The Study On The Satisfaction Of College English Follow-up Curriculum Design Based On Students’ Needs Analysis

College English follow-up curriculum is part of college English curriculum and College English Curriculum Requirements.Attaching great importance to college English follow-up curriculum will enable the college students to learn English in a four-year continuous mode.Nowadays,college English follow-up curriculumis more closely linked with discipline teaching.Whether it can develop smoothly will directly affect the quality of English talents cultivation in our country.So it is imperative to do research on follow-up curriculum design of college English.The author constructs the theoretical framework of this study based on Dudley-Evans&St.John’s Needs Analysis model.Questionnaire and interview are adopted to investigate 300 full-time non-English majors in Grade 2014 from Nanjing University of Aeronautics and Astronauticsabout their learning goals and expectation,the gap between Target Situation Analysis and Present Situation Analysis,their English learning needs,their satisfaction on the current curriculum design and the differences of their satisfaction.The results of this study are as follows.First,students’ learning goals are to improvetheir practicable ability of English and get a satisfactory job;they hope more language application courses and skill courses are developed;students want to work in transnational corporations,foreign companies and English-related fields.Their input ability is better than output ability,and speaking and listening are what they lack most and think the most difficult to learn.Second,language application courses are the most popular among the four curriculum modules;students prefer teaching materialswith strong practicability and great fun;students tend to hope that teachers have humorous teaching styles;students expect thecollege English follow-up curriculum to be carried out for two terms;students consider onlineautonomous learning combined with lectures as their favorite teaching model;the summative assessment methods students favor most are open-book examinations and essays.Third,non-English college studentsare generally satisfied with the college English follow-up curriculum in NUAA.The results show that the successive order of satisfaction is curriculum design,curriculum evaluation,teachers,teaching model and teaching materials.Students hold different satisfaction on the curriculum design of the four kinds of college English follow-up curriculum.The highest level of satisfaction,for teaching materials and teachers,is language application course;for curriculum design,is language and culture course;for teaching model and curriculum evaluation,isESP course.Based on the above results,the author puts forward the corresponding curriculum design implications: attach great importance to the dynamic needs analysis;set school-based curriculum goals;optimize the curriculum types and time;strengthen the multi-hierarchical construction of teaching materials;improve the knowledge structure of the faculties;make the teaching methods keep pace with times and establish scientific evaluation system.The study expands the research perspective ofcollege English follow-up curriculum design,and promotes the relevant studies based on students’ Needs Analysis.In addition,it has a positive impact on promoting the reasonable design of college English follow-up curriculum so as to deepen the reform of college English teaching.