Major Identity Of Higher Vocational College Students Maioring In English

In the year of n the year of 1999, the central government set for the requirement of making great effort to develop higher vocational education in the National Conference on Education. Since then, our higher vocational education has step in to a new historic era. However, following the deepening of reform and opening up and the emergence of global integration, talents majoring in English but having only English skills are not popular anymore, while the demand for those versatile English professionals who have extra skills exceeds the supply. Recently, the versatile English professionals trained in higher vocational colleges can exactly meet the requirements. However, because of the specific vocational purpose and high practicality of the personnel training aim, students have to have a clear understanding of their major, and enhance their major identity. Although not a few people have made researches on this issue, but there are still many problems left to discuss. Enlightened by previous studies, this study, viewed from the perspective of exploring the existing problems, investigates the major identity of the higher vocational students majoring in English and tries to seek for solutions by analyzing those problems, which will provide references to the further improvement of English education in higher vocational colleges.The research methods adopted in this study are quality research and quantity research, and the subjects are some English major students in Guilin Institute of Tourism, Guilin Normal College and Nanning College for Vocational Technology, while dimensions of this study are divided into recognition, attitude and behavior. At the same time, questionnaire and interview are used to gather data and information. By analyzing the data and information gathered, the major findings are listed as follows:(1) The students’ major identity as well as its three dimensions, recognition, attitude and behavior is a little bit above the average.(2) The major identity of students from different schools, grades, gender, registered residence and school choice is not significant. While students from different school and major directions have significant different major identity.(3) Environmental affecting factors on microcosmic and macroscopic layer have significant positive correlation with major identity. Among the Environmental affecting factors on microcosmic layer, teaching quality and teaching construction have the most significant influence on students’ major identity. While among the macroscopic environmental affecting factors, future employment has the most significant influence. Besides, motivation will affect students’major identity.According to the research results and the current reality of higher vocational colleges, three suggestions are provided to improve students’ major identity:1) classroom teaching should be interesting and specific to the students, and tries to satisfy the students’ learning needs; 2) highlight the characteristics of the major by developing teaching materials; 3) schools should increase the opportunities of extracurricular practice so that the practicality of relevant major can be emphasize; 4) teachers’professional qualities should be improved as well.