Needs Analysis For Curriculum Design Of English Teaching For Non-English Majors

With the development of economy, more and more people begin to learn English in China, so public English attracts more attention of schools at all levels. Previously people learning English just because English was the key to the international currencies of technology and commerce. But in this pluralistic society, people learn English were not just as a tool for careers, they always have all sorts of reasons to explain why they learn English.The studies on public English teaching or English for Geneal Purposes(EGP for short) have caused the eyes of many scholars. English learning and teaching in China also have a history of more than one hundered years. Most of English teaching in China belongs to EGP teaching. Researchers of western countries have made a lot of studies on English curriculum design based on needs analysis. Hutchinson and Waters classified English into English for Specific Purposes(ESP for short) and English for General Purposes. Now most of the theories about curriculum design are for ESP teaching, there is little about EGP teaching, so, many researchers use the theories of ESP curriculum design for reference. There has been more than thirty years since Chinese scholars begin to study needs analysis, according to Professor Shu Dingfang, it is just several years since scholars began to study curriculum design based on needs analysis. So their researches are most based on the sucessful models abroad or models of other foreign languages.This paper takes descriptive statistics method. The first step was the introduction the relevant theories of EGP teaching, curriculum design and needs analysis, and then construct a theorectical frame for the study. Students from physics and chemistry department of Hebei Normal University were chosen as the subjects of the study, a furthur study were make on their target needs and learning needs. The data collected was typed into SPSS 13.0 to get results. The conclusions are as follows:Now college students of the first year are 90ers, actually they have little confidence in English learning. They have a high demand in language level in future work or study, but the gaps between their expected level and present level are still great. They are more likely to emotionalize in learning, teaching methodology, teacher's attitude even the content of the textbook can influence their learning. They make high requests for the equipments and teaching environment of schools, but their satisfaction to English teaching mainly depends on their communication with the teachers. They feels good when they got attention from the teachers.Finally, based the conclusions we got, with the reference of the College English Curriculum Requirements, the researcher put forward some advice for EGP teaching, the curriculum design is based on a learned-centered classroom. For example, before the implementation of a class, a general survey will be made to investigate student's needs, and then with a clear knowledge about the gap between each students to design, evaluation the course continuously, to make a curriculm more applicable. The involvement of students can make them highly motivated, and set goals for their learning, and what they need and want. It doesn't meant that all the needs of learners should be met, instead, the aim of curriculum design is to meet the needs of most of the learners.