Learning Attitudes Of English For College Students Of “A Plan For Educating And Training Outstanding Engineers”

Learning attitude of English plays a vital role in students’ learning process, and determines their English learning achievement.With the development of bilingual curriculum and teaching system reform in the pilot institutions of “Outstanding Plan(a program named “A Plan for Educating and Training Outstanding Engineers” by Chinese Ministry of Education in 2010), this new curriculum model not only changed the English curriculum structure of engineering colleges, but also provided a brand new English learning environment for the students. The students’ learning attitude of English in this new environment can not only reflect the bilingual curriculum and teaching system reform effect, but also determines the quality of compound talents training in “Outstanding Plan”. Therefore, it is necessary to study students’ English learning attitude in the reform of the bilingual curriculum and teaching system.The study takes Shannxi four pilot institutions(E University, F University, Y University, and Z University) of “Outstanding Plan” as the research projects. The study aims to study the relationship between learning environment and students’ English learning attitude by investigating the bilingual curriculum and teaching system reform and students’ English learning attitude in the reform from the perspective of humanism learning theory and ecological affordance theory. Interviews and questionnaires were used to gather data from teachers and students. The result shows that: First, four universities have reformed the bilingual curriculum and teaching system in different ways, but there are many problems in the reform, such as the curriculum is not scientific, and the teaching method can not motivate students’ interest. Second, students’ English learning attitude in different bilingual curriculum and teaching system are different. In E University and F University, the students’ cognitive, affective, and conative constituents are all at high level; in Y University, students’ English attitude in cognitive, affective, and conative constituents are all in medium level; and in Z University, the students’ English attitude in cognitive constituent is at high level, but medium level in affective, and conative constituents. This shows that students’ English learning attitude are differed in different bilingual learning environment. In addition, the students’ English learning attitude in E University is the most positive, which means the bilingual curriculum and teaching system reform in E University is more effective than the other three universities. Finally, the study put forward some suggestions to help the bilingual curriculum and teaching system reform in the pilot institutions of “Outstanding Plan”, in order to promote the development of “Outstanding Plan”.