| With the promotion of social and individual needs, Subject-based English course begins to set up one after another in universities. However, current Subject-based English teaching and research in China still has several debates that is concluded from the literature review: 1. Which one is more popular, Subject-based English or General English; 2. How to set up the class and arrange the proper hours; 3. What kind of teaching method and teaching material can be used to raise students’ interest in learning Subject-based English and improve their ability; 4. How to cultivate excellent SBE teachers; 5. Whether the students satisfy with the textbook and teaching content.Based on the up-mentioned questions, The research attempts to answer the following questions:(1) What kind of attempt did the target institutions do in the curriculum setting, teaching methods, teaching material compilation and teaching content;(2) Did the non-English expertise students satisfy with their Subject-based English teaching;(3) Whether the teachers are competent at Subject-based English teaching;(4) Did the curriculum meet the needs of social development.Based on the above-mentioned questions, the author combined five dimensions of curriculum setting, teachers, teaching methods, teaching contents and teaching materials into research, and carried out a nation-wide survey based on the Needs Analysis with the methods of literature analysis, questionnaire and interview. Through "SoJump.com", the author issued 200 Internet questionnaires in Tianjin, Shanghai, Guangdong, Sichuan, Guizhou, Yunnan, Hubei, and Ningxia. At the same time, the author also went to Jilin, Fujian, Shandong to carry out the questionnaire research personally. Through collecting and reviewing questionnaires, excluding the invalid questionnaires, and inputting the data into SPSS, and then with the frequency analysis, multiple response analysis, and multiple cross analysis, some results have been acquired as follow:1. About sixty percent of non-English expertise students in universities express that they like Subject-based English course, the reasons can be concluded through multiple cross analysis.(1) Basic attitudes are related to learning motivation. There were quite part of students combining both intrinsic motivation and extrinsic motivation in their process of learning, which will make their learning enthusiasm more steady.(2)The basic attitudes are also related to the pragmatic degree of this course. Most surveyed students admit that they like this course because it is useful. Lack of practicability is also the reason that students dissatisfy with their SBE textbook.2. In the curriculum setting,(1) Most of the students are satisfied with the curriculum setting of this course. And they think that learning Subject-based English in the third year of the University is suitable, but there are still more than half of the surveyed students complaining that the class hours are not enough.(2) Most students think that General English learning should be offered before the study of Subject-based English course, which indicates that Subject-based English cannot replace General English in the system of College English teaching.(3) As for the learning purpose of this course, the students who consider “improving English skills” are more than the students who consider “assisting expertise learning”, which indicates that in the cognitive system of students their emphasis is still in the level of General English learning, they ignore the feature of assisting expertise learning of this course.3. In teaching content,(1) The most wanted skills in the perspective of students are listening and speaking skills, and reading skill is also wanted by many students. But during the process of learning, the most difficult skill of students is the limitation of professional terms, and also listening, speaking and reading comprehension. In the perspective of teacher, their preference lie on the reading, translating and brief term explaining. In a word, the needs of students tend to pragmatic, while the expectations of teachers tend to academic. So teaching and learning have some differences in teaching content.(2) More than half of the students realize the practicability of Subject-based English, and the needs of enterprises and students both point to the instrumental features of this course, which offered a clear orientation for this course. While students preferred to the practical skills of listening and speaking in the choice of teaching content, which is another evidence for instrumental feature of this course.4. In teaching materials, Surveyed students is not completely satisfied with Subject-based English teaching materials. The teaching contents lack practicability and interest, the knowledge is out-date, which are the three main reasons of students’ dissatisfaction of the teaching materials. The ideal teaching materials in students’ mind is the original English textbooks, at the same time assisted with Subject-based English vocabulary handouts, English dissertations and other reading materials.5. In teacher and teaching method,(1) Surveyed students are partly satisfied with their Subject-based English teachers. Students express their opinions that Subject-based English should be taught by professional teachers. 60% of the students think that their Subject-based English teachers have more flexible teaching methods. The Subject-based English teachers mainly use Reading-translation method, and collocate with Interaction method, Situational method, Listening-speaking method and other methods of teaching. While students prefer their teachers using Interaction method, Situational method and Listening-speaking method to organize this class. This point is also in accordance with student’s need of upgrading listening and speaking skills in teaching content.The breakthrough and innovation of this research can be reflected that(1) this paper emphasizes on the objective description and analysis of the research statistics. Subjective conclusion and theory has been reduced accordingly. The status quo of Subject-based English will be reflected by real statistics. This paper carries out several questionnaire researches for students, and also holds several interviews for teachers. So the teaching status and learning status are fully combined, and the result of status quo will be more objective. In addition, with the help of the National Philosophy and Social Science Fund Project: the Research of English Teaching and Learning Status Quo in China, this paper can select several representative universities and colleges in the nationwide to carry out the research, so the statistics and conclusions are more extensive.(2) Issued questionnaires on internet, preliminary step into the concept of big data. Through retrieving on the official websites of enterprises and universities, the author collects the real needs between the supply and demand, which will make the research result have more social significance.Due to the limitations of time, the research was just carried out in several major colleges and universities in most provinces, and the amount of random samples were less, which is the major problem and limitations of this research. |
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