| According to the statistics of the Chinese Education Ministry in 2003, the number of Chinese college students had reached 19 million and ranked the first place in the world. Most of them take English as a compulsory course. Therefore, the study of teaching and learning strategies for the non-English-major students is at least as important as that for the major learners as far as Chinese college education and Chinese international competitiveness are concerned in the long run. Academically, quantitative micro researches of pedagogy and learning strategies are on the rise since the 1990s while researches about pedagogy are disregarded since there are so many restrictions generated from educational, social, economic and psychological factors that the outcome of such research is less likely to be valuable in general. Of course, the qualitative micro researches in the last decade offer us more insights, measurements and means to carry out pedagogy researches. The strategy we try in the experiment is to take advantage from these researches, combine them and make them more available in our teaching practice.In practice, to improve the efficiency in English learning has consistently been a major concern since it may have influence on the learning of their majors as well as the learning of the language itself. The aim of the experiment is to explore proper strategies of input for non-English-major learners at college level in Guizhou province. In order to teach a foreign language to adults successfully, teachers should recognize that, at a very practical level, they must design their pedagogy on the basis of their identification of the very needs of the students. The problems drawing our attention are (1) Most students consumed considerable amount of time on the learning of English, which resulted in that they had less time to engage in their majors. (2) Moreover, even though they committed considerable amount of time to English learning, few were efficient learners although they... |
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