在台灣，已有許多研究在探討不同科系大學生的專業英語（ESP）需求，然而，針對專業英語對於高職生或探討高職生於不同階段之學習需求研究仍屬少數。因此，本研究嘗試藉由Hutchinson and Waters（1987）所提出的需求分析方式，來探討在四大專業英語課程（認識企業文化、簡報架構、簡報設計、非語言溝通）中，高職生在三個不同學習階段（課程前、課程中、課程後）學習需求（缺乏、需要、想要）之表現。24位分別來自應用外語科、商業經營科及國際貿易科的高職一年級生參與了此項研究。本研究採用了混合研究法（a mixed method），對量化及質化的資料進行了三角測定（triangulation），並以敘述統計及推論統計的方式呈現出問卷及訪談結果。根據研究結果顯示，在同一個學習階段，高職生對四大專業英語課程有不同的缺乏、需要、及想要的學習需求，且這三個需求面向彼此間在不同學習階段更存在著顯著性的差異。另外，本研究也顯示高職生皆普遍認為「非語言溝通」或「肢體表達」是他們感到最缺乏、最需要以及最想要學習的能力。文末，依據研究結果，本研究提供了理論與教學上的建議，另也提出了本研究之限制，以期對未來的高職英語教育及專業英語教學之課程設計有所裨益。

In Taiwan, numerous studies on English for specific purposes (ESP) have explored the needs of ESP teaching and learning for particular groups of learners at the university level. However, few studies have been conducted at the vocational high school (VHS) level and probed VHS students’ changing needs at and among various learning stages. Therefore, the present study employed Hutchinson and Waters’ (1987) needs analysis approach to investigate VHS students’ perceived learning needs (i.e., lacks, necessities, and wants) among three stages: before, during, and after the program. Twenty-four first-year VHS students from the Departments of Applied Foreign Languages, Business Management, and International Trade participated in this mixed-method study. Triangulation was performed, and both descriptive and inferential statistics were used to analyze the survey questionnaire and interviews. The results showed that the VHS students’ perceived learning lacks, necessities, and wants toward the four core courses differed from each other at each stage, and each facet of needs also differed significantly among stages. Nonverbal communication was also considered the most lacking, necessary, and desirable skill by the VHS students. This paper discusses the findings regarding theoretical and pedagogical implications for both VHS English education and ESP teaching and learning, and some limitations and suggestions are provided for future ESP curriculum design.

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