A Survey Study On English Learning Of Non-English Majors In Key Universities

Since the first College English Teaching Syllabus was compiled, many scholarshave surveyed and studied the English learning of non-English majors in collegesand universities from different aspects, such as cognitive style, language environment,learning interests, learning motivations, learning strategies, learning methods and soon. These studies have played a vital role in promoting the development of collegeEnglish teaching. However, the studies on English learning of non-English majors inkey universities are rare. Compared with the students in other types of colleges,students in key universities are superior in the overall level of English. As animportant part of college students, their level of English is related to the quality of thetalents in colleges or universities directly. In addition, it is also very helpful to guidethe students to complete subject-based English learning, achieve elite education aswell as to provide the relevant implications and suggestions for teachers afterunderstanding the status quo of English learning of non-English majors in keyuniversities in the present English language environment. Therefore, it is theoreticallyand practically significant to survey and study the non-English majors’ Englishlearning in key universities on the basis of predecessors’ researches.Consequently, the research makes an empirical investigation on the current statusquo of non-English majors’ English learning in key universities by adopting theresearch methods of questionnaires and interviews. It randomly selects220studentsand4college English teachers from four key universities in Shandong as the researchsubjects. The concrete research contents are as follows.(1) Current status quo of classroom learning environment, including teachingmodes, teaching materials.(2) Current status quo of non-English majors’ learning engagement andself-assessment on classroom learning and CET-4/CET-6.(3) non-English majors’ views on establishment of English courses, includingrelations among the learning of basic English, subject-based English and specialty as well as the reformation of English curriculum.Based on questions mentioned above, the paper is divided into five chapterswhich involve introduction of research background and significance, literature review,research design and methods, discussion and analysis of the results from thequestionnaires and interviews as well as conclusion. It makes an in-depth analysis anddiscussion of the results obtained from investigations with the aid of statisticalsoftware. The current status quo of non-English majors’ English learning in keyuniversities can be listed as follows.(1). The current status quo of college English classroom learning environmentis relatively satisfactory and it is in accordance with requirements of College EnglishTeaching Syllabus fundamentally. Firstly, with respect to teaching modes, the collegeEnglish teachers could adopt relatively flexible teaching methods and applymultimedia to teaching organization. Teaching arrangement can proceed in an orderlyway. However, some problems, such as the relatively simple teaching activities andlow proportion of use of English in the whole teaching process still remain, which cannot satisfy the students’ comprehensive requirements of listening, speaking, reading,writing and translation. Secondly, when it refers to the current teaching materials,most students are relatively satisfied with the textbooks they are leaning at present,but the zest, practicability and level of difficulty do not win the approval of themajority of students. As to the application, students expect the teaching materials canbe expounded with multimedia and much more extracurricular knowledge could beadded.(2). The current status quo, concerning non-English majors’ engagement andself-assessment of English study, is not optimistic. Firstly, most students in class cannot throw themselves into study actively and the current English level is far from theirexpectation. Such unsatisfactory leaning results are attributed to their individualefforts, teachers’ teaching level and other students’ influence. Secondly, as toCET-4/CET-6, the majority of non-English majors in key universities don’t providepositive responses. They spend little time and energy on CET-4and CET-6. Themotivations to pass the tests mostly lie in the needs of getting certificates and being employed. In their opinions, CET-4and CET-6have a little impact on their own studyof specialties and they can not reflect the individual English ability completely. Thesignificance of CET-4and CET-6lies in improving their English level and mastering askill during the process of preparing the examinations.(3). Most students in key universities attach much weight to the English studyand think it necessary and essential to establish English courses in colleges anduniversities. They support that basic English should be offered firstly, followed bysubject-based English. The study of basic English paves the road for the learning ofsubject-based English, although it seldom has an effect on the study of specialty.Besides, they advocate that college English teaching still needs further improvingfrom the aspects of examination patterns, teaching methods, teaching means, teachingmaterials, course types, English teachers’ professional qualities and start-up phases.According to the major findings mentioned above, some implications andfeasible suggestions on the current college English teaching and learning are putforward from the perspective of teaching.(1).Changing traditional roles of English teachers and organizing effectiveclassroom teaching.(2). Adjusting the English teaching contents, improving teaching methods andperfecting teaching systems.(3). Guiding students to develop the right perspectives on English leaning andchange their attitudes to English study.(4). Cultivating students’ interests in English learning and stimulating theirlearning motivations.(5). Improving and enhancing the competence of subject-based English teacherscomprehensively.Although there are a lot of preliminaries to be gone through before starting thethesis, it is still far from being perfect throughout the whole investigation because oflimitations of practical conditions and personal ability. However, exploration is ourconstant pursuit and dream. The author hopes that the survey could play a positiverole in improving college English teaching comprehensively.