對於專門用途語言，需求分析是一項很重要的工作。本文運用專門用途英語教學的需求分析理論為基礎來建構問卷，以探討在台灣的商學院外籍學生，對學習商務華語的需求特徵。專門用途語言需求分析主張探討誰是學習者，為什麼而學，如何學，學什麼。本研究調查對象包含26個國家、93位來台主修商業或管理學科的外籍學生，有效問卷以亞洲與中南美洲籍學生居多，顯示這些地區的學生是台灣商務華語可能的潛在學習者。研究結果顯示「對工作有幫助」是最重要的學習目的，「口說」能力的需求最高，而偏好的學習方式則是「一對一教的方式」以及「到商務華語班上課」，喜歡運用「網路多媒體」做為學習工具，「華語文能力」和「豐富教學經驗」兩項是學生最重視的商務華語教師的能力，教材內容則希望兼具「趣味性」與「專業性」，教學以「單詞」為重點。「正確的商務華語溝通句法」和「專業的商務華語詞彙」，情境主題之「廣告促銷」以及溝通技能之「在會議中提出論點、表示意見」是外籍生認為學習商務華語最重要的內容。最後提出研究結果對商務華語教學與研究之意涵，藉由設計某一特定課程適用於特定的群體，可以顯現學習的優勢，並激發學習者積極參與語言的學習。
Learner needs analysis has a vital role in the process of designing and carrying out language for specific purposes course. The study aims to understand learning needs amongst foreign students majoring in business in Taiwan. The questionnaire was designed based on the needs analysis theory of English for Specific Purposes (ESP) and focused on examining who are the learners, why they chose to learn, how the language should be learn and what part of the language is more important to these learners. The respondents comprise 93 foreign students from 26 countries across business or management-related disciplines. The result shows that students from Asia and Central-South America are majority of potential learner of business Chinese in Taiwan. It was found that “help for future work” is the most important learning objective, and “spoken” Chinese is the priority skill considered. “One to one teaching” and “attend the business Chinese class” teaching methods are preferred. “Internet multi-medium” is the most favorite learning tool. The teacher’s “Chinese language ability” and “teaching experience” are far more valuable. Students see “interesting” and “business-oriented” contents as priority. In term of language contents and skills, students regard “adequate use of business Chinese sentence” , “specialized business Chinese vocabulary”, “advertising and promotion” and “to presenting an argument, giving opinions at a meeting” as being critical. In conclusion, the study provides insights to design better courses for business Chinese learners and encourage them to actively engage in learning the language.
