Non-english Major Undergraduates Learning Needs Analysis

Need analysis is not only the important basis for the planning and innovation of teaching, but also the starting point to carry out basic teaching activities. With student-centered theory rising in recent years, foreign language learning needs are getting more and more attention throughout the foreign language education activities. Research in this area shows a rising trend. However,at present, there is no need analysis on agricultural university English learners. Need analysis in essence is highly based on local situation, paying attention to practical activities. Therefore, the study selected Northwest A&F University as a sample of agricultural colleges to answer: whether the students from different previous environments set significant different goals in English learning; whether there are significant differences in terms of goals just because their majors are related to agriculture; whether there are significant differences in terms of the target basic English skills and the present ones etc.This study used both qualitative and quantitative research methods. It is based on the need analysis theory and theory of communicative function. The Northwest Agriculture and Forestry University non-English majors'"foreign language learning needs questionnaire" is based on Dudley-Evans and St. John's needs analysis model. Stratified random sampling was applied before the data was analyzed by SPSS16.0. The missing values are replaced by mean. The results are as follows:First, as far as the target situation is concerned, foreign language learning task is mainly used to facilitate future work and pass all kinds of tests. Besides, gender, origin, major have no significant differences in foreign language learning on mission objectives, while different grades have. Freshmen learn English for going abroad and working in the future, whereas sophomores focus on passing exams. Next, as to the four basic skills in English learning, students'needs are as follows: reading, listening, speaking, writing. Moreover, profession, gender, origin do not have significant differences in terms of the skill objectives. Second, as to the current situation, different majors, different origins bear no significant differences on language proficiency. The mastery of various language skills is unbalanced. The hierachical order is reading, listening, writing and speaking. The sequence is a little bit different from that in the target situation. It proves that CET4 and CET6 have certain effect on the mastery of the basic language skills. Speaking has been ignored to a certain extent. Third, as for learning needs, the author learned that students generally lack of English learning strategies through the further interview. Learning strategies are urgently needed in the teaching practice.To sum up, although half of the Northwest A&F University students are from the countryside, there is no significant difference between urban and rural students in English learning goals. Agricultural major students'future work has little reliance on English, but their English learning goals and other students'are alike. At present, there is difference between the present situation and the target situation among Northwest A&F University non-English major students in English skills. Their oral skills are far from their expectations. Meanwhile, they are in urgent need of learning strategies.