| Under the background of the "Double-World class construction",many universities emphasize the graduate students’ academic education.As Hyland(2006)put that EAP has become popular due to the large number of international students studying in British and American universities.It is one of the important tasks for graduate foreign language education to train students to participate in international exchange activities and display academic achievements in international journals.However,non-English major graduates face various problems and difficulties in the process of academic writing.And these problems and difficulties need to be solved in EAW course.Accordingly,this study adopts the methods of questionnaire and semi-structured interview to investigate the non-English major graduates’ academic English writing needs.And this study attempts to answer these questions:(1)What are the present non-English major graduates’ English academic writing needs? And what are the academic writing needs differences between different discipline students?(2)Does the teachers’ English academic writing curriculum design meet the non-English major graduates’ needs? What are the implications in teaching if students’ needs are met?Through interviewing five graduate students,three EAW teachers and investigating 211 non-English major graduate students.It finds that non-English major students have great needs in English academic writing.This study hopes to put forward some useful suggestions on the design of EAW curriculum by investigating non-English major students and academic English writing teachers.The results shows that graduates have different needs in the aspect of writing purpose,language,rhetoric,culture and discipline and writing resources.More and more graduate students are aware of the importance of English academic writing.They hope to learn EAW well in order to study and communicate abroad.In terms of cultural awareness and utilization of writing resources,students have the strongerawareness of reader and they are more willing to make full use of Internet to learn English.The results also indicates that natural science and engineer students and social science students have significant differences in the perceptive of academic English writing purposes and culture and discipline.Natural science and engineer students have higher needs for academic English writing purpose and reader awareness than social science students.Finally,the teachers’ curriculum design basically meets the students’ academic English writing needs.The design of curriculum content needs to be targeted and the teaching method needs to be flexible.This study recommends that EAW courses designing should base on the English academic writing needs of students and the features of disciplines.What’s more,teachers should adopt more flexible teaching methods,such as group learning,peer feedback,dairy writing.At the same time,EAW courses should aim to meet the students’ real academic needs and teaching with authentic academic materials.It is also an important approach to practicing students’ academic writing ability through distributing authentic writing tasks.Moreover,teachers should utilize the internet resources and encourage students to learn from the network.In the end,universities should provide EAP courses and various academic resources to improve students’ academic writing skills. |
