基于学生需求分析的大学英语后续课程设置满意度研究

发布时间：2018-03-22 06:16

本文选题：需求分析　切入点：大学英语　出处：《南京航空航天大学》2017年硕士论文　论文类型：学位论文

【摘要】：大学英语后续课程是大学英语课程和《大学英语课程教学要求》改革中的一部分,抓好大学英语后续课程的教学工作,可以保证大学英语学习四年不断线的构想。目前大学英语后续课程与学科教学之间的联系越来越紧密,大学英语后续课程是否可以顺利开展,直接影响我国英语人才的培养质量,所以《大学英语教学课程要求》下的大学英语后续课程的设置研究势在必行。笔者基于Dudley-EvansSt.John的需求分析理论,构建了本文的理论分析框架。选取了南航300名2014级全日制的非英语专业大学生为研究对象,采用问卷调查和半结构性访谈法,研究以下三个问题:1)非英语专业大学生对英语后续课程的学习目的和学习期望,目标情景需求和目前情景需求之间的差距;2)非英语专业大学生的英语学习需求现状;3)非英语专业大学生对南航目前实施的大学英语四种后续课程设置模块的满意度状况及其差异。研究表明:1)学生希望通过学习大学英语后续课程能够提高英语实际应用能力,为以后求职增加筹码;期待开设更多语言应用类、语言技能类课程;未来的求职方向主要集中于跨国公司、外企以及和英语相关的专业工作,学生的输入能力优于输出能力,学生认为自身欠缺的技能和学习难度较大的技能均为口语和听力。2)四大课程模块中语言应用类课程最受欢迎;学生更喜欢实用性和趣味性强的教学材料;倾向具有幽默风趣教学风格的教师;期望大学英语后续课程开设两学期;需要网络自主学习和课堂教授相结合的教学模式;最为青睐的终结性评估方式是开卷考试和课程论文。3)南航非英语专业大学生对南航目前实施的大学英语后续课程大体满意,满意度从高到低依次为课程设计、评估方式、教师、教学模式和教材。学生对目前四类后续课程设置呈现出不同的满意度,在教材、教师方面,满意度最高的是语言应用类课程;在课程设计方面,满意度最高的是语言文化类课程;在教学模式和评估方式方面,满意度最高的是专门用途英语类课程。基于该分析结果,笔者提出相应的课程设置启示:重视动态的需求分析;制定体现校本特色的课程目标;优化课程种类和时间;加强教材多层次化建设;完善师资队伍的知识结构;保持与时俱进的教学方法;建立科学的评估体系。本研究在一定程度上拓宽了大学英语后续课程设置研究的视角,推进了基于学生需求分析的大学英语后续设置相关问题的研究,对推进高校合理设置大学英语后续课程,深化大学英语教学改革具有一定的积极意义。
[Abstract]:College English follow-up course is a part of the reform of College English course and College English Curriculum Teaching requirements. At present, the relationship between college English follow-up courses and subject teaching is getting closer and closer, and whether the college English follow-up courses can be carried out smoothly or not, The quality of training English talents in China is directly affected. Therefore, it is imperative to study the establishment of college English follow-up courses under the "College English Teaching Curriculum requirements". The author based on Dudley-EvansSt.John 's demand analysis theory, This paper constructs the theoretical analysis framework of this paper. 300 full-time non-English majors in China Southern Airlines Grade 2014 are selected as the research objects, and questionnaires and semi-structured interviews are used. This paper studies the following three questions: 1) the learning goals and expectations of non-English majors in follow-up courses, (2) the current situation of non-English majors' English learning needs 3) the satisfaction of non-English majors with the four kinds of follow-up curriculum modules currently implemented by China Southern Airlines. The study shows that the students hope to improve their practical English proficiency by studying follow-up courses in college English. To increase the chips for future job search; expect to open more language application classes, language skills courses; the future direction of employment is mainly focused on multinational companies, foreign companies and English related professional work, students' input ability is better than output ability, The students think that the skills they lack and the skills that are difficult to learn are the most popular of the four curriculum modules of oral English and listening comprehension, and the students prefer the practical and interesting teaching materials. Teachers who tend to have humorous and witty teaching style expect college English follow-up courses to be offered for two semesters and require the combination of web-based autonomous learning and classroom teaching. The most popular summative evaluation method is open-book examination and course paper .3) the non-English majors of China Southern Airlines are generally satisfied with the follow-up courses of college English currently implemented by China Southern Airlines, and the satisfaction degree from high to low is curriculum design, evaluation methods, teachers, etc. Teaching mode and teaching material. Students show different satisfaction with the current four kinds of follow-up curriculum. In the teaching materials and teachers, the highest satisfaction is the language application curriculum; in the curriculum design, The language and culture courses are the most satisfied, and the most satisfactory ones are the ESP courses in terms of teaching mode and evaluation methods. Based on the results of the analysis, the author puts forward the corresponding curriculum implications: attaching importance to dynamic needs analysis; To formulate the curriculum objectives that embody school-based characteristics; to optimize the types and time of courses; to strengthen the multi-level construction of teaching materials; to improve the knowledge structure of teachers; to maintain the teaching method of keeping pace with the times; To some extent, this study broadens the perspective of the research on the follow-up curriculum of college English, and advances the research on the problems related to the follow-up setting of college English based on the analysis of students' needs. It has certain positive significance for pushing forward the reasonable setting up of college English follow-up course and deepening the reform of college English teaching in colleges and universities.
【学位授予单位】：南京航空航天大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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