachersandlearnersbutnottobetheirmaster.Itsroleisnottoexerciseatyrannicalfunctionasthearbiterofcoursecontentandteachingmethods(GuoYuJia,2011:15-17).Materialsaretheconnectinglinksandfactorsthatcombineteachers,students,teachinggoals,and-17- teachingprocedurestogetherclosely.Theaimsofthematerialsshouldcorrespondclosetotheaimsoftheteacherandshouldtrytomeettheneedsofthelearners.MoZaiShu(2003)pointsthathighqualityEnglishprofessionalmaterialsarethebasicfactorstofulfilltheEnglishteaching.XiaJiMei(2002)statesthatthematerialshaveadirectconnectionwitheducationalideas,teachingprinciples,teachingmethods,learningtheoriesandpractice.It’sobviousseenthatgoodqualityteachingmaterialsarethemostimportantfactorsthataffectthequalityofEnglishteachingandlearning.Howtoselect,use,compileandevaluatematerialsarethenecessarypartsoflanguageteaching.Highqualifiedmaterialsprovidethebestlanguagesampleandsystematic,scientificandtargetedmaterialsforlanguagelearningpractice.ThereforethequalityofEnglishteachingmaterialshascrucialinfluenceondevelopinglearners’languagecompetence(HuangPing,2007).However,theflourishingdevelopmentofpublishingindustrymakesitextremelyhardforlanguageteacherstomaketheperfectdecisioninchoosingcoursebooks.Therefore,materialsevaluationhastobehighlyconsidered.2.4TheTeachingMaterialsEvaluationThetermevaluationhasoftenbeentakentomeantheassessmentofstudentsattheendofacourse,butinrecentyearsitsmeaninghaswidenedtoincludeallaspectsofateachingprogram(WangQiaoShan,2008:8).DrawingupontheworkofBaehman(1990),Lyneh(2001:2)differentiatesevaluationfromothertermsasassessmentandtestingprimarilyonthebasisofitsscopeandpurpose.Thatis,evaluationcanmakeuseofassessmentinstrument(includingtests),butitisnotlimitedtosuchformsofinformationgathering(citedinWangQiaoShan,2008:8-9).Itmayinclude,forexample,theuseofunstructuredinterviews;likewise,assessmentinstruments(includingtests)canbeusedforpurposesotherthanevaluation,suchastomeasureindividuallanguageabilityinordertotestaresearchhypothesisconcerninglanguageacquisition.Evaluationisheredefinedasthesystematicattempttogatherinformationinordertomakejudgmentsanddecisions(WangQiaoShan,200:9).Assuch,evaluativeinformationcanbegatheredbothquantitativeandqualitativeinform,andcanbegatheredthroughdifferentmethodssuchasinterviews,discussionsorquestionnaires.HutchinsonandWaters(1989:96)statesthat“evaluationisamatterofjudgingthefitnessofsomethingforaparticularpurpose.Evaluationisconcernedwith-18- relativemerits.Thereisnoabsolutegoodorbadonlydegreesoffitnessfortherequiredpurpose”(citedinWangQiaoShan,2008:9-10).Afterweanalyzethedefinitionofevaluationwewillmovetonextstep--teachingmaterialevaluation.2.4.1TheDefinitionofTeachingMaterialsEvaluationMaterialevaluationreferstotheattemptstomeasurethevalueofmaterials.Inmanycases,researchesonmaterialevaluationaimtoproposeacriterionoramodel.Ithaslongbeenrecognizedthattherearesomereasonsforthat(WangQiaoShan,2008:9).Oneimportantpurposeofmaterialsevaluationistotesteffectivenessofteachingmaterialsinordertoseewhetherthematerialsevaluationcanachievethelearningobjectivesthathavebeendeterminedbyadministrativeauthorityaswellastoseewhetherthematerialscanhelpstudentstoachievetheirownlearningobjectives.Theevaluationofthistypecanhelpteacherstoidentifyparticularstrengthsandweaknessesofthepresentmaterialsinusesothattheuserscouldmakewelladaptationinordertoadjustthematerialcontenttosatisfytheneedsoflearners.Inothercases,teachersneedtoevaluatematerialstoselecttheonestheyconsidertobemostappropriatetotheirspecificteachingcontexts.Undersuchcircumstances,evaluationisamatterofjudgingthefitnessofsomethingforaparticularpurpose(Hutchinson&Waters,1987).Inadditiontothat,eventhoughteacherswillnotevaluatetoadoptmaterials,theymaywellbeinterestedinevaluationasausefulprocessinitsownright,givinginsightintotheorganizationalprinciplesofthematerialsandhelpingthemtokeepupwithdevelopmentsinthefield(McDonough&Shaw,1993:65)(citedinWangQiaoShan,2008:10).Inmanycases,researchesonteachingmaterialevaluationaimtoproposeacriterionoramodel.HutchinsonandWaters(1989:98)introducedfourmajorstepsofevaluationprocess:(1)Definingcriteria:Onwhatbaseswillyoujudgematerials?Whichcriteriawillbemoreimportant?(2)Subjectiveanalysis:Whatrealizationsofthecriteriadoyouwantinyourcourse?(3)Objectiveanalysis:Howdoesthematerialbeingevaluatedrealizethecriteria?(4)Matching.ChengXiaotangandSunXiaohui(2011)holdthatmaterialsevaluationshouldbebasedoneffectivenessprincipleandefficiencyprinciple.Inthedevelopmentofmaterialsevaluation,themethodofmatchingseemstobeappliedinmostcases.Manyresearchershaveprovidedvariouscriteriaformaterialsevaluation.Whatestimatorsneedtodoistomatchthecertain-19- characteristicsofmaterialswiththeitemscontaininthecriteriaandtrytobalancetheadvantageanddisadvantageintoarightphasesoastogetabetterteachingresult.2.4.2WaysofTeachingMaterialsEvaluationMcDonough&Shaw(2003)suggestthatmaterialevaluationshouldbedefinedintothreeprocesses:externalevaluation,internalevaluation,andoverallevaluation.Externalevaluationisageneralevaluationofthearrangementofthematerialsbycheckingonthecover,prefaceandtableofcontents,etc.Themainpurposeoftheinternalevaluationistofindoutwhetherthematerialcouldsuitforthedemandsofthecompilersandpublishers.Duringtheexternalprocess,estimatorsareexpectedtoexaminethefollowingdetailssuchastheintendedaudience,theirproficiencylevel,whetherthematerialisforEGPorESP,howaretheunitsarranged,andwhattheauthor’sopiniononlanguageandteachingmethodsare,etc.Intheinternalprocess,theestimatorsaresupposedtoexaminesomedetailinternalcriteria,whichincludethelanguageskills,materials’sequencingandgrading,whetherthetaperecordisauthenticornot,whetherthespeakingmaterialscontaincommunicativefactors,therelevanceofexcisesandtests,andthelearningstylespresentedbythematerials,etc.Theexternalandinternalevaluationevaluatematerialsfromtheexternalandinternalfactorsforbetterunderstandingofthematerials,afterwhichanoverallevaluationofthematerialsissuggestedtobedonebyconsideringfourfactorsasusabilityfactor,generalizabilityfactor,adaptabilityfactor,andflexibilityfactor.Thedetailsaboutthewaysofevaluationaretobeillustratedasfollowsinthispart.2.4.2.1ExternalEvaluationZhaoYong,ZhengShuTang(2006)makesanexplanationthattheaimsofmaterialsevaluationistojudgethematerials’advantagesanddisadvantages,andthencouldprovidecriteriawhentheeducationalorganizationandteachersselectthematerials.Andthroughevaluatingmaterials,itishelpfulforteacherstograspthematerialscompilers’teachingideaandpurpose,accordingtowhichteacherscouldchoosereasonableandeffectiveteachingmethodsandprocedures,soastoachieveabetterteachingresult(ShanShengJiang,2012:127).McDonoughandShaw(1993)organizedthequestionsintheirchecklistintothreephases(citedinShaoZheng,2004:10).Thefirstphraseisexternalevaluationstagewhichprovidesacomprehensive,externaloverviewofhowthematerialshavebeenorganized.-20- Duringthisstage,someexternalinformationisevaluated,suchasthecoverofthematerials,thepackage,inaddition,theintroductionandtableofcontentsareexaminedaswellwithrespecttotheintendedaudience,theproficiencylevel,thecontextandpresentationoflanguageitems.Whetherthematerialsaretobecoreorsupplementaryshouldalsobeconcerned,aswellastheroleandavailabilityofateachers’book,theinclusionofavocabularylist,thetableofcontents,theuseofvisualsandpresentation,theculturalspecificityofthematerials,theprovisionofaudioorvideomaterialsandalsotheinclusionoftests(ShaoZheng,2004:10).Thesefactorsarealltakenintoconsiderationwhendealingwiththeexternalevaluation.Fromsuchdescriptionwecouldknowthattheexternalevaluationmakesasuperficialevaluatingofthematerials,whichgivesthedistinctlyobviousimpressionofthematerialsforthelearners.Therefore,externalevaluationcanbemadeonthemfromthefollowingaspects.AsthethesisfocusontheTourismEnglishmaterialsevaluation,theauthorselectsomeprinciplesaboutexternalevaluation.a)UsersTourismEnglishcombinestheEnglishlanguageteachingandthetourismprofessionalskillstogether,proposingamuchhigherdemandforstudents’Englishlevel.Ifthestudentscouldnotgraspacertainability,maybetheywillfinditdifficulttodealwiththeTourismEnglishlearning.Sotheexternalevaluationfirstconcernstheuserswhohavefinishedtwoyears’GEPstudyandpassedCET-4,andtheirlinguisticcompetencecanbasicallymeetthefollowingrequirementsbytheCollegeEnglishSyllabusforbasic-phaseEnglishlearning(Table4.1).Certainly,itcanavoidthattherearestillsomeshortcomingsinthestudents’speaking,translatingandwritingability,thereforeteachersshouldadaptappropriatewaystochangethestudents’situations.LinguisticSkillsRequirementsReadingSpeedUnderstandarticlesongeneraltopicsReadingGeneralReading70wpmwithmiddlingdifficulty.MasterbasicFastReading100wpmreadingskills.ListeningSpeedUnderstandthemainpoints,someListeningdetailsandpeople’sattitudesand130-150wpmOnetimesimpleconversation,talksand-21- lectures.Conductsimpleconversations,answerquestions,makesimplespeechesonSpeakingfamiliartopicsandexpressideasclearly.Makenotes,answerquestions,andwriteoutlines.BeabletofinishashortWritingarticleof120to150wordswithinhalfanhour,withclearideasandlogicandwithoutbigmistakesinlanguagepoints.TranslatearticleseasierthanthosepassagesintextbookswithgoodTranslationunderstandingandwithoutbigmistakesinlanguagepoints.Translationspeedis300wph/EnglishtoChineseand250wph/ChinesetoEnglish.Table2.1:RequirementsofLinguisticSkillsbyCollegeEnglishSyllabusb)ObjectivesoftheCourseAccordingtotheneedsanalysisofTourismManagementmajors,theaimofthecourseistoimprovestudents’integratedlinguisticcompetence,especiallythestudents’communicativeabilityandpracticalability,whicharerequiredinfutureworkandacademicstudy.TourismEnglishisakindofEnglishthatneedpracticalability,whoseteachingaimistocultivatelearners’useofEnglishlanguageandprofessionalknowledge(ShaoZheng,2004).Aftertwoyears’specifictourismEnglishlearning,learnersaresupposedtohavetheabilitytocommunicatewithforeigntouristsorcommunicatewithothersinfrequentEnglishinstantlywhentheyentertotheworkingcareer(QiaoAiLing,2002:75-77).Tourismindustryrequiresthegraduatestohavestronglanguagepracticalskills.SotourismEnglishteachingaimstostrengthenstudents’practicalability,whichcouldalsobedescribedascommunicativecompetence.TourismEnglishisabouttourismindustry,soithasstrongprofessionalfeatures.Highdemandsofstudents’professionalknowledgeabouttourismhavebeenraisedwhichneedsthestudentstoknowtheprofessionaltermsaboutthemajorofTourismManagement.c)MaterialsContentThematerialscontentshouldbesuitfortheglobalteachingtrend.Thetypeoftextdeterminestherequirementofthematerialscontentdesign.Thereforethetexttypeshouldbemadeincleardetails.Forexample,thematerialsaboutspeakingandlisteningmustbeabletopracticethestudent’spracticalspeakingandcommunicating-22- abilities.Sotheyshouldincludesomedailycommunication,formalnegotiations,literaturereportsandbusinesscontacts.Similarly,tobemorepracticalandwellgrasped,textsforreading,listeningandspeakinghadbetterbeauthenticinordertodrawthestudents’interestthenletstudentsunderstandthenatureofrealinteraction(SunYing,2002).d)ExerciseThereareexercisesaswellassomesupportandguidanceforteachingandlearningineachcoursebook.Moreover,ineachchapteroftheTourismEnglishmaterialvocabularyislisted,theexplanationandtranslationarealsoprovided.Whereastheabovefact,theTourismEnglishmaterialsmeetthebasicrequirementstobeusedasTourismEnglishcoursebooksforstudentsmajoredinTourismManagement.e)OthercriteriaPublishershadbettercontrolthepriceofthematerialsthatrangefrom30to35Yuan.Andbesidesmaterialsshouldbeeasilyavailableinusebeforethebeginningofnewterm.2.4.2.2InternalEvaluationThenextphraseinternalevaluationwillbecarriedoutwhentheexternalevaluationshowsthematerialsareappropriateandworthyofamoredetailedinspection.Intheinternalevaluationstagemanysuggestionsareputforwardaboutthatestimatorsneedtoexaminethesomecriteriasuchasthepresentationoftheskills,thesequencingofthematerials,thetypeoflanguageelements,theexercisesandteacher-learnerbalancewhenusingmaterialsetc.Moredetailsabouttheinternalevaluationarelistedinthispart(citedinSunYing,2007:34-36).a)Content-PresentationofSkillsLinguisticskillsinreading,listening,speaking,writingshouldbebalancedandintegratedinthematerials.CollegeEnglishSyllabusdemandsstudentstohavegoodreadingcompetenceandcertainlevelofcompetenceinlistening,speakingandwriting.Whereas,thelevelofthestudentslanguagelearningisnothighenoughandsomeresearcheshaveshownstudents’linguisticshortcomingsandlacks,sotheysuggestthematerialsshouldpaymoreattentiontoimprovingstudents’productiveskillslikereading,speaking,writingandtranslating.-23- -OrganizationandsequencingofthematerialsAccordingtoESPteachers,contentofmaterialsshouldbeorganizedbytopics,easierforESPteacherstopreparethecourseandsupplementteachingmaterialsinalogicalway.ThisisessentialforESPteacherswhousuallylackbackgroundknowledgeonthesubject.Eachunitofthetextbookwouldbetterbesequencedintheorderoflinguisticskills,fromlistening,reading,andwritingtotranslationwithspeakingactivitiesintervenedineachpart.Thetextbooksneedtobeflexibleforateachingphaseof68hours.b)Methodology-LearningstylesThematerialsshouldcaterfordifferentlearningstyles,especiallyvisualandexperientiallearningstyles.Butwiththelimitationofcoursehoursandthenecessityofindependentlearningandlearnerautonomy,materialsshouldalsosuit‘self-study’mode.-LearningattitudeInvestigationshowsmoststudentsarepassivelearners.Somematerialsmayseemattractivetoteachersbutarenotverymotivatingforstudents.Besidessomeexternalfactorslikeattractivepresentationandappealingcontent,materialsshouldhelpstudentstofeelateaseandbuildtheirconfidence.BrianTomlinson(1998)listedanumberofwaysformaterialstohelplearnerstofeelatease,suchaslotsofwhitespace,textsandillustrationsrelatedtothelearners'cultures,contentandactivitiesencouragingpersonalparticipation,absenceofactivitiesthreateningself-esteemandcausinghumiliation,informaldiscoursefeatures,activevoice,etc.BrianTomlinsonalsosuggestedbuildingstudents'confidencethroughactivitieswhichtryto‘push’learnersslightlybeyondtheirexistingproficiencybyengagingthemintasks,whicharestimulating,whichareproblematicbutwhichareachievable.2.4.2.3OverallEvaluationTheoverallevaluationistheconclusivelykindofevaluation,whichmainlyputtheexternalandinternalevaluationtogether.Throughtheoverallevaluation,someassessmentcouldbemadefromawholeaspectsoastoachievethesuitabilityofthematerialsfromalltheaspects(GuoYuJia,2011:29-31).Theoverallevaluationmayevaluatetheusabilityfactor.Itmainllydealswiththedemandofthematerials’present-24- conditionandthestudents’practicalability,tryingtofindouttheshortcomingsthentakemeasurestomakeup.Justlikethiskindofsituationthatteachersneedtoselectmaterialsthatsuitaparticularsyllabusorsetofobjectivesthatthestudentsaretrytoachieve(LinQiuJu,2014:25).Besides,thedemandofteachingsyllabusshouldbeconcerned,forexample,whethertheTourismEnglishmaterialsshouldconformtotherequirementsofCollegeTourismEnglishSyllabusforstudents’linguisticcompetenceofvocabulary,reading,listening,speaking,writing,andotherskills.ThesebasicskillsareallrequiredinthetourismEnglishSyllabus,sothematerials’designshouldserveforthesefactorsclosely.2.4.2.4AnalysisoftheThreeKindsofEvaluationToevaluateteachingmaterialsmeanstojudgethebooksinallaspectsincludingthematerialsthemselvesaswellasthepracticalneedsofteachersandstudents.Thewholeprocessisquitecomplexsothatawell-organizedchecklistisneededtoensureasystematiccomparisonbetweenthematerialsandtheneeds.InthedevelopmentofESPmaterialsevaluation,avarietyofcriteriahavebeendesignedatdifferentstages.Thosecriteriaaredifferentfromoneanotherbecauseeachchecklistofcriteriaisdesignedonthebasisofthecurrentteachingtheoriesatthattimeandalsopresentsthemostpopularteachingmethodologybythen.McDonough&Shaw(2003)suggestthatmaterialevaluationshouldbeputintothreeprocesses:externalevaluation,internalevaluation,andoverallevaluation.Externalevaluationisageneralevaluationofthearrangementofthematerialsbycheckingonthecover,prefaceandtableofcontents,etc.Themainpurposeoftheinternalevaluationistofindoutwhetherthematerialisasthesameaswhatthecompilersandpublishershaveintroduced.Duringtheexternalprocess,evaluatorsaresupposedtoexaminethefollowinginformationastheintendedaudience,theirproficiencylevel,whetherthematerialisforEGPorESP,howaretheunitsarranged,andtheauthor’sopiniononlanguageandteachingmethods,etc.Intheinternalprocess,theysuggestthattheevaluatorsshouldexaminethefollowingcriteria,whicharetheillustrationofskills,materials’sequencingandgrading,whetherthetaperecordisauthenticornot,whetherthespeakingmaterialsarecommunicativefactorsrelated,therelevanceofexcisesandtests,learningstylespresentedbythematerials,etc..Aftertheexternalandinternalevaluation,anoverallevaluationofthematerialsissuggestedto-25- bedonebyconsideringfourfactorsasusabilityfactor,generalizabilityfactor,adaptabilityfactor,andflexibilityfactor.Theoverallprocessofevaluationisfromtheteachersandevaluators’pointofview.Furthermore,theexternalevaluationistojudgethetextbooksfromtheircovers,prefaces,andwhatthepublisher’sviewaboutthem,ratherthanfromthecontentofthematerials.McDonough&Shaw(2003)suggestthateffectiveinternalevaluationcanbecompletedbyevaluateatleasttwounitsfromthetextbookinordertosavetime.However,twounitsaretoofarfromshowingeverydetailsofthewholetextbook.Nevertheless,ChengXiaotangandSunXiaohui(2011)holdthatboththeinternalevaluationandexternalevaluationinMcDonough&Shaw’scriterionareonlyaboutthematerialsthemselves.Andtheconnectionbetweenmaterialsandlearnerneedsisneglected.Therefore,boththeinternalandexternalevaluationshouldbecombinetogetherasinternalevaluation.AccordingtoBreen&Candlin(1987),theprocessofmaterialsevaluationincludetwostages.Duringthefirststage,theevaluatorsraisesomepreliminaryquestionsaboutthemainfunctionsofthematerialsunderinvestigation.Thequestionsareasfollows.a.Whatarethemainpurposesandcontentofthematerials?b.Whatrequirementsdothematerialshaveonlearnersandteachers?c.Arethematerialstheonlyteachingsourceforlearners?Inthesecondstage,whichisaboutlearnersandmaterials,muchmorespecificquestionsareraisedaccordingtoparticularlearners,teachingenvironmentandclassroomexercises.Thequestionsareasfollows.a.Dothematerialsmeettheneedsoflearners?b.Dothematerialsfitthelearners’learningmethods?c.Arethematerialsinaccordancewiththeprocessofteachingandlearninginclassroom?Duringthesecondstage,BreenandCandlinencouragenotonlyteachersbutalsolearnerstakepartintheevaluationsothatbothofthemcanbebenefit.Learners’participationmakestheauthors/compilersandteachershaveaclearunderstandingoftheirneedssoastooffermoresuitablematerials.Thisshowsthattheircriterionishighlylearnerconcerned.BreenandCandlinbelievethatthebestlearningprocessis-26- thatlearnerscompletetasksthemselvesbycommunicatingwiththeirpartners(ZhaoYong&ZhengShutang,2006).Ithighlightsthefunctionthatwhethermaterialsinusecanmotivatelearners’desiretolearn.Theybelievethatmaterialsshouldbehelpfulforcommunicationbetweenteachersandlearnersintheclassroom.2.4.3StudiesofTeachingMaterialsEvaluationinChinaJustaswehaveknownthatthematerialsaresoimportantthatmoreandmoreresearchersbegintopayattentiontothematerials.InChina,thenumberofresearchesandarticlesaboutmaterialsisincreasingrecently.Howtochooseaappropriatematerialsisthekeyfactorofthelanguageteaching.Sobeforeweselectasetofmaterials,weshouldmakeagoodevaluationofthebooks,findingouttheadvantagesanddisadvantagesofthesetsofmaterialsinorderthatteacherscouldchoosethebestmaterialsforthestudents.Beforewestarttomakethisthesis’sresearchandexperiment,wewillreviewthehistoricalresearchofmaterialsintheseyears.Researchesonmaterials,especiallyonmaterialsevaluationandselectionhasalonghistory.Theyprobablybeganfrom1995astheresearcherQianYuan(1995)introducedHutchinsonandWaters’checklistofmaterialsevaluation(1987)intoChina.Thisresearchproposeafastdevelopmentinthefieldofdoingmaterialsresearch.SimplybasedonsometheoriespresentedbyforeignlinguistsleadtoastartedrelativelylatestartingofstudyonmaterialsevaluationinChina.Withthedevelopmentofacademicresearchandthesupportofthegovernment,moreandmoreresearchershavecontributedtomaterialsevaluationstudy,neverthelesssomeproblemsarestillnotchanged,asthesystematicachievementissolittle(LiangTing,2013).ZhouXuelin(1996)madeoutalistofmaterialsevaluationfromsixdifferentaspects.ZhaoJinming(1998)raisedinhispaperthatinevaluationtheevaluatorshouldpaymoreattentiontotwopointsandalsostatedthepreparationworkbeforethematerialsevaluation.QiaoAiling(2002)proposedthattheevaluationshouldbecarriedoutbasedonthemacro-designandmicro-designofthematerial.ShanShengJiang(2012:127-134)comparestheforeignmaterialsevaluatingtheoriesandthepracticeinthecolleges,drawingaconclusionthatresearchersalwayschoosethecontrastingconsultingmethodstoevaluatethematerialsandcheckmaterialswhethertheycouldfittherequirementsofthematerials’susers’needsaswellastheteachinggoals.Therearesomeothersresearchesaboutmaterialsevaluation,butwhenthetopic-27- isfocusedontheESP,especiallyonthetourismEnglishmaterialsevaluation,theresearchesseemtobelessvaluableandsystematic.LetusfocusonthetourismEnglishteachingmaterialsevaluationtogether.2.4.4StudiesofTourismEnglishTeachingMaterialsEvaluationThefirststeptosuccessfullycarryouttourismEnglishteachingistoselectasetofappropriatematerials.TourismEnglishmaterialsarethebasicelementsofalloftheproceduresoflanguageteaching.Thearticle“Asurveyonthecoursebooksandmethodologyofsubject-basedEnglishreadingteachingatuniversitiesinChina”byLuoXuanminetal.(2001)representsthemostadvancedleveloftheresearchesinthefieldofESPmaterialsatpresent(citedinShaoZheng,2004,16-18).Afteranalyzingthedatacollectedfrom14universities,theyreachedaconclusionthattheESPmaterialsusednowcouldnotsatisfytheneedsofstudents.TourismEnglishservingasamainpartofESP,itplaysanimportantroleinthevocationalteaching.ButthequalityoftourismEnglishmaterialsarenotgoodenough,andtheresearchesaboutthemarestillinthelowlevel.Fromtheseanalysis,wecanseethattherearealargequantityofarduoustaskstoaccomplishofadjustingthesituationofrelatingresearchandimprovingthequalitiesoftourismEnglishmaterials.ThecontentsofthepresentESPmaterialsweremainlyknowledgeinaspecificsubjectorknowledgeoftheEnglishlanguageorthecombinationofthetwo,whileinthestudentsexpectationtheESPmaterialstheyneedshouldbeacompoundofknowledgeofthelanguageitself,ofthespecificsubjectandofthedifferencebetweenChineseandwesternculture.StudentsalsomaintainedthatthepresentESPmaterialsweretoodifficultintheaspectofvocabularyandsubjectcontent.Therefore,apreparationstageisneededbeforethestudentsbegintheirsubject-basedEnglishreading,inwhichthestudentscanfinishthetransitionfromthefundamentalstagetotheadvancedstage.ShaoZheng(2004)heldthatauthenticitywastheprimaryprobleminESPmaterials.Tobelearner-authenticmeansthatESPmaterialsshouldbedesignedbasedonthestudents’reallevel,therefore,itisnecessarytodividethesubject-basedEnglishreadingcourseintotwostages:fundamentalandadvancedsubject-basedEnglishreading.Inthefundamentalsubject-basedEnglishreadingstagethereisnodifferenceinthecontentsofthematerialsforstudentsofdifferentmajors,andstudentscancomeintocontactwithmaterialsdealingwiththeirspecificfieldintheadvancedsubject-basedEnglishstage(ShaoZheng,2004:17).Theassessmentofstudentsshould-28- alsobeauthentic.Thereisnoneedforastandardexamination,onthecontrary,ifthestudentsareassignedtofinishanEnglishsummaryorgiveacommenttoanEnglishpaperorbooktheirmotivationwillbegreatlyaroused.Soaccordingtothestudents’needs,moreexhaustivemeasuresshouldbemadetoimprovethequalitiesofESPmaterials.AccordingtoYangGangandChenJianlin’sstudy(2013),thenumberofstudiesonESPmaterialsevaluationisfarfromenough.Amongvariousmaterialsevaluationcriteriadesignedbylinguists,thecriteriaproposedbyHutchinsonandWatersaredesignedparticularlyforESPmaterialsevaluation.ThecriteriaevaluateESPmaterialsfromfiveaspects,whichareaudience,aims,contents,methodology,andothercriteria.OnlyHutchinson&Waters’scriterionisforESPmaterialsevaluationinparticular.Fromtheabovereview,aconclusionisdrawnthatthesystemofChineseESPmaterialsevaluationhasn’tbeenformed.ThenumberofstudiesofmaterialsevaluationinthefieldofEnglishfortourismisfew.Besides,someofthestudiesinmaterialsevaluationaretoevaluatemorethantwoESPcoursebooksinthesamefieldsoastofigureoutwhichoneofthemisbetter.Someinstead,donotinvolvecomparison,aretogiveageneralcommentofthematerialsinaparticularfieldunderevaluationthroughevaluatingseveral(morethanthree)coursebookspublishedbydifferentpublishinghouses.Mostofthestudiesareintroductionofthosecriteriaofferedbyforeignlinguists,comparisonoftwoormorecriteria,orevaluatingESPmaterialsonthebasisofthosecriteria.However,mostofthoseevaluationsareinotherfields,suchasbusinessEnglish,medicalEnglish,computerscienceEnglish,legalEnglish,etc.Researchesonevaluationsofoneparticularcoursebookarerelativelyrare.InmostofthestudiesofESPmaterialsevaluation,researchersoftenevaluateawholecoursebookbychoosingonlyonechapterasarepresentativeduetolimitedtimeorenergy.Howeveronechapterisfarfromenoughtostandfortheentirecoursebookandtheevaluationcouldnotbemadecompletely.Giventheseanalysis,theauthoradoptsthreematerialsaboutTourismEnglishfromHarbinUniversityofCommerce,makingadetailevaluationofthethreematerialsbyinterviewingteachers,studentsandsomegraduates,whicharedesignedinordertoanalysisthequalitiesofthematerialsandthengivethesuggestionsforcompiling,selectingandadoptingmaterials.-29- ChapterThreeTheResearchDesign3.1BasesoftheResearch3.1.1NeedAnalysisTheawarenessoftheneedisthefactorthatdistinguishesspecificEnglishfromgeneralEnglish.NeedanalysisisthequintessenceofESP,whichkeepsawatchfuleyeonthelearners’need.Iflearners,sponsorsandteachersknowwhylearnersneedEnglish,thattheawarenessofneedwillhaveaninfluenceonthecontentsinthelanguagecourse,besidesonthepositiveside,whatpotentialcanbeexploitedisalsotakenintoconsideration.Asweallknow,needsanalysisisthestartingcenterofESPsoitmustemphasizetheimportanceofmakefulluseofneedanalysis(GuoJuanjuan,2013:5-7).Alotoflinguistshavediscussedthedifferentmeaningsortypesofneeds.AlmosteverydefinitionofESPacceptsneedsasnatureorstartingpointofESPcourse(lvHong，2004:23).Onlybyanalyzingthelearners’need,willtheteacherscanadoptrightwaystoteachthem.Tosomeextent,needscanbeillustratedastwopoints,thelearning’objectiveandthefinalaimofthejobhunting.Nomatterinwhichsituation,needanalysiscanprovidesomeusefulinformationofthelearners.ManysuggestionsareputforwardabouttheESPcoursesshouldbedesignedtoserveforthecenterofthelearning,thecenteristhestudents(DaiMingzhong,TuXiaoChun,2009:126-128).Needanalysisnotonlyanalyzetheadvantage,namelythewonderfulcharacteristicsthatthelearnersownbutalsothedisadvantage,namelythelacksofthelearners.Byanalyzingthesetwosides,theteachingprocesswillbemoreeasilytoundergo.Sothisresearchmainadaptstothetheoryofneedanalysis,tryingtogetaclearrealizationofthelearners’individualneedsandletthemtosuitforthecommonneedsofcountryandsociety’s.Fromthedescriptionabovewecouldknowthat,needanalysismainlyanalysisthestudents’needandtheirowncharacteristics,whichisanessentialfactorthataffectstheteachingquality.Butwhenwedoanalysis,wecouldnotjustonlytakethestudents’-30- needsintoconsiderationbutalsothecountryandthesociety.Withtheboomofeconomy,moreandmoreforeignersvisittheplaceofinterestinChina,whichstimulatestheflourishofinternationaltourismindustry.Thetourismservicesarecomposedoftransportationservice,restaurantserviceandtouristspotservice.SoEnglishiswidelyusedintakinganairplane,takingatrain,takingabusorbookingrestaurantandvisitingtouristspots.Englishistheonlyinternationallanguage.InordertoadvanceChinesetourism,thedevelopmentofTourismEnglishbecomesmoreandmoreurgentandthetalentforTourismEnglishbecomesmoreandmorepopular.Tomeetthesocialneeds,manycollegessetTourismEnglishcourse.Otherwise,individualneedsshouldsuitfortheneedofgovernmentandsociety.3.1.2TheTourismEnglishCurriculumStandardTheaimoftourismEnglishistoeducatethestudents’practicalandobjectiveabilityastherequirementsofEnglisheducationinvocationalcollegebytheStateEducationMinistrysetwhichmeanstheteachingoftourismEnglishfocusesmoreontheEnglishpracticeinthereallifeandthework-relatedsettings(HuPing,2013:1).ESPteachingisdevelopinginafastspeedundertheinfluenceofthedevelopmentofeconomicglobalization,theorientedofnationaleducationpolicyandthesocialneedsofversatiletalents.TourismEnglishisaspecializedEnglishwhichareservedfortravelbusinesstodealwiththelanguagelearningandprofessionalskillscombining.Higherdemandsoftalentswhocanhaveahighlycompoundabilityareincreasingbecauseofthedevelopmentofthetourismindustry.Theexpandingoftourismindustryproposearequirementofperfectcommunicativecompetency.Therefore,thestudentsthemselvesmaybehaveacleargoalforlearningsotheywillconcentratemoreontheirlisteningandoralskillswithadeterminedmindandacarefulplan.Englishistheabsolutelynecessarycommunicativetoolinthetourismexchangeandcooperation,thustheEnglishlevelsofemployeeswilldirectlyinfluencethedevelopmentoftouristtrade.Thesimilarastheformalrequirement,thelearningobjectivesoftobepractical,professionalandfunctionalarealsoproposedin2006bytheVocationalEducationMinistry.Themostessentialgoaloftourismteachingistotrainthestudentscommunicativeability,whichwillbebadlyneededinthefutureworkingcareer(HuPing,2013:13).Asthemostsignificantpillarindustryofnationaleconomy,-31- thedevelopmentoftourismindustriesistheeffectivedevicetoproceedtheeconomicconstructionandtheessentialfactortoimprovetheGrossNationalProduct(GNP).Intermsofvariousteachingapproaches,curriculumdesigns,andeventeachers’guidance,itisnotachallengebutachanceforthecultivatingtouristtalents.Inthisbigcircumstance,tourismindustryhasthrownabigtaskforthecollegestudents.Whethertheycancattyontheresponsibilitydeterminesontheirownefforts.Onlydidthestudentshavethecommunicativeskillsandpracticalability,theycaneasilydealwiththeaffairsthattheywillencounterinthework.ThecommunicativecompetencemeanstheycancarryoutthejobsinatourismsettingwithagoodcommandoforalEnglish.Therefore,atthebeginningofthetourismEnglishteaching,theaimsoftourismEnglishshouldbeclear.AndwiththedemandoftheTourismEnglishCurriculumStandard,theleveloftheteachingwillhaveabetterimprovement.3.1.3TheObjectivesofTourismEnglishCourseInordertodesignanexactandproficientinterview,theauthorinterviewedfiveteachersofTourismManagementmajorfromHarbinCommercialUniversity.Thetalk’sthemewiththefiveteachersisabouttheaimsoftheTourismEnglishteachingandthefocusoftheTourismEnglishCourse.AsforthefocusinthetourismEnglishclasses,thefiveteachershaveputtheabilityoflisteningandspeakinginthefirstplace,whichisconsistentwiththeneedsofstudents.Itisworthmentioningthatfourteachersthinkthatwesterncultureshouldbestrengthened.Languageandcultureareinseparable,cultureinfluenceslanguageandlanguagereflectsculture(WangYingxin,2009).Thestaffintourismservices,hotelservicesandotherrelatedworkarecultivatdintourismEnglishteaching.Theyshouldprovidehighlevelserviceandletguestsfeelathome,whichrequirestoaddculturalelementsinTourismEnglishteaching,inordertoavoidthediscomfortcausedbyEast-Westculturaldifferences.ThereforetourismEnglishteachingisnotonlytoteachknowledge,butalsocultivatestudents’abilitytocommunicatebetweendifferentculturesandtourismserviceabilitytoadapttotherapiddevelopmentoftourismindustry.ChenXiaoxiao(2009)summarizedthreefeaturesoftourismEnglish:strongpractice,strongprofessionalcapacityandstrongintegration.TourismEnglishitselfispracticalEnglish.Itsaimistocultivatelearners’useoflanguage.Afterlearning,learnersneedtocommunicatewithforeigntouristintheirworkimmediatelywhenthey-32- gotowork.Tourismindustryrequiresthemtohavestronglanguagepracticalability.SotourismEnglishteachingneedstostrengthenstudents’practicalability,whichisthecommunicativecompetence.TourismEnglishisabouttourismindustry,soithasstrongprofessionalfeatures.Itdemandsstudentsknowtheprofessionalknowledgeabouttourismandthenknowthetermsofthem.TourismEnglishhasallthethingsabouttourismresources,tourismhotels,tourismattractions,travelagencyandsoon.TourismEnglishlearningneedsstrongtourismprofessionalbackgroundknowledge.Tourismindustryisanintegratedindustry;itinvolvesallthetradesfromtransportationtohotels.TourismindustryclerksneedtointroduceChinatoforeigntourists,sotheyshouldknowsomethingabouthistory,geography,politics,policyandsoonaboutChina.SotourismEnglishisastrongintegratedcoursewhichshouldtrainstudentsalotandwidentheirvision.3.2DetailDesignoftheResearchThepartofliteraturereviewhaslaidtheoreticalfoundationforthisstudy,whichfacilitatesimplementingoftheresearch.AfterweanalyzethetheoriesoftheESP,TourismEnglish,andmaterials,wewillcarryoutanexperimentofmakinganevaluationoftheTourismEnglishmaterialsbyinterviewingtheteachers,thestudentsandthegraduatesfromHarbinCommercialUniversity.TheyallusetheTourismEnglishmaterialsastheirEnglishtextbooks,whicharealldesignedforthemajorsofTourismManagement,including3books,respectivelyare“PracticalEnglishforTourism”,compiledbyWeiGuoFu(2002),publishedinFudanUniversityPress;“NewEnglishforGuidingSeries”,compiledbyFengWeiandHuangYan,publishedinWuHanUniversityand“TourismEnglishPractical”,compiledbyWuYunandWuWenTing,publishedinTourismEducationalPress.Inthischapter,researchdesignwillfocusonresearchcontents,questions,subjectsandinstruments.Researchproceduresanddatacollectionandanalysiswillbedescribedintheresearchimplementation.Researchdesignincludesresearchcontentandquestions,subjectsandresearchinstruments.Inthisstudy,therearethreeresearchquestions.Threepartsofsubjectsandoneinstrumentwereinvolved.Thisresearchconcerningabouttheproblemsofmaterialsbyevaluatingthecoursebooksaccordingtothecriteriaofformalresearchers’byinterviewingtheusers,namelyteachersandstudents,focusontheevaluationofthe-33- materialsinordertogetadetailexplanationofthemattersexistedinthematerials.Withthepurposeofthisstudy,wemainlyexplorethefollowingquestions:1)ArethethreeTourismEnglishmaterialsaresuitforthestudentswhomajorinTourismManagementwhentheyarereceivingtheadvancedlearning?2)DoesthecontentdesignofthematerialssuitfortheobjectivesofTourismEnglishCurriculum?3)Whatdoyouthinkofthematerialscontentdesign?Coulditsatisfythelearners’needs?4)Howdoyouliketheexerciseactivitiesandexercisedesigninthematerials?Cantheyhelpyoubettergrasptheknowledgethatlearnersneed?5)Howdothematerialspresenttheskillsofbasiclinguisticabilities,suchaslistening,speaking,reading,writingandtranslating?6)Whatdoyouthinkisthebestordertopresentthematerialsandinwhatwaycouldhelplearnerstoachievemore??7)Howdothematerialstrytodesigntoenhanceandimprovethelearners’learningstyleandlearningattitude??8)Whatkindofmaterialsattractlearners’attention?Whatcharacteristicsshouldthematerialscontainsoastoarousethelearners’interest?3.2.1ResearchSubjectsThesubjectsofthisinvestigationconsistedofthreegroups.Thefirstgroupincluded90(including15groups)third-yearandfourth-yearcollegestudentscomingfromfivedifferentclassesfromHarbinUniversityofCommerce.TheymajoredinTourismManagement.Allofthestudentsinvestigatedweretakingthecourseofsubject-basedEnglishaspartoftheiradvancedstageofcollegeEnglishlearning,forthereasonthattheauthorwantedtocollectenoughdataofthepresentsituationofESPmaterialsandusers’attitudestowardsthoseESPmaterials.Butthematerialstheyusedwereusuallydifferentbecauseofthedifferenceoftheireducationalbackgroundandtheoverallarrangementsofsubject-basedEnglishteachingandlearningindifferentuniversities.Thesecondgroupincluded24graduatesofdifferentmajorsworkingasofficersandtouristguidesforthreetravelagency.TheirworkinglanguagewasusuallyChinesebuttherewerestillopportunitiesforthemtouseEnglishintheirworkaswellasinthesocialactivities.Withthedevelopmentofourcountry’stouristindustries,-34- moreandmoreforeigntouristsarecomingtoChinafortourandsightseeing.WhentheyaretouringinChina,theguidesandofficersinthetravelagencywhograspaccurateEnglishplayanimportantincommunicatinginthetourist.Thegraduateswereselectedasthesubjectsofthisinvestigationbecausetheyallgraduatedfromcollegesanduniversitiesinthepastfiveyearsanditwouldnotbetoodifficultforthemtorememberwhethertheylearnedthecourseofsubject-basedEnglish,tofinishtheinterviewontheESPmaterialstheyhadusedandtoprovidetheiropinionsandsuggestionsonthematerialstheywouldliketouse.Thethirdgroupincluded17teacherswhowereteachingthecourseofsubject-basedEnglishinuniversities,withateachingexperiencerangingfromtwototenyears.Inthisresearch,teachersandstudentsinthesesamplecollegescanoffertheirneedsandshowtheirattitudestotheTourismEnglishmaterials.Accordingtotheauthor’sexperimentdesign,teachersandstudentsanswerthesequestionsaboutevaluatingthematerialsonthebasisoftheevaluatingcriteria.Besidesthesedetailquestionsaboutthematerials,theauthoralsodesignaseriesofbroadquestionsaboutthenecessityofESP’sappearanceandtheirneedsoftheESPteachingaswellasthegraduates’benefitstheyoncegotfromtheESPlearning.Thegraduatesareworkinganddealingwithcommercialaffairsintheworkenvironment,sotheyhavethespeakingrightofexplainingtheadvantageofESP.3.2.2ResearchInstrumentInthispaper,aresearchaboutmaterialsevaluationwascarriedbythewayofinterviewing.Theresearchinstrumentofinterviewwasusedtogettheiropinionsandsuggestions.WenQiufang(2001)onceholdsthattheaimofinterviewistoallowustoentertheotherperson'sperspective.Interviewistheresearchinstrument,whichisdesignedonthebasisoftheglobalneedsofESPteachingandsomeevaluatingsystemsproposedbyresearcherssuchasDuley-Evans&St.John(1998),Cunningsworth(1995),Hutchinson&WatersandMcDonough&Shaw’s.Bythewayofinterviewing,peoplecanspeakouttheirfeelingsandexpressions.Inthisresearchtheauthoradoptsthequantitativemethodstomakeadetailanalysisofthematerialsevaluation.Severalstudentsandteacherswererandomlyselectedtoparticipateintheindividualinterviews.Theauthorcombinetheformaltheoriestogether,andthendesignatargetedexperimentaimstoachievethegoalsandthedeterminedplansthatputforwardin-35- advance.Intheresearch,90students,24graduatesand17teachersfromHarbinCommercialUniversitywereinvolvedintheindividualinterviewfromJunetoDecemberin2015.Theauthorinterviewedtheparticipantsonebyone,whowereselectedrandomly.TheinterviewswereconductedinChinese,thentheauthortranslatethescriptsintoEnglish,andtheinterviewswereaboutthequestionsdesignedinadvance.ThepreparedquestionsforinterviewareattachedintheAppendix.Thoughtheinterview’squestionsaredesignedinadvance,thenchangesweremadeinrealinterviewaccordingtosituations.Everyinterviewwasfinishedwithinhalfanhour.TheiranswerscanprovidemoredetailedinformationaboutTourismEnglishmaterialswhichwererecordedbyrecorderontheXiaoMi3,theTencentQQ2012andweichat.Theinterviews’chatareinChinese,andaftertheinterviewstheauthortranslatedintoEnglishandthenwritethemdowninthepaper.3.2.3ResearchProcedureInthisresearchprocess,thefirststepistodesignthecriteriaofevaluationchecklistaccordingtoformalresearch;thesecondstepistoconductexternalevaluationoftheTouristEnglishcoursebooks;thethirdstepistoconducttheinformalevaluationofwhichthesetupoftheexercisesisgoingtobefurtherevaluatedandoverallevaluationbycollectingthedatascoresofchecklist:finally,thedatawillbediscussedandfindoutthestrengthsandweaknessofthecoursebooks.ThisresearchaimstofindouttheproblemsthatexistedintheTourismEnglishmaterialsbyaskingtheirusers,includingtheteachers,thestudentsandthepostgraduates.AccordingtoRobinson(1991),therearethreetypesofmaterialsevaluation,whicharepreliminaryevaluation,formativeevaluationorrevision,andsummativeevaluation.Cunningworth(2002)alsoproposesthreetypesofmaterialsevaluationanddefinesthemaspre-useevaluation,in-useevaluation,andpost-useevaluation.Pre-useevaluationhappensbeforethematerialsareused,anditisundertakenwiththepurposeofselectingappropriatematerials.In-useevaluationreferstomaterialsevaluationduringtheprocessofteaching.Itaimsatdiscoveringtheweaknessesofthematerialsandrevisingthemintime,sothatthequalityofmaterialscanbeimprovedduringtheprocessofteachingandlearning.Post-useevaluationtakesplaceafterthecourseisfinished.Itisanassessmentandreviewofthematerialsingeneral,anditspurposeistomakea-36- decisionofwhethertocontinuewiththematerialsornot(Cunningworth,2002).Aneffectiveevaluationfirstlyhelpstheadministrativedepartmentforeducation,schoolsandteachersmakingtherightdecisionofchoosingteachingmaterials.Secondly,acarefulevaluationgivessuggestionstoteachersofadjustmentofin-usematerials.Thirdly,ithelpsmaterialcompilersdevelopingbettermaterialsbyknowingtheadvantagesanddisadvantagesoftheexistingmaterials(ChengXiaotang&SunXiaohui,2011).AccordingtoHutchinson(2002)andCunningworth(2002),theneedsoflearnersarethefoundationofESPmaterials.Materialscanonlybequalifiedafteracarefulandoverallneedsanalysis.Therefore,theresultsofneedsanalysis,thebasisofevaluatingthefitnessofthematerials,directlyinfluencetheassessmentcriteriaofteachingcontentandmethodology.HutchinsonandWaters(2002:97)pointoutthat“evaluationisamatchingprocess”.Thisthesisjustfocusonthematerialsevaluation,trytofindouttheproblemsthatexistinthepresentusematerialsbyevaluatingthemfromtheexternalaspect.Aftertwomonthsresearchandstudy,theauthorhasmadesomeconclusionsincludingthequalitiesofthematerialsandtheissuesthatpreventthematerialsdeveloping.Detailinformationwillbewelldescribedinthispart.-37- ChapterFourResultAnalysisandSuggestions4.1ResultAnalysisoftheResearchAfteranalyzingtheresultsoftheresearch,wecouldgetaclearrealizationofthestudents’needs.Similarly,ChenFeng(2013)oncestatedthatstudentsexpectedtheirteachingmaterialtobemorepracticalandinteresting.StudentshopetheadministratorscouldpaymoreattentiontoTourismEnglishteaching.Althoughpresentteachingmaterialhavingacloserelationwiththeirmajorisprettypracticalandusefulinstudents’futurejobs,somecontentofpresentmaterialisalittletedious,especiallythereadingpart.Accordingtothematerialscontentdesign,itproposessomerulesforthestudents.Besidestheneedsofthematerials,studentsfavortheevaluatingwayofwrittentestplusoraltest,becauseitnotonlymakesuptheshortageofpresentwayofwrittentestonly,butalsosuitsforthecharacteristicsofTourismEnglish.Thewayofevaluationisawaytochecklearners’learningresultandaguidetoprovidelearnersadirection.4.1.1AnalysisoftheStudents’BenefitsfromTourismEnglishWiththedevelopmentofeconomicglobalizationandinternationalaccession,Chinahasbroughtawiderangeofinternationalexchangeandcooperation,whichpromotesthesociety'sgrowingdemandforhigh-qualityforeignlanguagetalents,toprovideagoodopportunityforhighervocationaltourismEnglishteaching(ZhangGuihua,2013:1-2).Alargequantityofhighervocationalcollegesareexploringthetrainingmodeandcurriculumsystemtosuitforthecollegedemands.Somebasicfactors,suchascurriculumdevelopment,practicalbaseconstruction,teachingmodeandteachingevaluationhavebecomethemaincontentsofthecurriculumreforminvocationalcolleges.Inthispaper,afteranalyzingthedatastatisticsofthenumberofdomestictourism,inboundtourism,outboundtourismandsomequestionnairesurvey,amongwhichthepeoplewhospeakEnglishandareemployedintourismindustry,wecametotheconclusion:Englishteachinginhighervocationalcollegesoftourismcommunicationhasnottotallybeenabletomeettherequirementofhighervocational-38- coursetraininggoals.Inordertohighlyimprovetourismprofessionalstudentscareerandvocationaladaptability,theteachingreformshouldbebasedonaction-oriented.ThenthefirststeptoimprovethequalityofTourismEnglishTeachingistochooseasetofappropriatematerials.TheresearchdesignsurveyoftourismindustrycanshowthatthetourismEnglishteachingreformdirectionanditsfocusareabouttheEnglishcommunication.Thepracticalteachingshouldaddimportancetotheuseofadvancedteachingmodeandteachingmethod,givingstudentsmoreopportunitytorehearse.Studentscanactivelyparticipateinteachingthroughoutthewholeprocess,whichisdesignedaccordingtoaseriesofteachingtask.Throughtheanalysisoftourismpost,basedontheworkingprocessofthetourismtalentstraining,wemakegooduseofaction-orientedprojectteachingmethod,roleplayingmethod,situationalmethodandadvancedteachingmethodtoorganizeteaching,tryingtostrengthenstudents’languageskillsandpracticalability.Therefore,weshouldputtheaction-orientedpatternintoeffectunderthenewcurriculumstandardofthestudentsmajoringintourismmanagement,hotelmanagement,tourguideetc.Almostallthestudentshopeteachersenhancetheirlearningenthusiasm,cultivatetheirabilitytocareerinthefuture,improvetheirprofessionalquality,makingthemcanadapttothefuturetourismprofessionalpostmoreeasily.4.1.2AnalysisoftheQualityofTourismEnglishTeachingMaterialsInordertoachievethegoalsofproposingsuggestionsforthematerialsconstruction,theauthormakesadetailevaluationofthethreeTourismEnglishmaterialsusedinHarbinCommercialUniversity.ThethreesetsofmaterialsarePracticalEnglishforTourism,NewEnglishforGuidingSeriesandTourismEnglishPractical,whichareadoptedbythecollegestudentswhoaremajoredinTourismManagement.Intheresearch,byaskingthestudents’,teachers’andgraduates’opinionsabouttheadvantagesanddisadvantagesthatwecouldknowsomedetailinformationonthewholeasfollowings.Ingeneral,thethreesetsofmaterialsaresuitfortheuserstoachievethelearners’goals.ThecontentdesignsareappropriatetofocusontheaimsoftheTourismEnglishCurriculumandthelanguageskillshavebeensetforthelearnerstoimprovetheirlistening,speaking,reading,writingandtranslatingabilities.-39- Fromthegeneralanalysiswecouldknowthatthethreesetsofbooksarerelativegoodbooks,buttherearestillsomedisadvantageslyinginthematerialsaccordingtotheinterviewanswers.Nowtheauthorwillusesometypicalexamplestoillustrate.InthebookPracticalEnglishforTourism,Chapter5,thesupplementaryreadingnamed”TheTajMahal”containsnineparagraphs,includingmanyunknownwords,whichincreasethedifficultlevelforstudentstounderstand,thenmakingstudentsfeellessinterestedinthereading.Sowhenusingthematerials,teachersshouldadjustthecontenttoteachaccordingtothestudents’level.Andwhentheteachersselectmaterials,teachersshouldfullytakethestudents’needandstandardintoconsiderationthenchoosethemostappropriatematerials.Asforthecompilers,theyshouldknowthegeneralTourismEnglishSyllabusandthesocialneeds,aswellasthegeneralrulesandprinciplesofthematerials.Sofocusingontheproblems,somesuggestionsaboutmaterialsconstructionareputforwardinthenextpart.InthebookNewEnglishforGuidingSeries,largequantitiesofexercisearedesignedafterthemainreadingpartandlisteningpart.Butalmostallofthestudentspointthattheexerciseareaboutthewordsandphrase,whichlacksthepracticaloralspeakingandreadingactivities.Thisbookisdesignedmainlyforthestudentswhoarepossibletobetouristguides,sotheoralcommunicativeactivitiesshouldbeenhancedinordertotrainthestudents’practicalability.InthebookTourismEnglishPractical,therearesomeinterestingpassagesinthebook,mainlyintroducingsomecountries’differentculture,whichmakethematerialmoreattractiveforstudentstolearn.ThispointofmaterialgiveussometipstomakebetteruseofTourismEnglishbooks,whichcanbeputforwardaswelltomakeaperfectmaterialconstruction.Asabove,theauthorgivesabriefintroductionofthequalityofmaterials.China'stourismindustryusheredinthedevelopmentofunprecedentedopportunitiesandchallenges.AccordingtotheNationalTourismBureaustatistics,in2009thenumberofinboundtourismtoforeignerswas21,937,500,whilethenumberin2010is26,126,900people,anincreaseof4189400inonlyoneyearandthegrowthrateofabout19.09%(citedinGuoJuanJuan,2013).So,thedemandforemployeesinthetourismindustryisincreasing,andatthesametime,thehigherrequirementonthequalityofpractitionersisalsoputforward.ThosewhohaveprofessionalskillsandEnglishtalentarewelcomebymoreandmoreenterprises.Higheroccupationschool-40- studentsasthemainstaffontourismline，inordertomeettheneedsofthefuturedevelopmentoftourismindustry,theirEnglishlevelalsoneedstobeimproved(GuoJuanJuan,2013:5-7).Theobjectiveofteachingisnotonlytotransferknowledgebutalsocultivatethestudents’comprehendingability,besides,italsofocusesonthedevelopmentofemotion,attitudeandvalues.Teachingcontentcontainsknowledgewrittenonthecoursebooks,theknowledgebeyondthecoursebooksandtheproblemspresentedamongthreeaspects,namelyteachers,studentsandteachingenvironment(ShuDingFang,2004:32-34).Theimplicitdetailswerenotwrittenonthecoursebooksbytheexplicitway,butcanbedesignedthroughthelearningprocedurewhichguidethestudentstograspthepith.Thisisthenewtaskthatthematerialsshouldconfront.ModernPsychologyconfirmsthatstudents’learningisnotsimplyacceptingbutameaningfulreconstructionbasedontheintrinsicthinkingframe.Teachingprocessshouldnotbejustaunidirectionalprocessfrommaterialstoteachersandstudents,onthecontrary,itshouldbeamultidirectionalinteractiontakingplaceamongstudents,teachers,materialsandteachingenvironments(YangHuizhong,1978:58-60).Inclassroom’sinteraction,materialsshouldnotmerelyintroducenecessarystate,butalsoshouldcontactthestudents’intrinsicthinkingframeandthought,exposingthecontradictsthatoccurwhenthestudentsusetheintrinsicthoughttoexplainthenewfactsandquestions.Inthisway,materialscouldleadstudentstoobtainthefreshandrightcognition.Materialsshouldbehelpfulforteacherstoorganizeteachingactivities,inordertohelpstudentsbenefitnewknowledgefromtheteachingactivities.Asanimportantofstudents’development,theobtainingofknowledgeisoneoftheteachingcontentsandaims.Materialsshouldplaytheroleasacarrier,whichcanbeservedasmediumandresourceofgettingtoknowthehuman-beings’formalexperienceandtheculturalheritage(ZhaoJinming,1998:4-19).However,inthepresentperiod,thereareplentyofsocialknowledgeableinformationsothatmaterialscouldnotincludealloftheknowledgeorevenjustcontainpartsofthem.Whatmaterialsshouldshowtostudentsareimportantknowledge,methodsandprocedurecombinedwithrelevantsubjects.Besides,theimportantcasesabouttherelationshipsamongsubjects,societiesandlivesshouldalsobereflected.ThroughevaluatingthethreesetsofTourismEnglishmaterials,wecouldfindthatthedesignofthecontentsuitsforthenewtrend-41- ofteachingneedsonthewhole.Somesuggestionsabouthowtomakefulluseofmaterialsaregoingtobeelaboratedinthenextpart.4.2RelativeSuggestionsfortheTourismEnglishTeachingTourismEnglishcourseplaysasignificantroleintrainingmorequalifiedcompoundtalentsfortourismindustrytosatisfythesocialneeds.PresentsituationanalysisofTourismEnglishcourserevealstheexistingproblemsintheprocessofTourismEnglishteaching.Takinglearners’learningneedsintoconsideration,somesuggestionsarepresentedforimprovingtheTourismEnglishcourse.ApplyingneedsanalysistoTourismEnglishteachingisthemosteffectivewaytoimprovetheefficiencyandqualityofESPlearning,forneedsanalysiscanhandlewiththedisparitybetweenpresentteachingandlearners’needs(LinQiuJu,2014:32-35).SoitisimperativeandcrucialtomakeareformofTourismEnglishTeachingwiththeapplicationofneedsanalysis.Ifsomeoftheknowledgetaughtintheclassisnotthatlearnerswanttolearnandneedtoacquireinthejob,students’interestinlearningTourismEnglishcoursewillbelower.Undertheinfluenceoflowmotivationandweakdesire,thelearningresultwouldn’tbeoptimistic.Combinedwiththeproblemsconcludedthroughanalysis,somerelevantsuggestionconcerningteachers’qualitywillbemadeaswell.Teachersarethemainguidersandcontrollersoftheclassroomteaching,whicharethemostessentialfactorstotheteachingactivitythatemphasizethelearners’needs.Thuswewillanalysistheteachersfactorsfirst.4.2.1ImprovingTourismEnglishTeachers’CompoundAbilityTeachersarealwaystheindispensablepartofteaching,fortheyarethemasterofthewholeclass.TheteacherswhoareinterviewedareTourismEnglishteacherswithhighprofessionalskills.Theyaretheteachersofmanyprofessionalcourses,suchasTourismEnglishcourse,HotelEnglishcourse.Theseareteacherswithbroadprofessionalknowledge,whichaccordswithstudents’response.Thepreviousanalysisshowslearners’satisfactionofteacher’professionallevelandpresentstheirdissatisfactionoftheirteacher’sEnglishlevel.Actually,itisathornyquestiontobedealtwith,becauseoftheweakcompoundabilityofESPteachers.Soitisurgenttofindaneffectiveandpracticalwaytoimproveteachers’quality(GuoFang,2007:52-54).Onthebasisofformerresearches,theauthorpresentssomewayscombinedwiththe-42- researchfindings.First,strengthentheteachers’cooperationamongdifferentsubjects.CollegeEnglishteachersandprofessionalteachersshouldstrengthencommunicationbetweenthem.Foreachofthem,it’sthemostpracticalandeconomicwayforTEteacherstodeveloptheirabilities.Gettingafurtherstudyintheirschooliscomparativelyconvenient,theycanspendsomefreetimestudyingsomeotherrelatedsubjects,besidestheycancommunicatewithotherteachersdirectlyiftheyneed.Withthehelpofprofessionalteachers,TEteacherscangraspthelatestdevelopmentofcertainfieldathomeandabroadinordertoknowmoreaboutsocialrequirementofthecompanies.Meanwhile,communicationswithEnglishteachersbenefitTEteacherstorenewtheirlanguageknowledge,improvetheirEnglishabilityespeciallytheoralabilityandincreasemoreadvancedteachingmethodology.Allinall,exchangingideasandcommunicationwitheachotherisashortcuttodevelopTEteachers’quality.IntermsofthespecialtyofTEteacher,schoolshouldprovidethemmoresupportandencouragement.Schoolshouldreducetheteachers’workload,whichistheguaranteeforthemtohaveenoughtimetogetafurtherdevelopment.GanLiping(2006)saysteachers’introspectionisthekeywayfortheirdevelopment.Self-examinationisbeneficialforteacherstoknowmoreaboutlearners’needs.Thepreconditionofdoingself-examinationwellistheteacher’scorrectattitudetowardsTEcourse.EveryTEteachersshouldlovehisjobandbeconfidenttohisstudents.Playingvariousroles,TEteachersnotonlyteachstudentsknowledge,beingaguidetoofferthemlearningmethodbutalsostimulatetheirinterestbeinglearners’cooperatingpartner,whichareTEteachers’responsibility(QinXiubai,2003:70-83).Basedontheanalysisofquestionnaire,nearly90%studentsexpecttheirTEteacherprovidethemsomelearningstrategy.TEteachershouldhelplearnerstofindthemostappropriatelearningstrategyforthem.BesidesfocusingonimprovingTEteachers’quality,trainingsomenewTEteachersisalsoasurprisinglynecessarywaytopromotetheTEteaching.EncourageEnglishmajorsstudentstobeinterestedinothermajorstogetothermajors’masterdegree.AfterfouryearsEnglishlearning,Englishmajorswillhaveachievedcomprehensivetraininginlistening,speaking,reading,translatingandwriting.Actually,therearemanystudentshavingreceivedfouryears’Englishtrainingandthreeyears’professionaltraininginUniversity.Buttheymaybehaven’trealizedtheiradvantageofmulti-abilitywhentheyfindajob.Ifschoolprovidesthemmore-43- opportunitiestopracticeinthecompanyorgetafurthereducationinTEteaching,perhapstheywillbecomethemainresourcesofqualifiedTEteachersinthefuture.4.2.2SettingMoreComprehensiveTeachingEvaluationsTheaimoftestistoevaluatewhetherthecoursecansatisfylearners’needsandassesswhetherthiscoursecanachievetheteachingobjectives.Teachingevaluationisaconclusionforthefinishedcourse,meanwhileitisanewstartforthefutureteaching.Thecontentofassessmentshouldbeflexibleandcomprehensive,focusingontheprofessionalknowledgeandthelanguageability.Thetestforknowledgeshouldnotjustlimittothecontentthatappearedinthetextbook.Thecontentoftestislikealampthatprovidesstudentsadirectiontostudy.Ifallofthecontentoftestcomesfromtheteachingmaterial,studentswillstudytextbookonly,ignoringtoaddextracurricularknowledge.Undersuchcircumstance,theirscopeofknowledgewillbequitenarrow.CombinedwiththecharacteristicsofTourismEnglish,itiscomprehensivefactorincludingmanysubjectswhichrequirebroadknowledge.Therefore,it’snotenoughforstudentstostudytheirmaterialsonly.Whatweneedtodoistoencouragethemtolearnmorerelevantknowledge.Wecanregardteachingassessmentnotonlyasameanstoexamstudents’learningresult,butalsoasameanstodirectstudents’learning.Sothemethodofassessmentshouldbemultipleandvarious.Written-testcan’tevaluatelearners’learningresultroundly.EspeciallyforTourismEnglishCourse,itisabranchofESPcoursethatispractical.Somakingaface-to-facecommunicationinEnglishwithforeigntouristsisanecessity,whichdemandsafluentoralability.Inordertoimprovestudents’awarenessofpracticingoralEnglish,theassessmentshouldcontainanoraltest.Besidesteacher,studentscanalsobecomeevaluator,whichmakestheevaluationmoreobjective.Studentsareabletoserveastheirclassmates’judge,meanwhile,theyevaluatetheirownlearning.Tobeaqualifiedevaluatorisnotaneasytask,astheyneedtobeacompetentlearnerfirst.Theprocessofevaluatingistheprocessofself-improving.It’simportantfortheadministratortorealizetheimportanceofTourismEnglishteaching,towhichtheyneedpaymoreattention.BuyingsomenewandrelevantbooksaboutTE,especiallytheimportedoriginaltextbookofTourismEnglish,willsatisfylearners’needs.HoldingsomeactivitiesrelatingtoTElikespeech,certaincompetitionishelpfultostimulatelearners’interestandmotivation.Ifpossible,extendingtheclasstimeforayearisnecessaryforstudentstolearntheknowledge-44- systematically.4.2.3ChoosingAppropriateTeachingMaterialsThesignificanceofteachingmaterialisobvious,especiallyinexecutingthecoursedesign.Materialgreatlyinfluencestheteachingprocessandteachingmethodology(WangYan,2011:75-80).Materialnotonlyprovidesteacheraguide,butalsooffersstudentsalearningsupport.Intermsoftheanalysisofquestionnaires,therearemanyinsufficientfactorsinTourismEnglishmaterial.Moststudentshopethecontentoftheirteachingmaterialisnew,practicalandinteresting,becausethesefactorscanprovidethemanewscopeandmorepracticalskills.Inordertoarouselearners’attention,oneofthemainfactorsisthecontentispractical.Onlywhenlearnersfeeltheimportanceofthecontent,cantheyhaveahighmotivationoflearning.However,theproblemsinpresentsurveyarelearners’feelingsofthiskindofteachingmaterialsarevarious,becausethestudentscomefromdifferentmajorswithdifferentprofessionalandEnglishlevel.Howtomeetlearners’differentneedsasisathornyquestion.Thematerialusedinthesurveyeduniversityisdividedintosixmodulescombingthesixfactorsoftravel:catering,accommodation,transport,sightseeing,shoppingandentertainment.Everymodulehasdifficultandeasycontent,soitisunfairtohavethesamerequesttoallthestudents.Teacherhasresponsibilitytoarrangethedifferenttaskstoappropriatestudents.Trytomakethematerialssuitableforeachstudentsisahardjobforteachers.Letustakethereadingpartasanexample,thetaskoffindingthedetailedinformationisforthestudentswhoseEnglishlevelisnotveryhigh.Thestudentsinamiddlelevelarerequiredtosummarizethemainpointsonthebasisoftextbook.Paraphrasingwiththewordsthathavelearntbeforeisachallengingjob,soitbelongstothestudentshavingacertainlanguageandhighlyprofessionallevel.Althoughthematerialisfixed,it’sbettertofamiliarwiththematerialandlearners’level,thentheteachercanchoosemoresuitablecontentandtasktodifferentstudents(ZhouMei,2004:44-52).Thearrangementofthematerialpaysmoreattentiontopracticinglearners’readingabilityandtranslatingability,whichaffectsteachers’keypointofteaching.Occasionally,teachermaydirectlyaskstudentstoreadthepassageandtranslation,ignoringtheimprovementoflearners’listeningandspeakingability.Students’responsehaveshownthatthematerialsshouldhavemoreexercisetopracticelearners’practicalability,especiallythelisteningandspeakingability.Theteaching-45- materialshouldnotonlyfixonthetextbook,studentsareencouragedtochoosematerialthatisfitfortheirneedandexpectation.Thematerialschosenbythestudentsmustbetheonethatmakesthemfeelinterestingandwillbewellmodifiedbytheteachers.Itisanimportantwaytodevelopschool-basedcurriculumonthebasisofpresentteachingmaterialandtrytoadapttodifferentrequirementrespectively.4.3SuggestionsforTourismEnglishTeachingMaterialsInEnglishLanguageTeaching(ELT),teachingmaterialsplayasignificantroleintheteachingprocess.QianYuan(1995)suggeststhatteachingmaterialisnotonlyoneoftheimportantguaranteesinrealizingsyllabusbutalsothefoundationoforganizingteachingactivitiesandthesourcesforlearnerstoachieveknowledge,techniquesandlearningstrategies.Syllabusistheeducationalstandardputforwardbythenationaleducationaldepartmentwhichisanormalspecification.Everycollegeanduniversity’steachingpracticeisundergoingundertheguideofthesyllabus.Teachingobjectives,teachingcontents,teachingmethodsarealldesignedaccordingtotherequirementsofthesyllabus.Nunan(2001:98)suggeststhat"attheclassroomlevel,materialsusuallyseemmoreprominentthananyotherelementinthecurriculum".Healsobelievesthatmaterialscanprovideconcretemodelsofintendedclassroompractice,andfunctionascurriculummodels.What'smore,HutchinsonandWaters(2002:96)offerthreepossiblewaystoproducingmaterials:"selectingfromexistingmaterials(materialsevaluation);writingyourownmaterials(materialsdevelopment);modifyingexistingmaterials(materialsadaptation)".Inshort,materialpreparationshouldbebasedonneedsanalysis,languagedescriptionandsyllabus.Itusuallyinvolvesthreeprocesses:evaluation,adaptationandwriting.Thesuggestionsaboutthesethreeaspectswillbeputforwardinthispart.4.3.1PrinciplesforTourismEnglishTeachingMaterialsCompiling4.3.1.1CommunicativePrincipleThedemandofTourismindustryistocultivatetourismEnglishtalents’communicativecompetence;therequirementoftourismindustryclerksistoimprovetheirabilityofusingEnglish;thedemandstohighervocationalcollegeEnglishcourseaimstotrainstudents’practicalusingcompetence,andemphasizetraining-46- communicativecompetenceunderworkingconditionsandmakestudentsimprovetheirabilitytouseEnglishtocommunicate.”(HuangCongLing,2014:1-3).AllthesedemandsshowthathighervocationaltourismEnglishshouldaimtotrainstudents’tourismEnglishcommunicativecompetence.Weir(1990)describedtheprinciplesofcommunicativelanguagetestingandintroducedsometestingtypesinhisbook“CommunicativeLanguageTesting”.Hesummarizedtenmajorfeaturesofcommunicativelanguagetesting:meaningful;contextualized;languageactivitiesshouldhaveacceptableaims;languageshouldhaverealmeaning;useauthenticlanguagematerials;textprocessingshouldhavereality;testingresultsaren’tpredicable;baseoninteraction;theexamineesshoulddisplaythelanguageknowledgeunderrealpsychologicalstateandthescoringshouldbasedonexaminees’communicationperformance(citedinYangHuiZhong,1978:58-60).Fromtheseanalysisweeasilycanknowthatcommunicativeprincipleisthemostessentialfactorthatthematerialsshouldcontain.4.3.1.2PracticalPrincipleGuoJuanJuan(2013:5-7)oncestatedthatbasedonprofessionalknowledgeandforpracticalpurposes,TourismEnglishhasanotablecharacteristic,whichispractical.Thereisnodoubtthatgoodlanguageexpressionabilityandcommunicationabilityarequitenecessaryintravelservice,sotheyarethefocusoftourismEnglishteaching.TourismEnglishinvolvesagreatdealofprofessionalknowledgeabouttravel,suchastouristattractions,tourism,hotel,travelagencybusiness,practiceguides,tourismtrafficandotherknowledge,whichallrequirestudentsofthebasicprofessionalknowledgebeforelearningtourismEnglishtofacilitatethelearningofthecourse.ThisalsoreflectedthehighprofessionaloftourismEnglish.ThecomprehensiveoftourismEnglishreflectsinawiderangeofthecontent,includinghistory,geography,culture,customs,literature,religion,art,cuisine,architectureandothersubjects.Throughteaching,teacherscantransferknowledge,broadentheknowledgetoimprovetheoverallqualityofthestudents.Learnershavetheirownclearlearningobjectives,namely,especiallyaftertraining,theycanusetheEnglishintheirprofessionalandindustryastheirspecializedEnglish.CharacteristicsoftourismEnglishinhighervocationaleducationisthatstudentsneedtouseEnglishtosolvepracticalproblemsinforeign-relatedtourism-47- service.Itspurposeisclearandhashighpracticalvalue.TourismEnglishinhighervocationaleducationisnolongerjustalanguagediscipline.Toagreatdegree,itisameansoratooltolearnforthestudents.Therefore,tourismEnglishteachingshouldbebasedonthecombinationofEnglishlanguageandtravelingprofessionalknowledgeandskillstotrainthetourismEnglishpragmaticabilityofstudents.4.3.1.3InteractivePrincipleInrecentyears,withthecontinualgrowthofChina’sinboundtourists,peoplehaveputforwardsomehigherrequirementsfortheoralcommunicationabilityofEnglish-speakingguides.Forstudentswhoaremajoringintourisminsecondaryvocationalschools,theyneedtotakeEnglishasabasiccourseandalsoaspecializedone.English-speakingguidesareusuallyrequiredtohavethebasiccommunicationskillsinoralEnglish,andtalkaboutthefamoushistoricandculturalsites,localconditionsandcustomsofourcountry,aftermasteringnecessaryprofessionalskillsoftourism.Thatistosay,itisnecessarytohighlighttheimprovementofstudents’communicativecompetenceofEnglishinTourismEnglishclass.DialogueTeachingisagoodteachingmethodbasedontheequalitybetweenteachersandstudents,andanexcellentwaycommunicatedandexpressedbytalkingorlistening.Whenproperlyguidedbyteacher,studentscancommunicatewithteacherseffectivelybyusingdialogues.Asanewinstructionform,DialogueTeachingisnotteacherteachingorstudentslearningtextbooks,buttextbooksbecomingakindoftalkingsource(Luoling,2011:1-2).Thematerialsshouldcontainthecharacteristicofinteractionsothatstudents’Englishskillscanreallysatisfytheneedsoftheirfuturework.4.3.1.4CulturalPrincipleWiththefastdevelopmentoftouristindustry,theemployeesarehighlyrequiredforinternationaltourism,whoshouldmasternotonlytheprofessionalknowledgebutalsothecommunicationability.Therefore,TourismEnglishshouldfocusontrainingstudents’communicationabilityandpracticalability(XuShuangshuang,2013:107-108).TheappropriatetourismEnglishcanbuildthebridgebetweenvisitorsandtravelingdestinationswithknowledgeinculturedifferencesuccessfully.Tosomeextent,tourismhasacloserelationshipwithculture,asthecultureisaremarkablesymbolofaplace,soknowingthecultureofsomeareaisthebasicfactorofenjoyingthetourism.Sincevocabularyisthebasisoflanguage,itisan-48- integralpartoftourismEnglishandisalsothebasicelementforstudenttolearnandusethetourismEnglish.Sodrawingmoreattentiontothelearningoftheelementcultureoflinguisticfactorsisthekeytoacquireagreatdealofknowledge.ButquiteanumberofteachersfailtorealizetheparticularityofESP,andoftenignorethecloserelationshipbetweenvocabularyandculturalmeaning.Thelackofbasiccultureknowledgeresultsinthemisunderstandingandmisuseofthoseculturallysignificantwords,whichcontributestothefailureofcross-culturalcommunication.ThustheintroductionofcultureinthetourismEnglishvocabularyteachingisveryimportanttothewholeEnglishteaching.4.3.1.5NeedsAnalysisPrincipleWehavementionedthattheawarenessoftheneedisthefactorthatdistinguishesspecificEnglishfromgeneralEnglish.NeedanalysisisthequintessenceofESP,whichkeepsawatchfuleyeonthelearners’need.Manyresearcheshaveproposedthatiftheteachingandlearningaregoingwithouttheconcernsaboutlearners’needs,thisactionmustbenotrighteous.Iflearners,sponsorsandteachersknowwhylearnersneedEnglish,thattheawarenessofneedwillhaveaninfluenceonthecontentsinthelanguagecourse,besidesonthepositiveside,whatpotentialcanbeexploitedisalsotakenintoconsideration.GuoJianJingoncestatethatwhentheESPteachingiscarry,therelationshipbetweenobjectiveneedandsubjectiveneedmustbewellbalanced(GuoJianjing,2012:61-64).Tosomeextent,needscanbeillustratedastwopoints,thelearning’objectiveandthefinalaimofthejobhunting.Nomatterinwhichsituation,needanalysiscanprovidesomeusefulinformationofthelearners.Needanalysisnotonlyanalyzestheadvantage,namelythewonderfulcharacteristicsthatthelearnersownbutalsothedisadvantage,namelythelacksofthelearners.Byanalyzingthesetwosides,theteachingprocesswillbemoreeasilytoundergo.Sothisresearchmainadaptstothetheoryofneedanalysis,tryingtogetaclearrealizationofthelearners’individualneedsandletthemtosuitforthecommonneedsofcountryandsociety’s.Therefore,thematerials,servingasthebasicelements,theyshouldtaketheneedsofstudents,theneedsofeconomicglobalizationandtheneedsoftheinternationaleducationintoconsiderationonordertocultivatemoretalentsthatthesocietydemand(CaiJigang,2012:47-50)4.3.1.6Task-basedPrinciple-49- Task-basedApproachappearedinthe1980sandisoneofforeignteachingmethodsfamousintheworld.ThisstudycombinesthemodernteachingtheoryTBAwithTourismEnglishteaching.Itattemptstoindicatethatthenewteachingpatterncangreatlyimprovestudents’interest,andtheabilityofcooperatingwithothers.What’smore,itcanimprovetheefficiencyofTourismEnglishteachinginclassanddevelopeffective,doableTourismEnglishteachingmethod.TourismEnglishteachingwithTBAaimsattraininglearners’linguisticcommunicativeability,soastomeettheneedsforprofessionalintourismindustry,adjusttoandpromotethetourismdevelopmentinChina.4.3.1.7AuthenticPrincipleAuthenticlanguagematerialsrefertothethereal-uselanguage,whicharebetterforgettingtheclassroomstudyinginformation(Richards,2005:53-54,citedinGuShimin,2012).Theauthenticityoflanguagemeansthespontaneityoforalandwrittenlanguagethatthematerialspossess.Inthelanguageteaching,someauthenticmaterialsareextractedfromthedailylife,newspapers,magazines,andthepracticalcommunicationstomeettheneedsofsomespecialstudyingtraininginordertogetthegettheknowledgewhatstudentswant.Withthehelpofauthenticmaterials,somecertainlanguagepointexercisecouldbefinishedbythereadingtexts,listeningscripts,andsampledialogue.Theuseofauthentictextsrefertothetextsthatcanachievethespecificsocialgoalsinsomemassorganizationwhichspeakthecertainlanguage.Authenticteachingmaterialstransmitthesocialconnotationofthetargetlanguagetothelearnersandprovidelanguagefoddersandmethodsthatsuitfortherulesofforeignlanguagelearning(ChenJianlin,2007:375).Manyfactorsshouldbewellconsideredwhenselectingandcompilinglearningmaterials.Weshouldchoosetheauthenticmaterialswithinthestudents’abilities,andusesomenovelityresource,audioandvideoassistantmaterialstoenhancethecoursecontentattractioninordertoreducestudents’anxiety(Dorney,1994:281,citedinGuShimin,2012).4.3.2SuggestionsforTourismEnglishTeachingMaterialsSelectingTheideaofmaterialsevaluationisseenbysometobecloselylinkedtomaterialsselection(ShaoZheng,2004).Theevaluationhelpstheselection,whichservesasanimportantdecision-makingprocess,asSheldon(1988)putit,“theselectionofaparticularcorevolumesignalsanexecutiveeducationaldecisioninwhichthereis-50- considerableprofessional,financialandevenpoliticalinvestment”.Nomaterialislikelytobeperfect,andpracticalconsiderationssuchascostshouldalsobetakenintoaccount.Materialsselectionisaprocessusuallytakingplacebeforeacertaincoursebegins,andtheaimofitistofindthemostappropriatefromthepublicationsthatareavailable,togetherwithpotentialforadaptingorsupplementingpartsofthematerialwhereitisinadequateorunsuitable.TonyDudley-EvansandSt.John(1998:170)indicatetherolesofmaterials:asasourceoflanguage(whenitconcernslanguagelearning),asalearningsupport,formotivationandstimulationandforreference.Throughmaterialsteacherscouldmaketheteachingaimsmoreclearandtheteachingcontentmoreobvioustoallofthestudentssothattheteachingandlearningprocedurescanwellbecarriedout.Makeacarefulandappropriateselectionofmaterialsthatcancloselyreflecttheteachingaims,valuesandmethodsisveryimportantforthewholeteachingprocess(Nunan,2002:7).Insomecircumstance,theESPlearnersmayberelyonthereferencematerialsforself-learning,becausetheydon’thaveenoughtimetocarryontheclasscontactandactivity.Sothematerialsselectionappearstobemoreimportant.Ifthelearnersprefertolearningbythemselvesinthesparetime,thematerialsdesignneedtobeverycompleteandwelllaidoutinordertoachievethegoalsofself-learningorreference.Besides,thedifferentlearningstylesshouldalsobetakenaccountwellforthebetteruseofreferenceorself-explanatorymaterials.Tosomeextent,weoftentakethematerialsasthecoreorcenterpartoftheteachingprogramme,whichareoftenconsideredasthemostvisiblerepresentativefactorsofwhathavetakenplaceintheclassroomorintheteachingenvironment(McDonoughandShaw(1993:64).Thereforematerialselectorsarefacingmuchpressureonselectingthematerialsduetotheterriblyhighdemandsonthematerials.Therefore,itisveryimportantandnecessarytomakeadetailevaluationofthematerialsbeforeselectingthetextbooksbecauseitcanhelptheselectorshaveacomprehensiverealizationofthewholematerials,includingtheadvantagesanddisadvantages.Ourcountry’sESPteachersareallowedtochoosethematerialsfreely,butsometimestheirspecificprofessionalabilityisnothighenoughandbesidestheresearchesabouttheESPteachingissogreenthattheycouldnotprovidesomerelatingsuggestionsfortheirselectionappropriatematerials.InChina’seducationsystem,classroomsplayimportantrolesintheknowledge-51- transferring.Aswell,thematerialsplaymostimportantrolesintheclassroomactivity.Materialscouldserveastheresourceandtoolforbuildingthestudents’knowledgeandwisdom,whichalsohelpstudentsraisetheirideologyandmorality,withthesamefunctionasthetoolofidentifyingwiththeculturalbelongings.Therefore,whentheeducationdepartmentmakeselectionsofmaterialstheymustfirsttaketheknowledgeintoconsideration.Onlywhenthematerialscontaintheenoughknowledgetheyshouldcontain,thestudentscouldhavethegoodgraspoftheliteralinformation.Materialsshouldpossessabundantideologicalandculturalconnotation,revealinggraciousmoralsentiments,whichhelpsstudentsenhanceideologicalconsciousnessandcultivatetheirgoodmoralstyle.Thisdimensionalitymainlyconsidersmaterials’influencestudents’concept,valueattitude,behaviorandcharacter.Issuesaboutthisdimensionalityincludethedialecticalmaterialismandhistoricalmaterialismideologicallevelthatmaterialsreflect;thevalue,theviewoflifeandthemoralitythatstudentscouldlearnfromthematerials.What’smore,materialsaredesignedastheneedofimprovingthestudents’exploringspirit,creativityandpracticalability.Inaddition,thecontentsaboutthevalueofthematerialsshouldbepaidmoreattentionaswell,whicharehelpfulforstudentstraintheirvaluesandcultivatethementalqualitythattheymayneedforthewholelife.Besides,thebasiccontentofmaterialsmustbealsotreatedaswell,soherearesomedetailinformationofthecontentdesign,hopingthatcouldbeofhelpfortheteachersandstudentswhoareinneed.Nowdetailsaredescribedasfollowings.LanguageContentTheconcerninthissectionisthelanguagecontainedinthematerials,or,tobespecific,whatisbeingtaught.Thereareanumberofwaysofdescribinglanguage,andthediscussionherewillfocusonthreelevels--vocabulary,grammaranddiscourse.VocabularyVocabularyacquisitionisandhasalwaysbeenoneofthecoreactivitiesinforeignlanguageteachingandlearning,nomatterwhetheritisforgeneralpurposesorforspecificpurpose,simplybecausenocommunicationispossiblewithoutwords.Andtheresultsofthequestionnaireswiththethird-yearcollegestudentsandgraduatesalsoprovedthatvocabularyofcriticalimportancetothestudentsofscienceandtechnologyintheirESPlearning(seeTable4.2).-52- TheCollegeEnglishTeachingSyllabus(therevisededition)requiresthatstudentsshouldlearn1000-1500receptivewordsinorrelatedtotheirspecificfield(including300-500productivewords)inthesubject-basedEnglishstageaswellascommonphrasesformedbythesewords.However,novocabularylistforthisstageisprovidedinthesyllabus,anditisprobablyimpossibletoprovidesuchalistbecauseofthedifferenteducationalbackgroundofthestudentsmajoringindifferentsubjects.Thus,selectingvocabularyisatrickysubjectandthecriterion“frequency”,whichisoftenusedinthevocabularyselectionformaterialsofgeneralEnglish,isinadequateforselectingworkablevocabularyrangeforanESPprogramme.Thethird-yearstudents,comparedwiththeothertwogroupsofsubjects,paidmoreattentiontothelearningoftheultraspecializedwords.AprobablereasonwasthattheyjustbegantheirstudyofthespecializedcoursesandtheymightfinditdifficulttounderstandthemeaningoftheultraspecializedwordsfortheywerenotfamiliarwiththeseconceptseveninChinese.Withthedevelopmentoftheirknowledgeinthespecificfieldtheyarelearning,understandingofcertaintermswillnotbeaproblem.LanguageSkillsFourskillsofreadingandlistening(receptiveskills),speakingandwriting(productiveskills)havetraditionallyformedthefoundationfortheplanningoflanguageteachingprogramsandthedesignofmaterials.Theskillsdimensioncomplementsthe4dimensionofgrammatical/lexical/phonologicalknowledgeandfocusesontheabilityoflearnersactuallytooperateinthelanguage.Weshouldpaymoreemphasisonthelinguisticbehaviorespeciallyonthelearners’abilitytousethelanguageindifferentsituations,inwhichdifferentskillsarerequiredtouseandgetintoeffecttogether.ReadingAninitialandindeedcontinuingfocusinESPhasbeentheskillofreading(JohnsonandJohnson,1998),forthepracticalandinternationalreasonthat,inagreatnumberofstudycontextsthroughouttheworld,Englishisprimarilyrequiredasthe“librarylanguage”oftextbooksandresearchreportingwhereotherwiseteachingtakeplaceinthestudent’smothertongue.SubsequentESPresearchandpracticehasbeenconcernedwiththeremainingskills,lookingforinstanceatlecturecomprehension-53- (listening),writinginacademiccontexts,andthespeakingskillsrequiredinbothEAP(suchasseminarparticipation)andEOP(suchasmanyoftheoralskillsrequiredinbusinesscommunication).AlltheparticipantsintheinvestigationagreedthatreadingisanindispensablepartintheESPteaching,whichisaproofoftheimportanceofthereadingskillintheESPlearningandteaching.IntheCollegeEnglishTeachingSyllabus(therevisededition),thereisadetailedrequirementofthereadingskillsthatstudentsshouldmasterintheirsubject-basedEnglishstudy:Readingamount:250,000wordsNormalreadingspeed:70wpmFastreadingspeed:100-120wpmStudentscanreadoriginaltextbooks,referencebooksandotherreferencematerialsrelatedtotheirspecialtiesandmasterbetterreadingskills.Thematerialsforfastreadingshouldbelessdifficultthanthetextswithlessthan3%ofnewwords.ListeningTherequirementoflisteningintheCollegeEnglishTeachingSyllabus(therevisededition)forthesubject-basedEnglishstageis:Speed:150-170wpmTimes:OnceStudentscanunderstandEnglishlessons,dialogues,talks,reportsandspeechesrelatedtotheirspecialties,andcancatchthemainideaandkeypoints.Thelisteningmaterialshouldbelessdifficultthanthetext,basicallywithnonewwords.SpeakingTherequirementofspeakingintheCollegeEnglishTeachingSyllabus(therevisededition)forthesubject-basedEnglishstageis:Studentscanmakegeneralconversationsofrelevantspecialties.Prepared,theycanmakeashortreportanddiscussionabouttopicsrelatedtotheirspecialtieswithclearexpressionsandcorrectpronunciationandintonation.Sometimesspeakingcouldnotberegardedasaseparateparttotrainitsskills,unlikethereading,listeningandwriting.Butspeakingabilitycouldbeimprovedthroughtheoralpresentation,newlanguageitemspracticeandthedialogueworkorrole-play.ESPmaterialsvaryintheamountofpreparationtheygiveforthespeakingactivitiesinthesubject-baseEnglishstagesincethestudentshave-54- reachedamoreadvancedlevelaftertheyfinishedthefirsttwoyearsoffundamentalEnglishlearning.WritingTherequirementofwritingintheCollegeEnglishTeachingSyllabus(therevisededition)forthesubject-basedEnglishstageis:Speed:150-180words/halfanhourWhenreadingmaterialsofrelevantspecialties,studentscantakenotes,drawoutline,writeabstractandintroductionofthesis,etc.Theycanwritecoherentshortpassagesandlettersrelatedtotheirspecialtieswithclearnessandnogravemistakes.TheESPwritingisusuallynotsodifficult.Itismorethanakindofnormallycontrolledexercise.Inmanyconditions,writingactivityareundergoingassomecertainmodels.Sometimesthestudents’taskistoproducesomesimilartextorcompositionfollowingthemodelthathasbeengiven.Usuallythereadingtextscanserveasthemodelaswell.Thestudents’levelmustbetakenintoaccountwhendealingwiththefreewritingexercise,whichgivesthestudentsalotofadvantagestoimprovetheirwritingability.TranslationTherequirementoftranslationintheCollegeEnglishTeachingSyllabus(therevisededition)forthesubject-basedstageis:Speed:EnglishtoChinese:350EnglishwordsperhourChinesetoEnglish:300-350ChinesewordsperhourStudentscantranslateEnglishpassagesofrelevantspecialtiesbasedonproperunderstanding.Thetranslatedversionisbasicallyclosetotheoriginal.TheycantranslatefamiliarChinesematerialofrelevantspecialtiesintoEnglish,beingclosetotheoriginalandwithoutgravelanguagemistakes.Theissueoftranslationhasbeenrathercontroversialandseemstobeastepbackwardsfromthecommunicativeapproachtolearning/teachingEnglishthroughEnglish.CriteriaoflanguageskillsReadingIsthereadingamountbigenough?Isthereafocusonthedevelopmentofreadingskillsandstrategies?Doesthematerialhelpcomprehensionbydividingthereadinglessonintothree-55- phases:pre-reading,readingandpost-reading?Arethereanyextensivereadingmaterialsprovided?ListeningWhenwedealwiththelisteningskills,weshouldfirstconcernsomequestions.Whattypeoflisteningmaterialsarecontainedintheteachingtextbooks?–Dothelisteningactivityformssuchasthepartofdialogueorconversationmakeadifferenceinimprovingthelisteningability?–Aretheresomespecificlisteningpassagesexistedinthewholematerials?Whetherthelisteningmaterialissetinameaningfulcontextornot?Aretherepre-listeningtasks,while-listeningactivitiesandpost-listeningexercise?Whatdoestherecordedmateriallooklikeintermsofitssoundquality,speedofdelivery,oraccent?Thesedetailfactorareallshouldbeinvolvedinthelisteningactivities.SpeakingHowmuchemphasisisthereonspokenEnglishinthematerial?Isanypracticematerialincludedtohelplearnerstocopewithunpredictabilityinspokendiscourse?WritingHowdoesthematerialhandlecontrolledwritingandfreewriting?Aretheconventionsofdifferentsortsofwritingtaught?Ifso,whichonesandhowaretheypresented?TranslationIstranslationincludedinthematerial?4.3.3SuggestionsforTourismEnglishTeachingMaterialsAdoptingAfterthecompilerscompilethematerialsandteachersselectmaterials,theteachersandstudentshaveanothernewtask:howtomakeuseofthematerialsintherightway.Intheformalresearchresultswehaveknownthatgoodteachingmaterialsencouragelearnerstolearn,whichcontaininterestingtexts,enjoyableactivitieswhichengagethelearner'sthinkingcapacities,opportunitiesforlearnerstoputtheirexistingknowledgeandskillsintopractice,andappropriatecontentwhichbothlearnerandteachercancopewith.Justaswhatwehaveanalyzed,itisgenerallyacceptedthattheroleofmaterialsistobeattheserviceofteachersandlearnersbutnottobetheir-56- master.Materialssetupabridgetoshortenthedistancebetweenteachersandlearnersthroughwhichstudentscouldgettheknowledgefromthematerialsunderthehelpandguidanceofteachers(ShaoZheng,2004).However,ithastoberecognizedthatteachingmaterialscanexertconsiderableinfluenceoverwhatteachersteachandhowtheydoit.Therefore,whentheteacherstakeadoptionofthematerials,theyshouldtakesomethingintoaccount.First,whetherthestudentshavetheEnglishleveltoacceptthecontentsofthematerials.Ifitisdifficultforthestudentstoacceptthehardtasksinthematerials,theteachersshouldtrytosimplifythetasksandmakethemeasyforstudentstounderstand.Second,teachersshouldmakeaclearrealizationofthematerials,includingitscontents,design,andevenitsexercise,thusitcanhelpstudentscomprehendtheknowledgethattheyneed.Teachersshouldknowtheteachingsyllabubsclearlyandknowthestudentsneedsexactly,thencombinethetwotogethersoastocreateabetterteachingandlearninginteractiveactivity.Third,itisademandforstudents,wehopethestudentscouldmakefulluseofthematerialsandtrytoimprovetheirlearningabilitywiththeinformationprovingofmaterialsandthehelpfromtheteachersthatcanguidethestudentstoarightdirection4.4DimensionsforTourismEnglishTeachingMaterialsConstructionMaterialsshouldhavethecharacteristicofrichnessandexemplaryastheknowledgeresource,friendlinessandassociationasthemedium,andoperabilityasthecommontoolusedbyteachersandstudents.Thedimensionofmaterialconstructionreferstomakingagoodconstructionofmaterialsfromwhataspectsandwhatpoints,includingmaterialscompiling,selectingandadopting.Eachdimensionreflectsanimportantaspectofmaterialquality.Theconstructiondimensionisdefinedbasedontherealizationofmaterialsandthefixedposition.Asthestudents’learningresources,theknowledgecontentshouldmakethestudentsgraspthenecessarybasicelementsforlifelonglearning.Functionedasamedium,materialsshoulduserightthinkingvaluetoguidethestudentsandthenreflecttheabundantculturalconnotation.Moreover,materialsshouldmakeareasonablecomprehendingofthenationalcurriculumandguidetheteachingactivitieswithadvancededucationalidea.Functionedasthetool,materialsshouldsuitfortheneedsofthestudentsmentalityandrulesofcognition-57- development.Compilinghighqualitymaterialsthatmatchthepresenteducationalteachingenvironmentandthepracticallevelofteachers’andstudents’.First,asthestudents’knowledgeandstudyingtool,materialsshouldchoosethecertainkindofknowledgeastheteachingcontentandwiththeappropriateidealtogeneralizethehumans’knowledgeandexperience.Theseactionsarecloselyconnectedwiththequalitiesofmaterials,whichisanimportantdimensionofmaterialevaluating,forshort‘knowledgedimension’.Justastherequirementofteachingsyllabus,materialsshouldhavethedistinctepochalcharacter,complyingwiththesocialenvironment.What’smore,materialsshouldalsosuitfortheneedsofthelearners.Meanwhile,thematerials’contentshouldbeorganizedintheproperandscientificway.Theevaluationofknowledgedimensionalitytotallycontainsfiveaspects.First,thematerialcontentsareimportanttotheimprovethelearners’qualitydevelopment,whichespeciallyemphasizesthenecessityandtypicality.Second,materialcontentsshouldreflectthebasicstructureofthesubjectsandthedevelopmentlevel.Third,materialsshouldcloselyconnectedwiththelearners’livingenvironmentandcomprehendingthelearners’needs.Fourth,materialcontentsandthewayoforganizingandexpressingareallshouldbescientificandreasonable.Thelastoneisthatthematerialcontentshouldcooperatewithothersubjectscoordinately.Materialscouldserveastheresourceandtoolforbuildingthestudents’knowledgeandwisdom,whichalsohelpstudentsraisetheirideologyandmorality,withthesamefunctionasthetoolofidentifyingwiththeculturalbelongings.Materialsshouldpossessabundantideologicalandculturalconnotation,revealinggraciousmoralsentiments,whichhelpsstudentsenhanceideologicalconsciousnessandcultivatetheirgoodmoralstyle.Thisdimensionalitymainlyconsidersmaterials’influencestudents’concept,valueattitude,behaviorandcharacter.Issuesaboutthisdimensionalityincludethedialecticalmaterialismandhistoricalmaterialismideologicallevelthatmaterialsreflect;thevalue,theviewoflifeandthemoralitythatstudentscouldlearnfromthematerials.What’smore,materialsaredesignedastheneedofimprovingthestudents’exploringspirit,creativityandpracticalability.Asstudents’learningtools,materialsmustobeythelawofknowingthingsandlearningdevelopmentattheaspectofcontentchoosingandorganizingexpressing.Atmiddleandprimaryschool,studentsareinnonagestageandtheirpsychological-58- featuresandintellectualdevelopmentlevelisquitedifferentfromadults,sothematerialsshouldadapttothepsychologicalfeaturesanddevelopmentlevelofadolescent.Duringteachingprocess,thestudentsarethesubjectsoflearning,buttheyalsolearnundertheteachers’guidance.Therefore,thematerialsshouldfullypayattentiontomobilizingthestudents’proactivityforlearninganddevelopthestudents’subjectivity.Atthesametime,materialsoughttodealwiththerelationshipbetweeninitiativelearningandteachers’guidancewhicharethethirdimportantdimensionofmeasuringthequalitylevelofmaterials.Thedimensionmeasuresasfollowing:whethermaterialsmobilizethestudents’interests,activatethestudents’thirstforforknowledge,whethermaterialscanstrengthenprocessofthestudents’perceptionofthestudents’perceptionandknowledgefrommanyaspects,whethermaterialscanguidethestudentsconstructnewknowledgeinitially.Asstudents’learningtools,thelevelofmaterialscompilingandthestandardofmaterialspublishinganddesigningarealsoimportantfactorsthatcouldmeasurethequalityofmaterials,whichincludethematerialswords,pictures,illustrations,mapsandchartdesigning.Thisisthetheforthdimensiontomeasurethematerialquality,whichisshortlycalledestablishmentleveldimension.Differenttypesofmaterialsneeddifferentproductionskillsandtechnologicalrequirement,besides,theproblemsneedtobeconcernedarealsodifferent.Suchasthetraditionalliteraturematerialsandtheaudio-visualaidsmaterials,theyneedthecompilersusedifferentskillstoenrichthedesignandcontent.Astotheteachingmaterials,thesequestionsshouldbeconcernedsuchasthelevelofmaterialwordscompiling,thecoordinatingofmaterialillustrationandwords.Inaddition,therichnessofmaterialcompilingtype,thelevelofformatdesignandprintingqualityarealsoplayingimportantrolesininfluencingthematerialsquality.Feasibilitydimensionfocusesonwhethermaterialscouldmatchwiththeteachingenvironmentandresourcecondition.Asetofgoodqualitymaterialsshouldbewellcombinedwiththepresentconditions.Materialsreachtheireducationaleffectduringthepracticaluseprocess.Theadoptionofmaterialsnotonlyhavecloseconnectionwiththematerialsthemselves,butalsowiththeteachingenvironment,teachinglevelsandstudents.Thecomplexityofmaterialsshouldbesuitforthestudentsability.Toodifficultmaterialsorhighdemandofexperimentequipmentarenotfitforstudents.-59- Studentswillloseinterestinlearningbecauseofthecomplicatedtask.Somaterialsmustbedesignedastheneedofcurriculumstandardsandtheyoughttobeinaccordancewiththepresentteachingconditions,teachersabilities,andcollegeresource,evenwiththearea’seconomicconditions.Materialscouldreachtheirteachinggoalswhenthenhavebeenwellusedinthepracticalteachingandlearningcircumstance.Thisisanothersuggestionfortheconstructionofmaterials.Goodmaterialsmusthavetheirowncharacteristicsthataretheirsoulsandlivesofmaterial.Thecharacteristicsarefocuspointofevaluatingmaterials.Materialscharacteristicsarereflectedformeachaspect,inaddition,materialisanentirety,whichneedsthewholecooperation.Materialsasaknowledgeprovidershowtheiradvancedidealandtheirgoalsofthenewcurriculumstandards.Materialscanachievetheiraimsbyselectingfodders,organizing,compiling,representingandgettingmaterials’overallcharacteristics.Whetherthematerialscouldhelpstudentschangetheirlearningmethodsandgetobviousprogressistheessentialfactorofweighingtheirqualities.Studentsalsocouldmakeself-thinkingandself-evaluationthroughtheguideofmaterialsconcept.Changingofteachers’teachingconceptandteachingmethodshouldbereasonablycombinewiththematerialscontentdesign.Onlythematerialsarecharacteristicenough,canthematerialshelpstudentsgetmorebenefitsfromthem.-60- ChapterFiveConclusion5.1ContributionsoftheStudyThestudyiscarriedouttoevaluatethreeTourismEnglishmaterialsusedinHarbinCommercialUniversity,adoptingthreewaysofevaluatingmaterials.Aself-designedinvestigationwasemployedtoexaminethepresentsituationofESPmaterialsandtheattitudesoflearnersandteacherstowardsthetourismmaterials.Afteranalyzingtheresultsoftheinvestigation,theauthorcomparedthelearners’needswiththerequirementsofthesubject-basedEnglishintheCollegeEnglishTeachingSyllabus(therevisededition),thenanalyzetheadvantagesanddisadvantagesofthesetofTourismEnglishmaterialsandbasingonthesediscussionsputtingforwardsomerelevantsuggestionsaboutcompiling,selectingandusingthematerials.Thesesuggestionsputforwardinthisthesishavebeencheckedaftertheresearch.Afterfinishingthepaper,theauthorintroducedthesuggestionstotheteachersfromHarbinUniversityofCommerce,whohaveparticipatedintheresearchinterview.Mostofthemallstatethatthesuggestionsaboutcompiling,selectingandadoptingmaterialsarequitesuitfortheTourismEnglishmaterialsconstruction,whicharevaluablefortunesfortheEnglishteaching.5.2LimitationsoftheStudyThoughthethesishasgotalotofachievements,suchasthevaluablesuggestionsforcompilingmaterials,selectingmaterialsandadoptingmaterials.AndfromtheresearchwecouldalsoknowthatthedemandofESPishighlyincreasedintherecentyears.ThenecessityofcarryingESPteachingisaveryurgenttaskinChina’seducationalsystem.Generallyspeaking,theresearchhasachievedthegoalsandgettheresultsastheauthor’sexpect.Butbesidesthebenefits,therearealsosomelimitationsoftheresearch.Theauthorusethewayofinterviewingtoevaluatethematerials,buttheauthorisnottheteacherortheuser,soshedoesn’thavetheexactexperienceandexpressionofthematerialsbyherself.Thismaybeleadtoanissuethat-61- thesuggestionputforwardisnotcloselysuitforthematerials.Theauthorrealizedthisissue,thenshedidapost-checkaftertheresearch.Detailyspeaking,theauthorintroducedthesuggestionstotheteachersfromHarbinUniversityofCommerce,whohaveparticipatedintheresearchinterview.Mostofthemallstatethatthesuggestionsaboutcompiling,selectingandadoptingmaterialsarequitesuitfortheTourismEnglishmaterialsconstruction.Sointhisway,thelimitationoftheresearchisobviouslyimproved.5.3SuggestionsforFutureResearchTheaimofthisthesisistoputforwardsuggestionsfortheTourismEnglishmaterialsbyevaluatingthem,suchasthesuggestionforcompiling,selectingandadoptingmaterials.Inthisresearchsometeachingvaluesandmaterialsdimensionsarealsomentionedaswell,whichwillequipteacherstodotheirownselectionofESPmaterialsforcollegestudentsofTourismEnglish.IfthestudymayserveasaninitialeffortmadetoinspiremorestudiesonESPmaterialsdesignandselection,thispaperwillbebetterrewardedandgetmoreaccuratedataanalysis.ThesimilarstudycouldbeconductedduringfurtherresearchonmoreESPstudentsandteachersfromdifferentuniversitiesanddepartments.Bycarryingoutaseriesofsuchstudies,hopefully,learners’needscanbemorespecificandsatisfied,moreadvancedmeasurescouldbemadetoimprovethequalityofTourismEnglishmaterials.-62- 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2014(35):73-75.59周梅.教材评估关于目前国内一些专业科技英语教材中的任务设置[D].重庆大学,2004:44-52.60周雪林．浅谈外语教材评估标准[J].外语界，1996(2):60-62．-66- AppendixAppendix1:在校学生访谈稿采访者：亲爱的学弟学妹们，通过你们班倩男同学的介绍引荐，有幸认识大家，感谢大家利用课余时间和我一起谈谈对专门用途英语及旅游英语教材的认识和看法。受访者：学姐不用客气，你主要想了解哪些信息呢？采访者：你们从大三上学期开始接触专门用途英语，相对于以前的大学英语，你们觉得专门用途英语（ESP）有哪些优势？受访者：ESP更贴近我们专业，把英语语言知识和旅游专业知识相结合，我们学习的更直观更有效率，以前觉得英语学习有些枯燥，但和专业结合了之后，整个英语学习生动起来了。采访者:平时旅游英语课堂上，你们学习状态怎么样呢？受访者:课堂上我们学习比较认真，也很积极参与课堂活动。但就是偶尔会因为教材内容枯燥难懂而失去学习兴趣。采访者：你们平时上课除了所用的成套教材还有些辅助资料吗?受访者：除了成套的出版教材，英语老师会结合教材内容自己做一些讲义。采访者：那既然这样，教材的哪些内容会让你们觉得有些晦涩难懂呢？受访者：我给你举个例子，第三单元的阅读部分选取的文章生词较多，读起来很有难度，我们英语水平不是特别好，读这样的文章很吃力。采访者：我刚翻看了一下，确实有些生涩。那么哪种短文阅读或英语对话更容易吸引你们的注意力呢?受访者：从日常旅游交际活动里摘取的短文和对话很容易学习接受，因为贴近真实的学习工作情境，我们学校经常会组织我们去酒店景点之类的地方实习，所以对这样的文字比较熟悉，我们很容易读懂，也容易掌握。采访者：你们认为专业英语教材中应包括哪些知识？语言知识，语言技能，专业知识还是文化知识呢？受访者：英语教材最关键的还是要注重语言知识的培养语言技能的提高，当然也要侧重专业知识的注入，毕竟是旅游英语嘛，还是希望可以多讲一些旅游专-67- 业工作上的知识。采访者：那你们觉得当下你们用的教材有哪些地方需要改进呢？受访者：教材内容最好不要太深奥，由浅入深最好了，而且教材在内容设置时最好能增加点娱乐趣味性，让我们劳逸结合寓学于乐。-68- Appendix2:在校教师访谈稿采访者：感谢您在百忙中抽空出来参与我的访谈，想咨询一些关于旅游英语教材的相关事宜。受访者：不用客气，举手之劳而已。采访者：老师，您从事英语教学已经好多年了，想必有着很多丰富的教学经验，您对英语教材也一定有着深刻的了解和认识。所以我想问问您对当下所用旅游英语教材的看法。受访者：这套旅游英语教材我们已经连续用了两年了，教材整体内容设置还是不错的，只是少数内容存在些问题，有待于进一步改善和提高。采访者：那您觉得教材内容哪些值得肯定，哪些需要改进呢？受访者：教材整体设计上注重听说读写译各项技能的训练，练习设置也比较合理，便于学生在学习新知识后及时消化理解。而不足在于，部分阅读内容选选题过于晦涩难懂，不利于提高学生学习兴趣。采访者：那您是如何弥补教材内容选择上的这一缺陷的呢？受访者：我们经过教研组集体商讨，对教材里的内容设置进行了整合，删减了我们认为不适合学生的学习内容，取而代之，我们从网络杂志上找到了相关的贴合情境的语言学习材料，内容更具真实性和趣味性，自己制作成课堂讲义，课上展示给学生。采访者：老师您这样的做法真的很有效，选取的篇章段落不仅符合学生的学习需要，也紧紧围绕旅游专业这一专业工作特点而展开，势必提高学生学习效率。受访者：一切都是为了学生。我们教学经验丰富，对教材了解比较透彻，所以我们要在学习教材之前先于学生提前弄透教材，这样才有利于学生学习成绩和学习效率的提高。采访者:为了学生，您着实是煞费苦心。跟您聊天，收获很多，谢谢您的宝贵建议。-69- Appendix3毕业生访谈稿采访者:趁着现在旅行社不是很忙，想跟您聊聊你当时学习旅游英语的情况?受访者：哈哈，必须得说，当时的学习对现在影响很大。采访者：那你可以详细说说有哪些影响吗？受访者：我已经毕业好多年了，从校门出来就来了旅行社工作，到了旅行社工作才发现，学过ESP的确有好多优势。采访者：比如说呢？受访者：因为我们当时开展的英语课程是旅游英语，将英语学习与旅游专业结合在一起，包括篇章阅读及专业词汇也都与专业知识紧密相关。尤其是单词，不再是盲目的筛选单词，而是十分贴切专业的需要。我工作中所接触的英语资料大多是专业词汇，相对于没有开展过旅游英语教学的同事，我有很大优势，工作量也减少了很多。采访者：如此看来，从旅游英语教学里你确实受益匪浅啊。那你当时学习的时候，有哪些因素对你影响较大呢？老师的讲课方式还是教材的内容设置？受访者:没错的，老师的教学方式确实影响学生的学习效率，幽默风趣的老师会产生气氛活跃的课堂。而至于教材，更会影响学生的学习效果了，教材内容设置是否得当至关重要。采访者：在语言内容方面，您认为专业英语教材应注重词汇、语法还是篇章的教学，为什么？受访者：专业英语教材最关键的是词汇教学，词汇教学是英语教学的第一步。因为结合专业知识，词汇略显深奥，只有将词汇教学开展的有条不紊，才更利于接下来的专业英语学习。采访者：在语言技能方面，您认为专业英语教材中应注重听、说、读、写、译哪一种或几种技能的教学？受访者：因为我们旅游专业的职业特点需要，对英语听说能力要求极高，工作者在工作中会接触形形色色的人以及不同口音的英语，因此掌握高超的英语听说能力至关重要。采访者：那么当时你所学的教材里是否充分的体现了这些教学需要呢？受访者：当时所学的教材设置还不够完善，教材编写系统还不健全，有些内容设置欠缺了些许真实性和专业性。想必经过这么多年的改进，教材的质量应该得到了全面的提高。-70- 采访者：那综合多年工作经验和当年的学习生活，你对旅游英语教材建设有哪些建议呢？受访者：首先教材应该涵盖相当程度的语言知识和专业知识，将两者有机统一在一起，旅游英语教材存在才有意义。其次，教材在内容设置时应该注重选材的专业性和真实性，增加任务设置，使学生在有任务的情况下就计划有针对性的学习。其次，教材应该适当增加趣味性，以提高学习者学习兴趣。采访者：你的意见如此宝贵，听着非常有道理，再次感谢你的热情参与。注：以上访谈通过录音转写，整理成文字形式，其中笔者采访了多名在校学生、在校教师及毕业生，因对多数问题的回答受访者达成了一致，笔者在此将访谈内容综合整理，以期为论文写作服务。-71- 攻读硕士学位期间所发表的学术论文1.陆金玲.专门用途英语教材编写原则探究,边疆经济与文化[J].2015(10):111-112.-72- 哈尔滨师范大学学位论文原创性声明本人郑重声明：所呈交的学位论文是本人在导师的指导下独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均己在文中Ｗ明确方式标明。因本学位论文引起的法律后果完全由本人承担。学位论文作者签名：签字曰期年月円６哈尔滨师巧大学学位论文版权使用授权书本学位论文作者完全了解哈尔滨师范大学有关保留，、使用学位论文的规定有权保留并向国家有关部口或机构送交论文的纸质版和电子版，允许论文被查阅和借阅《中国。本人授权哈尔滨师范大学可Ｗ将学位论文的全部或部分内容编入优秀博硕±学位论文全文数据库》和《中国知识资源总库》进行检索，可Ｗ采用影印レ、缩印或扫描等复制手段保存、汇编学位论文，可ッ公开学位论文的全部或部分内容。（保密的学位论文在解密后适用本授权书）学位论文作機备签字円期：年月円，如＾／＾＾－７３－ AcknowledgementsAstimegoesby,IwillgraduatefromHarbinNormalUniversity.Inthethreeyears,Ihaveachievedalot,notonlyinthelearningbutalsointhemind.I’mprofoundlygratefultomysupervisor,ProfessorGuShiMin,forhisprofessionalskillsandpatientguidancealongthewayofwritingthethesis.Withouthisconstantencouragement,thoughtfulguidanceandgreathelp,Icouldnotcompletethisthesissuccessfully.Mythankstohimarebeyondwords.IalsowanttothanktheteachersandstudentswhoparticipatedinthissurveyfromHarbinUniversityofCommerce,withtheirhelps,I’mabletofinishthethesisinterviewandcompletethedatacollection.Duringtheprocessofwritingthisthesis,Ihavemetsomehardships.ButeverytimeIfellintothetrouble,mydearfamilyandfriendsalwayshelpedmeout.Igotmanyhelpsandencouragementfromthem,whicharegoodfortuneforallmylife.Thankmyfamilysincerelyfortheircareandsupport,sothatIcouldhaveenoughtimeandenergytocompletethethesiswriting.ThankmyboyfriendfortheconstantcareandlovewhenIhavetroubleinthesis.Thankmyroommatesforthreeyearsaccompanying,whichisalifelonghappymemory.Deeplyshowmygratitudetoallthepeoplewhohelpmefinishthethesis.-74-
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