摘要
Abstract
Contents
List of Tables
Abbreviations
Chapter 1 Introduction
1．1 Research Background
1．1．1 English Curriculum Requirements for Non-English Major Postgraduates
1．1．2 Implication from the Current Postgraduate English Education
1．1．3 Implication from the Previous Research Results
1．2 Purpose of the Study
1．3 Significance of the Present Study
1．4 Structure of the Thesis
Chapter 2 Literature Review
2．1 Descriptions of Needs
2．1．1 Definitions of Needs
2．1．2 Categories of Needs
2．1．3 Descriptions of English Learning Needs
2．1．4 Categories of English Learning Needs
2．2 Descriptions of Needs Analysis
2．2．1 Definitions of Needs Analysis
2．2．2 Models of Needs Analysis
2．3 Theoretical Foundation of the Present Study
2．3．1 Humanistic Approach
2．3．2 Communicative Approach
2．4 Reviews of Previous Researches on Foreign Language Learning Needs Analysis
2．4．1 Researches on Foreign Language Learning Needs Analysis Abroad
2．4．2 Researches on English Learning Needs Analysis at Home
2．5 Theoretical Framework of the Present Study
Chapter 3 Research Design
3．1 Research Questions
3．2 Research Subjects
3．3 Research Instruments
3．3．1 Sources and Reliability of the Questionnaire
3．3．2 Structure of the Questionnaire
3．3．3 Interview
3．4 Data Collection
3．5 Data Analysis
Chapter 4 Results and Discussion
4．1 Overall Situation of Non-English Major Postgraduates’ English Learning Needs
4．1．1 Situation of English Learning Motivation
4．1．2 Situation of Learner’s Individual Wants
4．1．3 Situation of English Learning Resource
4．1．4 Situation of English Learning Strategy
4．1．5 Situation of Learners’ Expectation on Assessment
4．1．6 Situation of Learners’ Expectation on Teaching Materials
4．1．7 Situation of Learners’ Expectation on Classroom Teaching
4．1．8 Situation of Learners’ Expectation on Curriculum Design
4．1．9 Situation of Learners’ Expectation on English Teacher’s Quality
4．2 Comparative Analysis of English Learning Needs Between Art Postgraduates and Science Postgraduates
4．2．1 Learners’ English Learning Motivation
4．2．2 Learners’ Individual Wants
4．2．3 Learners’ Enlish Learning Resources
4．2．4 Learners’ English Learning Strategy
4．2．5 Learners’ Expectation on Assessment
4．2．6 Learners’ Expectation on Teaching Materials
4．2．7 Learners’ Expectation on Classroom Teaching
4．2．8 Learners’ Expectation on Curriculum Design
4．2．9 Learners’ Expectation on English Teacher’s Quality
4．3 Results and Discussion of the Interview
4．3．1 Results of the Interview
4．3．2 Discussion of the Interview
Chapter 5 Pedagogical Implications
5．1 Summary of Major Findings
5．2 Implications for Postgraduate English Teaching
5．2．1 Selecting Practical and Updated Postgraduate English Teaching Materials
5．2．2 Diversifying English Classroom Activities and Improving Students’ Communicative Ability
5．2．3 Enriching Postgraduates’ English Learning Resources
5．2．4 Combining Formative Assessment with Summative Assessment
5．3 Implications for Postgraduate English Curriculum Design
5．3．1 Offering Level-based Engnsh CoursesArrangement
5．3．2 Offering Postgraduate English Electives in ESP
5．3．3 Offering Postgraduate English Course of Academic Writing
5．4 Implications for Postgraduate English Teachers
5．4．1 Strengthening English Teachers’ Self-cultivation
5．4．2 Helping Students to Form Stable English Learning Motivation
5．4．3 Training Students to Apply Efficient Learning Strategies
Chapter 6 Conclusion
6．1 Summary of the Present Study
6．2 Limitations of This Study
6．3 Suggestions for Future Study
Appendices
Bibliography
Publications during the Postgraduate Program
Acknowledgments
声明
