On The English Academic Adaptability Of Non-English Major Freshmen

Freshmen’s adaptability is the adaptability of transition period from high school to college. The individuals who attend to college have undergone a full range of changes in the social role, the learning and living environment and the department from the original relations,etc. All of these changes do influence the learning of English in college to some degree.This dissertation, mainly by means of qualitative research method and descriptive statistics, aims to make a survey and discussion on the English learning situation of78non-English major freshmen in HuBei university ZhiXing college, who are selected from two different majors at random. The research exerts a great influence on the exploration of problems existing in the non-English major freshmen’s English learning, and also paves the way for college English teaching.By compositive investigation and data analysis, the study draws following conclusions:(1) As the transition from high school to college, many problems in adaptability to college English learning have sprung up, for example:the weakness in the basic knowledge of English, lack of role identity and English learning motivation, the improper learning strategies, etc.(2) The non-English major freshmen’ English learning adaptability exists significant difference among gender, native place and their English level in high school, while shows no distinct differences in the aspect of subject and parent’s education degree.(3) The non-English major freshmen’s English learning adaptability is influenced by their own factors, family factors and school&society factors. As considered from their own factors, interpersonal relationship, the interest in English, the basic knowledge of English, the learning motivation, the learning strategy etc, affect their academic adaptability; concerning the family factors, the parents’breeding style and their education degree can foresee their child’s academic adaptability; referring to the school&society factors, the school climate, teacher’s expectation, and Internet do influence their English learning adaptability.