Needs Analysis Of English Learners Across Different Levels And Majors

Needs analysis is the premise of all foreign language teaching activities. It is also the important basis for the planning and innovation of teaching. We can set up right goals, make appropriate teaching policies and develop proper curricula only after we have made objective needs analysis, through which English teaching and learning can be improved. As the rising of student-centered theories in recent years, foreign language learning needs are getting more and more attention throughout the foreign language education activities, and research in this area shows a rising trend. In essence, need analysis is highly based on local situations, paying attention to practical activities, so for different targets, the result of needs analysis must be different.Guizhou University of Engineering Science (the former Bijie College) is a newly-built local university. In recent years, college English of this university has been undergoing many innovations, but problems are still existing, for instance, students’ lack of interest, inefficient classes, low passing rate of CET4/6, etc. Proceed from the theories of needs analysis, the author tried to investigate the general research question whether Chinese college students differ in their needs of English learning, which was subdivided into two sub-questions and one concomitant question as follows: Sub-question 1:What are the differences in English learning needs between students from different non-English majors? Sub-question 2:What are the differences in English learning needs between non-English major students of different grades? Concomitant Question:Does the teachers’teaching satisfy the students’needs? In order to find answers to the questions, the author chose four classes of different majors and grades from Guizhou University of Engineering Science,249 in all, as the sample to do research. Based on Dudley-Evans and St. John’s needs analysis model, it made a relatively objective and thorough analysis of non-English majors’learning needs and target needs by multiple methods (questionnaire, interview).The result of the research shows that there are certain differences in English learning needs between students of arts and students of science, and between students of different grades. Firstly, SA consider English more important and have higher target needs. Secondly, students of arts tend to be more satisfied with the textbooks used now. Thirdly, students of Grade One are more exam-oriented in English learning. Fourthly, students of Grade One are more dependent on the classroom teaching, and compared with students of Grade Two, their English autonomic learning time is shorter. In addition, college English teaching in the university does not well satisfy the students’ needs. Based on the research results, the author puts forward some suggestions.