回顧旅遊英文需求分析的文獻中發現，此間缺乏以英文需求為導向的問卷設計與資料歸類分析。為了回應該研究缺口，本研究特別針對澎湖旅遊從業人員的職場英文需求分為以下類別：學習者的目標狀況需求、遭遇之溝通問題、以及應對策略。本研究假設這些面相將會反映出旅遊從業人員的實際需求，也會因工作屬性及/或語言技能種類而變化。在每個議題中有兩個著重點：一為場合發生之數量；另一則為議題的種類。研究資料為50位參與「澎湖旅遊從業人員英文會話課」之學員所填寫之問卷。研究者根據收集的資料統計分析後驗證了部分的研究假說。特定而言，英文的使用場合數量、溝通問題發生的數量、應對策略的使用數量會因澎湖旅遊從業人員的語言技能使用產生交互作用，以聽說的使用量比讀寫高。以英語使用狀況類別而言，從業人員們的目標狀況需求類型只有在聽力及口說的狀況下會因工作屬性不同而有差異。以溝通問題及溝通技巧之類型來說，在每個語言技能的使用狀況下並不會因工作屬性而異。這些結果提供重要的學術及教學意涵。學術上來說，未來研究中的問卷設計、資料歸類與分析、及結果詮釋及探討可能需考慮採用此研究中對每個議題所辨別出的相關類別。教學上來說，旅遊英文課程的設計者及教學者可能需要思考適合共同核心或專業領域課程的教學內容及教材。

A review of the needs-analysis (NA) literature on English for tourism revealed a scarcity of categorizations of English needs guiding questionnaire designs as well as data classifications and analyses. This study is an attempt to respond to this gap by identifying the types of occupational English needs required of Penghu tourism employees. The needs were probed through the employees’ target situation needs, types of communication problems, and uses of communication strategies, all of which were hypothesized to reflect tourism employees’ practical needs and to vary with the nature of the employees’ jobs and/ or the four language skills. This study discussed each issue from two perspectives, the number of occasions each issue occurs and the types of issues. Data were collected through an NA questionnaire group-administered to 50 participants recruited from a course called English Conversation for Penghu Tourism Employees. Statistical analyses of the collected data indicated that the hypotheses were partially supported. Specifically, the number of occasions in which English is used, communication problems occur, and communication strategies are used interacted with Penghu tourism employees’ use of the four language skills, with listening and speaking outnumbering reading and writing. The types of target situations were only found to vary with the employees’ jobs where listening and speaking are required. The types of communication problems and communication strategies did not vary with the employees’ jobs for any of the four language skills. The findings carry with them important academic and pedagogical implications. Academically, future studies may need to take into account the identified types of target situations, communication problems, and communication strategies in their questionnaire designs, data classifications and analyses, as well as the interpretations and discussion of the findings of this study. Pedagogically, designers or instructors of English for tourism courses may need to contemplate what content and materials should be tailor-made for common-core or domain-specific courses.

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