Research Of The Status Quo Of The English Curriculum Of Non-English Major Postgraduate Students

With further development of the society, the demand for the postgraduates are becoming higher and higher. However, current English teaching for non-English major postgraduates is not so satisfactory, the main trouble is the present English curriculum can not meet the requirements of English teaching. Moreover, English curriculum plays an key role in English teaching. That means it is necessary to adjust English curriculum based on the actual needs of the graduates. In order to arouse non-English major graduates’ learning interest and improve the quality of English teaching, this paper is trying to find out the current situation of non-English major postgraduates and set up the English curriculum based on the actual needs of the graduates.Taking 200 non-English major postgraduate students from Guangxi Normal University as examples, this research made an investigation into the present situation of English curriculum of non-English major postgraduate. This paper gets the useful data by means of literature review, questionnaire and interview. The major aims of the research are to find out the differences between Arts and Sciences major graduates in English curriculum. The results indicated that:First, there is no significant difference in English curriculum between Arts and Sciences non-English major postgraduates. Second, non-English major postgraduates are interested in English listening and speaking course and ESP courses. Third, there are some problems in current non-English major postgraduates’English curriculum, namely:1) The current course arrangement is unreasonable.2) The current teaching method is out of date, there is not much interaction between teacher and students.In the end, some suggestions are put forward for the problems mentioned above. Firstly, the school should adapt the teaching syllabus according to the students’ needs. Secondly, the teachers should optimize the course structure and update the course content. Thirdly, needs analysis should be applied in choosing what to teach.