Needs analysis on non english major students english language needs
This presentation is the property of its rightful owner.
Sponsored Links
1 / 29

Needs Analysis on Non-English Major Students’ English Language Needs PowerPoint PPT Presentation


  • 53 Views
  • Uploaded on
  • Presentation posted in: General

Needs Analysis on Non-English Major Students’ English Language Needs. --An analysis based on Hutchinson and Waters’ categorization of needs Group members: Tao Tao, Wu Qiong, Hu Xiaohui, Liu Zhiping Presenter: Tao Tao Oct. 14, 2008. Target group. Two classes of freshmen in college

Download Presentation

Needs Analysis on Non-English Major Students’ English Language Needs

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Needs analysis on non english major students english language needs

Needs Analysis on Non-English Major Students’ English Language Needs

--An analysis based on Hutchinson and Waters’ categorization of needs

Group members: Tao Tao, Wu Qiong, Hu Xiaohui, Liu Zhiping

Presenter: Tao Tao

Oct. 14, 2008


Target group

Target group

  • Two classes of freshmen in college

  • Major in geophysics & geographic information system (GIS)

  • China University of Geosciences , Beijing (CUGB)

Company Logo


Background

Background

  • English is widely taught in universities in China as a foreign language.

  • The curriculum is aimed to develop students’ strongreading competence, listening ability, and preliminary writing and speaking skills, so that they can use English as a tool to get information concerning their own major.

    (National Education Department, 2005,)

  • College English Test, Band 4 (CET-4) is a basic requirement for non-English-major students. It tests students’ general ability of language skills, as well as their mastery of grammatical structure and uses of vocabulary.

    (Committee of CET-4 & CET 6, 2006)

  • Students’ levels of English vary greatly by the time they finish English courses. Some even fail in CET-4.

Company Logo


Hutchinson and waters categorization of needs

Hutchinson and Waters’ categorization of needs

Needs

target needs learning needs (route)

necessities lacks wantspsychological motivational material

Company Logo


Purpose

Purpose

  • What are the necessities?

    What do they lack?

  • What do this particular group of students want/desire?

  • What are the issues?

Company Logo


Method

Method

  • Student questionnaire (adapted from Li & Richards, 1995)

    50 questionnaires distributed, with 41 of them collected back.

  • Informal interview with teacher

Company Logo


Necessities cet 4 outline

Necessities—CET-4 outline

  • Vocabulary

  • Grammar

  • Listening

  • Speaking

  • Reading

  • Writing

  • Translating

Company Logo


Lacks

Lacks

  • Problems are encountered in every specification of language skills/area, i.e. vocabulary, grammar, listening, speaking, reading, writing, translating

  • Teachers reported the fact that there are major pronunciation problems for the majority of students.

Company Logo


Results vocabulary

Results--Vocabulary

Company Logo


Grammar and listening

Grammar and Listening

Company Logo


Spoken english

Spoken English

Company Logo


Reading and writing

Reading and Writing

Company Logo


Lacks1

Lacks

  • 46.34% of students encounter vocabulary problems often, 34.15% sometimes.

  • 46.34% of students sometimes have difficulty in grammar, 19.51% often, and 26.83% occasionally.

  • Difficulties are met in their listening, speaking to varying degrees.

  • A little more than 50% of students met reading problems ‘sometimes’.

    Reading does not seem to be as serious a problem as listening, which is also a receptive skill.

  • Writing and translating difficulties are generally met to varying degrees.

    What are learners’ wants?

Company Logo


Vocabulary

Vocabulary

  • They do want to enlarge their vocabulary and know about different uses of specific words.

Company Logo


Grammar

Grammar

  • The majority of them want to understand grammatical rules better with the help of teachers and be able to utilize the rules in language output.

Company Logo


Listening

Listening

  • They have a strong desire to improve general listening comprehension ability. More than 70% of subjects chose the highest degree in ‘want to improve this skill’.

  • Also, more than half of them expressed the strongest desire in ‘want to be able to watch and appreciate English movies’.

Company Logo


Speaking

Speaking

  • Students want to be able to do formal presentations/speeches and participate in classroom discussions in English.

  • More than half of them expressed the strongest desire to be able to effectively communicate with English speakers.

Company Logo


Reading

Reading

  • The majority of them have the desire to develop the ability to read English literature concerning their major and read for authors’ viewpoint, but not so much for critical reading.

  • More than half expressed strongest desire to improve reading speed and nearly half of them badly want to develop their own effective reading strategies.

Company Logo


Writing

Writing

  • More than 90% of subjects have strong desire to be able to express their ideas, emotions, viewpoints etc. in written form.

Company Logo


Translating

Translating

  • Students in general show a stronger desire for translating English into Chinese (which is of more practical value for them) than for from Chinese to English.

Company Logo


Categories where over 50 shows strongest desire

Categories where over 50% shows strongest desire

Company Logo


Other wants

Other wants

  • To know more about cultures in English speaking countries;

  • To pass CET-4;

  • To improve all-around skills of English and continue studying abroad;

Company Logo


Other wants mentioned

Other wants mentioned

  • An environment of the English language;

  • More amount of reading;

  • To learn to sing English songs;

  • To pass CET-4 in first year;

  • Enhance interest in English learning;

  • Intonations and tempo in reading English aloud;

  • English thinking pattern;

  • To speak English fluently

Company Logo


Learning needs possible route to meet target needs

Learning needs—possible route to meet target needs

  • Psychological

  • Attitudinal/motivational

  • Materials: besides textbooks, various kinds of resources are available

  • Teacher

Company Logo


Issues

Issues

Time:

  • Four hours of English class per week

  • Two hours for listening and speaking

    two hours for reading and writing

  • Far insufficient in meeting students’ needs to improve basic language skills

Company Logo


Issues1

Issues

  • No opportunity for communication with native speakers;

  • Teachers’ level, especially spoken English;

  • Spoken English

    specified in the outline, but not tested, making it likely to be overlooked in teaching and learning

Company Logo


Conclusions

Conclusions

  • Students want to achieve more than the test outline requires;

  • For them, English is more than a subject. It can be a tool for them to understand the world, and entertain themselves;

  • Issues exist in bridging the gap between learners’ target and present proficiencies.

  • In order to satisfy learners’ various kinds of needs, they themselves have to be the main driving force. What administrators and institutes can offer is limited.

Company Logo


References

References

  • Brown, J. D. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle and Heinle.

  • Hutchinson & Waters. 1987. English for Specific Purposes. Cambridge: Cambridge University Press.

  • National Committee for CET-4 & CET 6. 2006. Outline of CET-4. Shanghai: Shanghai Foreign Language and Education Press.

  • National Education Department. 2005. Syllabus for college English teaching.

  • Richards, J. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Company Logo


Needs analysis on non english major students english language needs

Thank You for your time !


  • Login