非英语专业学习英语的重要性论文英文版.docx

非英语专业学习英语的重要性论文英文版.docx

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非英语专业学习英语的重要性论文英文版

SurveyReportonEnglishTeachingin******University

To:

Prof.G

TeacherofPostgraduateEnglishwriting

From:

H*****,StudentIDNo.2013******

J******,StudentIDNo.2013******

Z******,StudentIDNo.2013******

M******,StudentIDNo.2013******

M******,StudentIDNo.2013******

Q******,StudentIDNo.2013******

StudentsofGroup_*_,Class_*_,Grade20**

Departmentof__Enviromental____,

*********University

Date:

12,4,2013

TableofContents

Abstract2

1.Introduction3

2.Investigation3

2.1SubjectsandTools3

2.2Analysisofsurveyresults3

2.2.1Thepurpose,motivationandinterestoflearningEnglishfornon-Englishmajorgraduatestudents.（Table1）3

2.2.2Non-EnglishmajorgraduateofEnglishLearningStrategiesinvestigation（Table2）5

2.2.3InvestigatedsituationofEnglishproficiencylevelandEnglishabilitydesperatelywantingtoimproveofNon-englishmajors.（Table3）8

2.2.4InvestigationofNon-englishmajors’Englishcurriculum（Table4）8

3.Conclusion9

4.Recommendation9

References：

11

Acknowledgement:

12

Appendix:

13

Abstract

Non-Englishmajorpostgraduatestudentsintheschoolaresurveiedinwhatwerequirewiththehelpofquestionnairesurvey，sothatwehavethereferencethatweareabletomakedetermentfortherelevantteachingmethodsofenglishteachersandnon-englishpostgraduatesenglishcurriculum.

Keywords：

Non-englishmajorpostgraduatestudents;Demandanalysis;Englishstudy

SurveyReportonGraduatestudentsinEnglishRequirementinQingdaoUniversity

1.Introduction

Englishlearningofnon-englishmajorpostgraduatesdemandanalysisisthatweimprovethenon-englishmajorpostgraduateEnglishcurriculumandteachingplans.NeedsAnalysisisthatdesign-carriergoonunderstandingthelearnerstothesubjectiveandobjectivedemandsbyinvestigatingandanalyzingandthandesignlearners’needsandarrangetheprogressoflearningneedsaccordingtothesurveyresultintheimplementationofcurriculumandteachingplan.Richards,PlattandWeberconsiderthatNeedsAnalysisistheinformationthatwecouldclearthereasonoflearninglanguage,needsoflearningwhatkindoflanguageandextentofmasteringandsoon.WecouldknowtherequestoflearningenglishandanalysistheweakpointoflearningenglishfurtheranddeterminetheproblemofteachingprocessbyNeedsAnalysis,sothatwecanmakeattentionforlearningenglish.

2.Investigation

2.1SubjectsandTools

Thisstudyaimstounderstandthecollegenon-englishmajorpostgraduatesEnglishlearninginterest,learningobjective,learningmotivation,learningstrategies,englishskilllevelsandcurriculumrelatedaspects,andthanprovideempiricalfoundationforthecurriculumreformthatnon-englishmajorgraduatedstudentneedschangesforEnglishteaching.Sothatweinvestigatenon-englishmajorpostgraduatesinourschoolreading.Weasksomestudentstoanswerquestionswiththeformofquestionnaireandgiveoutatotalof326questionnaires.Intheendwerecover326partsofthequestionnairesandthanwefindonly319validquestionnaires,137boysand182girls.

2.2Analysisofsurveyresults

2.2.1Thepurpose,motivationandinterestoflearningEnglishfornon-Englishmajorgraduatestudents.（Table1）

（1）cessityofpublicEnglishcourseforgraduatestudents.Asisshowninthesurveystatistics,9.4percentofstudentsholdthatitisunnecessarytorunanEnglishcourse,while72.1percentofstudentsholdtheoppositeopinions,and18.5percentofstudentsthinkitisnotverynecessarytorunanEnglishcourse.Inotherwords,moststudentsbelievethatitisnecessarytorunanEnglishcourseinthegraduateperiod,andtheyhavefullyawardedtheimportanceofEnglish.However,therearestillasmallnumberofstudentsignoringthesignificanceofEnglish.

（2）ThepurposeoflearningEnglish.Itisamultiple-choicequestion.Asisshowninthesurveystatistics,27percentofstudentschoose“compulsorycourse”.51.1percentofstudentschoose“Englishdegreetext”.29.2percentofstudentschoose“toapplyforajob”.34.8percentofstudentschoose“readingEnglishessays”.4.8percentofstudentschoose“studyabroad”.8.5percentofstudentschoose“being

interestedinthehistoryofEnglish-spokencountries”.Morethan50percentofstudentslearnEnglishinordertopassEnglishdegreetextorapplyforajobinsteadofimprovingEnglishcomprehensiveabilities,whichisunreasonable.

Table1Thepurpose,motivation,interestofgraduatestudentsinlearningEnglish

Project

TheOperationName

TheNumberofselect

Thepercentage

ThenecessityofEnglishcourses

ANotnecessary

BDon’tneedto

CNecessary

DQuitenecessary

EEssentialnecessary

30

59

140

45

45

9.4

18.5

43.9

14.1

14.1

ThepurposeoflearningEnglish

ASchoolsrequiredcourse

BEnglishleveltest

CFindjob

DReadingEnglishdocuments

EStudyabroad

FCommunicatewithforeignfriends

GBeinterestinEnglish-speakingcountries’literature

86

163

93

111

15

27

27

27

51.1

29.2

34.8

4.7

8.5

8.5

SourceofmotivationinlearningEnglish

ASchools’require

BSociety’demands

CIndividualrequirements

DUnknown

104

165

123

7

32.5

51.7

38.6

2.2

LevelofinterestinlearningEnglish

AVeryinterestedin

BMoreinterestedin

CGeneralinterestedin

DNotinterestedin

EUnknown

28

143

95

43

10

8.8

44.8

29.8

13.5

3.1

（3）ThemotivationoflearningEnglish.Itisamultiple-choicequestion,becausethemotivationiscomplex.Asisshowninthesurveystatistics,32.6percentofstudentschoose“requirementofuniversity”,foritisacompulsorycourse.Ifyouarefailtogetrequestedcredits,youcannotgraduate.51.7percentofstudentschoose“requirementofsociety”.Only38.2percentofstudentschoose“individualrequirement”.2.2percentofstudentschoose“indeterminacy”.Formorethan50percentofstudents,thesourcesofmotivationcomefromsocietyoruniversity,whichmeansthemotivationisexternal.TheexternalmotivationlacksoflastingpowerforlearningEnglish.

（4）Englishinterestinvestigation.Interestisthebestteacher.Thesurgeofinterestinlearningornotdirectlyaffectthelearningresults.Theresultsshowthat,moreinterestedandParticularlyinterestedinlearningEnglishaccountingfor53%,29%ofgeneralinterest,19.6%arenotinterestedin.MoststudentsinterestedinlearningEnglish.OnlyasmallnumberofstudentshasnointerestinlearningEnglish

2.2.2Non-EnglishmajorgraduateofEnglishLearningStrategiesinvestigation（Table2）

Wearefromthefollowingseveralaspectstoinvestigatethenon-englishmajorpostgraduatesEnglishlearningstrategies,asfollows:

（1）ThemainwayofthestudentstolearnEnglish.Surveyresultsshow,themostcommonlyusedwayistoself-study,self-studywayforstudentstochooseismorethanhalf,65%.Secondchoiceof"Classroomlistening"accountedfor41%,fewstudentscanbepreparedforclassandafter-schoolreview,Choosethiskindoflearningstyleofstudents8%and12%respectively.ThisshowsthatthestudentisnotenoughattentiontoEnglishlearning.

（2）Whoistheleadingroleoftheclassroom.Theresultsofthesurveyis"Differentthingshavedifferentcharacter"accountedfor76%.Choosetheteacherorastudentistheleadingroleofproportionisverysmall,8%and12%,respectively,Thevastmajorityofstudentshopethatdependingonthespecificsituationintheclassroom,differentsituationshavedifferentprotagonists.

（3）HopetheEnglishteachingmode.Surveyresultsshow,Moststudentswouldagreeandteachingmodeis"Teachersthroughthesituationoflanguageteaching,studentschoosingthisteachingmodelaccountedfor77%,fewerstudentschooseothermodesofteaching.

（4）Classroomlearningorganization.SurveyresultsshowAscanbeseenfromthesurveyresults,thestudentismoreagreeabletohavetheopportunitytoparticipateintheirown"classroomdiscussionsorotheractivities",selectthisoption52%,select"explainclassroomvocabularyandgrammar"accountedfor33.9%,selectthe"IntroductionEnglish-speakingcountriesandculturalbackgrounds,"39.2%.

（5）ExtracurricularactivitiesstudentsLiketoparticipatein.Accordingtothestatisticalresults,classactivitiesthatStudentsmostliketoparticipateinisWatchingEnglishoriginaleditionpiece.Students’selectionofthisoptionaccountedfor79.9%.TheSecondfavoriteistolearntosingEnglishsongsandperformaplay.Students’selectionofthesetwooptionrespectivelyaccountedfor28.2%and22.9%.Optionofdiscussingwithclassmatesandsomekindofgamesaccountedforalittle.

（6）Themainwayofpracticestudentshopeto.Accordingtothestatisticalresults,studentspreferredtooralcommunicationpracticeandafreeactivity,for

Table2StrategiesofgraduatestudentsinlearningEnglish

Project

TheOperationName

TheNumberofselect

Thepercentage

Themainway

oflearning

English

A.Previewbeforeclass

B.Listeningcarefully

C.Reviewafterclass

D.Selfstudy

26

132

39

209

8.2

41.4

12.2.

65.5

Whodoyouwantto

betheleaderatthe

class

A.Theteacher

B.Thestudent

C.Dependsonsituation

D.Unknown

28

41

245

5

8.8

12.9

76.8

1.6

WhichmodedoyoulikeinEnglishteaching

A.Grammarexplanations-Studentspractice

B.Theteacherthroughtaskforlanguageteaching

C.Teachersthroughthesituationoflanguageteaching

D.Others

30

47

247

21

9.4

14.7

77.4

6.6

Learningorganizationinclass

A.Explainthetext,vocabularyandgrammar

B.Classdiscussions

C.IntroduceEnglish-speakingcountriesandculturalbackground

D.Doexercise

E.Others

108

166

125

33

0

33.9

52

39.2

10.3

0

Whichactivitydoyouwanttoparticitate

A.Performancesdialogue,c