Research On College English Follow - Up Curriculum Based On Student 's Needs Analysis

With the progress of science and technology, networking and digitalization puts forward new requirements for college English reform. In 2007, The MOE Department published College English Curriculum Requirements which emphasizes that English curriculum should not only reflected in the first two years, but also in the senior stage. This way it will enable the university students to learn English four years continuously. To some degree, this policy gives the direction for the development of the basic English curriculum in college and the development of follow-up college English curriculum.Based on students’ needs analysis, this research studies the follow-up college English curriculum of Xi’an International Studies University. This study sends questionnaires to 245 subjects, including college students, graduates and college English teachers in order to realize the current English learning situation and the attitude and purpose of follow-up English courses of non-English major college students. By this way, we can explore the content and form of follow-up English courses, and thus improve the current situation of college English course to meet students’ needs. The questionnaires of this survey are designed under the understanding of student’s individual requirements analysis model which is constructed by Professor Chen Bingbing. Also, the questionnaires draw lessons from such scholars as liu Li, liu Meihua, Xue Yan, Ma Wulin and Zheng Manhuai. Then, we make descriptive statistical analysis to the data by using SPSS software. After that, we interview five students, three graduates and three college English teachers in order to understand students’ English learning needs and their attitudes toward college English courses and follow-up college English courses.The results of this study are as follows. First, the English learning situation of current non-English majors is in a medium level, and students have very strong view to the present college English teaching situation. Second, non-English majors hold the view that it is important and necessary to offer follow-up college English courses. Third, non-English majors have a high expectation of follow-up college English curriculum, involving in all aspects of the curriculum. Job hunting is the main reason for students to expect follow-up college English courses.