“Needs analysis provides bases and references for a scientific and systematic curriculum design, it is one of those important steps and links to ensure the realization of teaching goals and the improvement of teaching quality.”(Yi, 2010, p.139)  However, through investigation, Zhang (2014) found that “There are still gaps between the present Business English curriculum design and the actual needs of the students and the society. Only realizing the true needs and completing the course system of Business English major based on these needs can we improve the teaching result and train qualified ESP talents.” (p.102) 
The needs of Business English learners “tend to internal motivations, they think they study Business English for interest and to enhance both their practical English skills and business knowledge. Meanwhile, they also have long-term motivations and think that learning Business English is conductive to their future employment...Thus the Business English learning motivations of college students is persified.” (Zhang, 2010, p.102)  So, the teaching of Business English “should not only highlight the theme of business orientation, focusing on training the learner’s communicative ability on business, but also pay attention to business practices. So that learners can develop their actual ability of language using during the practice. At the same time, the basic English teaching shouldn’t be ignored and should be combined effectively with other professional knowledge.”(Zhang, 2010, p.102)
“Business English talents needed by the society are: ability-type talents (who have the comprehensive abilities including problem-solving, team-working, environment-adapting, self-adjusting, etc.), communication-type talents (who have the ability of Business English communicating and negotiating) and English advantage talents (who have the competitive advantage of English). We should bring these demands into the targets of Business English talents training so as to adapt to the needs of market economy.”(Zhou, 2012, p.48) 
The needs analyses on Business English are mainly based on foreign needs analysis modes and proceeded on the curriculum designs of Business English, or simply on the needs of Business English learners or the needs of employers and the society. But there is still a vacancy in the research on the needs analysis on students, especially pre-experience students of Business English major.
In China there are two types of business English learners: Non-English major learners and business English majors. What’s the difference between the needs and analysis of the two types? And what are the characteristics of the needs of pre-experience students of Business English major? The research status above don’t give an exact answer, which obviously limit the curriculum design and future development of Business English major. Moreover, the above research status don’t meet the true needs of pre-experience students of Business English major. If the needs can’t be understood, the curriculum design of Business English major won’t meet these needs, let alone improve the students’ professional abilities and competitiveness in the future.
1.2 Thesis Structure
This thesis will be organized into four parts. In the first part the author has introduced the research content of the thesis, made a brief review over the research status of domestic and foreign needs analysis of foreign language learning and commented on its vacancy. In the second part the author will introduce the methodology including the research questions, study subjects, instrument and data collection. In the third part the author will analyze the question data and conduct discussions over the survey result. The fourth part is the conclusion of the thesis, the author will conclude the results of the research, give the suggestions for Business English major’s teaching and summarize limitations of the current research. 体验式商务英语专业学生需求分析(3):http://www.youerw.com/yingyu/lunwen_20384.html