A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis

Li Lanjie; Zhan Ying; Zhang Yuxuan

doi:doi:10.11648/j.si.20170503.13

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A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis

Li Lanjie, Zhan Ying, Zhang Yuxuan

Published in Science Innovation (Volume 5, Issue 3)

Received: 20 April 2017 Published: 20 April 2017

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Abstract

Needs analysis plays an essential role in designing courses and provides the basis for choosing teaching objectives, teaching content, textbooks, teaching methods and evaluating teaching effects. The study is based on a questionnaire survey among 775 non-English undergraduate majors who have passed CET4 or CET6 test with the help of needs analysis and module teaching theories. It obtains information about students' needs for follow-up college English courses in the aspects of their purposes of learning English, the teaching content and modes of follow-up courses and the like. On the basis of the analysis of the survey, the study summarizes the current problems existing in the follow-up module teaching, and then puts forward a tentative framework for needs collection and response，teaching material resources, teaching time, examinations and evaluation, and extracurricular activities of College English follow-up module teaching courses, in order to provide some useful reference for college English reform nationwide.

Published in	Science Innovation (Volume 5, Issue 3)
DOI	10.11648/j.si.20170503.13
Page(s)	138-143
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Needs Analysis, Follow-up Module Teaching, Study

References

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[2]	Hutchinson, T. & Water, A. English for Specific Purposes- A Learning-centered Approach [M]. Cambridge: CUP, 1987:56。
[3]	束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社，2004:19。
[4]	Gardner, D & Miller, L. Establishing Self-access from Theory to Practice [M]. Cambridge: Cambridge University Press, 1999:7.
[5]	胡壮麟.大学英语教学的个性化、协作化、模块化和超文本化——谈《教学要求》的基本理念[J].外语教学与研究，2004，(5):345-350。
[6]	贾秋仙.大学英语模块教学与形成性评价[J]黑龙江教育学院学报，2009，(4):141-144。
[7]	蔡基刚.基于需求分析的大学ESP课程模式研究[J].外语教学，2012(3):47-50。
[8]	晋艳．大学英语四级后续课程设置的探索与实践[J]．长春教育学院学报，2013(5):106-108。
[9]	蔡基刚．后大学英语教改依据与对策研究[J]．外语电化教学，2010(3):3-12。
[10]	符雪青．基于“需求分析”的大学英语后续选修课程的调查研究与思考[J]．外语电化教学，2014(3):74-78。
[11]	赵庆红.学生英语学习需求视角下的大学英语教学。
[12]	祝珣.课程设置的学习者需求分析——基于大学公共英语课程的研究[J]．外语界，2014（6）：48-56。

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Li Lanjie, Zhan Ying, Zhang Yuxuan. (2017). A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Science Innovation, 5(3), 138-143. https://doi.org/10.11648/j.si.20170503.13

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Li Lanjie; Zhan Ying; Zhang Yuxuan. A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Sci. Innov. 2017, 5(3), 138-143. doi: 10.11648/j.si.20170503.13

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AMA Style

Li Lanjie, Zhan Ying, Zhang Yuxuan. A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Sci Innov. 2017;5(3):138-143. doi: 10.11648/j.si.20170503.13

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@article{10.11648/j.si.20170503.13,
  author = {Li Lanjie and Zhan Ying and Zhang Yuxuan},
  title = {A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis},
  journal = {Science Innovation},
  volume = {5},
  number = {3},
  pages = {138-143},
  doi = {10.11648/j.si.20170503.13},
  url = {https://doi.org/10.11648/j.si.20170503.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20170503.13},
  abstract = {Needs analysis plays an essential role in designing courses and provides the basis for choosing teaching objectives, teaching content, textbooks, teaching methods and evaluating teaching effects. The study is based on a questionnaire survey among 775 non-English undergraduate majors who have passed CET4 or CET6 test with the help of needs analysis and module teaching theories. It obtains information about students' needs for follow-up college English courses in the aspects of their purposes of learning English, the teaching content and modes of follow-up courses and the like. On the basis of the analysis of the survey, the study summarizes the current problems existing in the follow-up module teaching, and then puts forward a tentative framework for needs collection and response，teaching material resources, teaching time, examinations and evaluation, and extracurricular activities of College English follow-up module teaching courses, in order to provide some useful reference for college English reform nationwide.},
 year = {2017}
}

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TY  - JOUR
T1  - A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis
AU  - Li Lanjie
AU  - Zhan Ying
AU  - Zhang Yuxuan
Y1  - 2017/04/20
PY  - 2017
N1  - https://doi.org/10.11648/j.si.20170503.13
DO  - 10.11648/j.si.20170503.13
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 138
EP  - 143
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20170503.13
AB  - Needs analysis plays an essential role in designing courses and provides the basis for choosing teaching objectives, teaching content, textbooks, teaching methods and evaluating teaching effects. The study is based on a questionnaire survey among 775 non-English undergraduate majors who have passed CET4 or CET6 test with the help of needs analysis and module teaching theories. It obtains information about students' needs for follow-up college English courses in the aspects of their purposes of learning English, the teaching content and modes of follow-up courses and the like. On the basis of the analysis of the survey, the study summarizes the current problems existing in the follow-up module teaching, and then puts forward a tentative framework for needs collection and response，teaching material resources, teaching time, examinations and evaluation, and extracurricular activities of College English follow-up module teaching courses, in order to provide some useful reference for college English reform nationwide.
VL  - 5
IS  - 3
ER  -

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Author Information

Li Lanjie

Xi’an Research Institute of Hi-Tech, Xi'an, China
Zhan Ying

Xi’an Research Institute of Hi-Tech, Xi'an, China
Zhang Yuxuan

Xi’an Research Institute of Hi-Tech, Xi'an, China

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APA Style

Li Lanjie, Zhan Ying, Zhang Yuxuan. (2017). A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Science Innovation, 5(3), 138-143. https://doi.org/10.11648/j.si.20170503.13

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ACS Style

Li Lanjie; Zhan Ying; Zhang Yuxuan. A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Sci. Innov. 2017, 5(3), 138-143. doi: 10.11648/j.si.20170503.13

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AMA Style

Li Lanjie, Zhan Ying, Zhang Yuxuan. A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis. Sci Innov. 2017;5(3):138-143. doi: 10.11648/j.si.20170503.13

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@article{10.11648/j.si.20170503.13,
  author = {Li Lanjie and Zhan Ying and Zhang Yuxuan},
  title = {A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis},
  journal = {Science Innovation},
  volume = {5},
  number = {3},
  pages = {138-143},
  doi = {10.11648/j.si.20170503.13},
  url = {https://doi.org/10.11648/j.si.20170503.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20170503.13},
  abstract = {Needs analysis plays an essential role in designing courses and provides the basis for choosing teaching objectives, teaching content, textbooks, teaching methods and evaluating teaching effects. The study is based on a questionnaire survey among 775 non-English undergraduate majors who have passed CET4 or CET6 test with the help of needs analysis and module teaching theories. It obtains information about students' needs for follow-up college English courses in the aspects of their purposes of learning English, the teaching content and modes of follow-up courses and the like. On the basis of the analysis of the survey, the study summarizes the current problems existing in the follow-up module teaching, and then puts forward a tentative framework for needs collection and response，teaching material resources, teaching time, examinations and evaluation, and extracurricular activities of College English follow-up module teaching courses, in order to provide some useful reference for college English reform nationwide.},
 year = {2017}
}

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TY  - JOUR
T1  - A Study of College English Follow-up Module Teaching from the Perspective of Needs Analysis
AU  - Li Lanjie
AU  - Zhan Ying
AU  - Zhang Yuxuan
Y1  - 2017/04/20
PY  - 2017
N1  - https://doi.org/10.11648/j.si.20170503.13
DO  - 10.11648/j.si.20170503.13
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 138
EP  - 143
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20170503.13
AB  - Needs analysis plays an essential role in designing courses and provides the basis for choosing teaching objectives, teaching content, textbooks, teaching methods and evaluating teaching effects. The study is based on a questionnaire survey among 775 non-English undergraduate majors who have passed CET4 or CET6 test with the help of needs analysis and module teaching theories. It obtains information about students' needs for follow-up college English courses in the aspects of their purposes of learning English, the teaching content and modes of follow-up courses and the like. On the basis of the analysis of the survey, the study summarizes the current problems existing in the follow-up module teaching, and then puts forward a tentative framework for needs collection and response，teaching material resources, teaching time, examinations and evaluation, and extracurricular activities of College English follow-up module teaching courses, in order to provide some useful reference for college English reform nationwide.
VL  - 5
IS  - 3
ER  -

Copy | Download