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摘要：The present study focuses on design of EAP courses at the postgraduate level. It isinspired by the researcher’s personal observation that Science and Engineering postgraduatesare often confronted with tasks through medium of English, such as publishing researchresults in English, attending international meetings, etc.

plore if it’s necessary to have a EAP oriented or even an all-EAPEnglish curriculum for postgraduates; to survey the object and subject needs for the four basicskills of academic English; to identify what are the gaps between the present skills and theexpected skills; to investigate the students’ needs for English for EGAP courses; to find outwhat are the students’ preferred learning and teaching styles, methodology and classroomactivities; to survey and analyze the possible EAP teacher candidate. On the whole, theresearcher tries to find out if it’s possible and necessary to take an EAP oriented or even anall-EAP English curriculum for postgraduates and what specific needs Science andEngineering postgraduates have about EAP courses.
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Chapter 2 Literature Review and Theoretical Basis

2.1 An Overview of EAP
As a term for English teaching service or research field, EAP is still a little novel tomany English learners and even some teachers. So it’s necessary to make a brief introductionof concept, development and the major teaching principles of EAP. As an important area of Applied Linguistics, English for Academic Purposes (EAP) hasexisted since 1974, when Tim Johns first put forward the term at a meeting. And actuallysome work had officially been going on in this area from the beginning of the 1960s atBirmingham University in the UK (Jordan, 2002:70). At the very beginning, EAP is merely aprogram designed to cater for the needs of overseas students who are about to take academiccourses at tertiary level in an English speaking country. However, in about thirty years it hasexpanded into a globe industry due to the trend that English has become the major media foradvanced studies and research and millions of students need to learn English for use inacademic contexts. Now, EAP not only has developed to be one of the two main branches ofEnglish for Specific Purposes (ESP), but also is a very active branch in the whole TESOL(Teaching English to Speakers of Other Languages) field.
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2.2 Needs Analysis
In the theoretical model of EAP, needs analysis is the first stage in the designing andimplementation of any course. It refers to the activities involved in gathering informationabout how certain course could meet the needs of particular group of students. For EAPpractitioners, language courses are designed around realistic goals which are set by needsanalysis. The term ‘analysis of needs’ was first used by Michael West in India in the 1920s (White,1988:12-13). However, it was not a popular practice until it was took up as a key instrumentin course design in the field of ESP during the early 1970s. ESP researchers have given somedifferent definitions of needs. Widdowson (1987) suggests that needs refer to learners’ futurejob requirements of present study or, in other words, what they have to be able to do at theend of their language course. Mountford (1988:27) holds that needs mean “what theuser-institution or society at large regards as necessary or desirable to be learnt from aprogram of language instruction”.
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Chapter 3 Research Methodology..... 21
3.1 Introduction ........ 21
3.2 Participants .... 21
3.3 Instruments .... 23
3.3.1 Design of Questionnaires ...... 23
3.3.2 Personal Interview....... 24
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