| 摘要 | 第7-8页 |
| Abstract | 第8页 |
| Acknowledgements | 第10-16页 |
| Chapter 1 Introduction | 第16-19页 |
| 1.1 Research background | 第16-17页 |
| 1.2 Research significance | 第17-18页 |
| 1.3 Layout of the thesis | 第18-19页 |
| Chapter 2 Literature Review | 第19-31页 |
| 2.1 Researches on the perception of learning | 第19-26页 |
| 2.1.1 Definitions | 第19页 |
| 2.1.2 Researches on the perception of learning abroad | 第19-23页 |
| 2.1.3 Researches on the perception of learning at home | 第23-26页 |
| 2.2 Researches on the needs analysis | 第26-29页 |
| 2.2.1 Definitions and classification | 第26-27页 |
| 2.2.2 Researches on the needs analysis abroad | 第27-28页 |
| 2.2.3 Researches on the needs analysis at home | 第28-29页 |
| 2.3 Summary | 第29-31页 |
| Chapter 3 Research Methodology | 第31-37页 |
| 3.1 Research aims and questions | 第31页 |
| 3.2 Research design | 第31-36页 |
| 3.2.1 Context | 第31-32页 |
| 3.2.2 Participants | 第32页 |
| 3.2.3 Procedure | 第32-36页 |
| 3.3 Summary of the chapter | 第36-37页 |
| Chapter 4 Four Case Studies | 第37-60页 |
| 4.1 Context of cases | 第37-38页 |
| 4.2 Case study 1: Seven | 第38-43页 |
| 4.2.1 Early impressions on EAP learning: boring | 第38页 |
| 4.2.2 Learning needs for EAP course: improving academic Englishcompetence all the time | 第38-40页 |
| 4.2.3 A junior student: realizing the importance of English | 第40-41页 |
| 4.2.4 Perceptions of EAP course assessments: the score doesn't equal to themastery of this course | 第41-42页 |
| 4.2.5 Perceptions of motivation: it has few effects on Seven's learning needs | 第42-43页 |
| 4.3 Case study 2: Mike | 第43-48页 |
| 4.3.1 "Studying has always been a task required by others" | 第43-44页 |
| 4.3.2 Future career planning: learning English well is useful | 第44页 |
| 4.3.3 Perceptions of assessments: caring little about English assessments dueto the little interest in English itself, while gaining confidence from themidterm | 第44-45页 |
| 4.3.4 Perceptions of motivation: useful knowledge attracts me to continuethe learning | 第45-47页 |
| 4.3.5 Learning needs for EAP course: to gain credits → be emboldened bythe midterm, to gain more confidence and to learn something useful | 第47-48页 |
| 4.4 Case study 3: Jessy | 第48-54页 |
| 4.4.1 "Learning is to achieve my goals" | 第48-49页 |
| 4.4.2 "After taking classes, I found EAP course was useful for me" | 第49-50页 |
| 4.4.3 Being sensitive about the interpersonal relations | 第50页 |
| 4.4.4 Perceptions of assessments: the assessments are frustrating whilecaring little about the scores | 第50-51页 |
| 4.4.5 Perceptions of motivation: useful knowledge and the great instructorattract me to continue the studying | 第51-52页 |
| 4.4.6 Learning needs for EAP course: to gain credits and satisfy curiosity→to learn something useful and enjoy Professor G's class | 第52-54页 |
| 4.5 Case study 4: Andrew | 第54-59页 |
| 4.5.1 "Learning English has been something I have to do" | 第54页 |
| 4.5.2 "I like the instructor who is professional and easy-going" | 第54-55页 |
| 4.5.3 Perceptions of assessments: caring little about the assessments becauseof the confidence and low credit | 第55-56页 |
| 4.5.4 Perceptions of motivation: the good instructor and useful knowledgedraw me to continue the learning | 第56-57页 |
| 4.5.5 Learning needs for EAP course: to gain credits and satisfy curiosity→ to learn something useful, enjoy the classes given by Professor Q andgain the credits | 第57-59页 |
| 4.6 Summary | 第59-60页 |
| Chapter 5 Results and Discussion | 第60-70页 |
| 5.1 Results | 第60-67页 |
| 5.1.1 The change of students' course perceptions | 第60-64页 |
| 5.1.2 The relations among students' perceptions of motivation, perceptionsof assessments and their learning needs for the EAP course | 第64-67页 |
| 5.2 Discussion | 第67-68页 |
| 5.3 Summary of the chapter | 第68-70页 |
| Chapter 6 Conclusion | 第70-73页 |
| 6.1 Major findings | 第70-71页 |
| 6.2 Pedagogical implications | 第71-72页 |
| 6.3 Limitations | 第72-73页 |
| References | 第73-79页 |
| Appendix 1 | 第79-81页 |
| Appendix 2 | 第81页 |
