大学英语论文大学英语“学困生”和“学优生”英语学习.doc

大学英语论文：大学英语“学困生”和“学优生”英语学习需求的对比分析【中文摘要】国内外学者关于需求分析的研究可以说是硕果累累。国内研究者们分别从不同角度撰文,介绍英语需求分析理论,探讨它的概念、特征,展望它在国内英语教学中的应用前景,有的文章还引入了如何进行需求分析的模型。不过笔者通过查阅相关文献发现：绝大部分的研究都是针对中学外语教学来研究的,较少研究是针对大学英语教学来研究的,而且,有关大学英语“学困生”的英语学习需求的研究很少人涉足。因此,本文对英语“学困生”和“学优生”在英语学习中的学习需求进行了研究。笔者采用问卷和访谈的调查方式,以广西师范大学非英语专业(不包括艺术类专业)大二的415名学生为样本进行深入调查研究。研究的内容包括：(1)大学英语“学困生”和“学优生”的英语学习需求；(2)大学英语“学困生”和“学优生”的英语学习需求的不同之处；(3)这些差异存在的原因；(4)可促进大学英语教学的措施。所收集到的数据采用SPSS 13.0进行描述性分析、独立样本T检验和秩和检验。调查结果表明：大学英语“学困生”和“学优生”都希望提高他们的英语水平,从而通过大学英语四、六级考试。他们都认为目前安排了足够的课时学习英语,接受并适应交际教学法,且不排斥他们的英语教材。然而,大学英语“学困生”的需求在以下几个方面与大学英语“学优生”不同：1)在学生的学习目标方面,大学英语“学优生”更清楚他们英语学习的目标；2)在英语教材方面,大学英语“学优生”能更灵活的适应他们的英语教材；3)在教学方法方面,大学英语“学优生”更能适应不同的教学方法而且的“学优生”参与了英语相关的课外活动；4)在学生参与英语学习方面,大学英语“学优生”表现出对英语学习有兴趣,而大学英语“学困生”却几乎没有兴趣学习英语。此外,大学英语“学优生”愿意花的时间学习英语；5)在教师品质方面,大学英语“学优生”比“学困生”更喜欢他们的老师,而且大学英语“学优生”喜欢老师的原因也和“学困生”有很多不同。造成这些差异的原因有以下四点：被动接受和积极主动的差异、对教材需求的差异、综合性动机和工具性动机影响的差异、师生互动交流的频率和持续性的差异。该调查研究显示出大学英语“学困生”和“学优生”英语学习需求的差异。本研究试图探讨这些差异的原因并提出若干建议以供教师在今后的教学中更恰当的指导大学英语“学困生”,从而更好地促进其英语学习。最后本文还指出了本研究所存在的不足之处,并提出建议供后续研究参考。【英文摘要】The studies of needs analysis are fruitful at home and abroad. The studies in this field have been published on several aspects by some domestic researchers. They introduce the theory of needs analysis, discuss its concept and characteristics, and predict its applied prospect of English teaching in China. Some articles even induct the model of needs analysis. However, when searching those key journals in ELT in China for the related literature on the web site of CNKI Chinese Academic Journals in July 2010, the author found that most of the studies are focused on the foreign language teaching in high schools, with few on the foreign language teaching in the universities. Besides, the studies related to the English learning needs of less successful students are rarely found. Therefore, a study of the English learning needs of the less successful students and the successful students through comparative analysis will enrich the study of this field.With the tools of questionnaire and interview, the present study investigates 415 non-English major (excluding art major) undergraduate sophomores in Guangxi Normal University. The present study investigates 4 questions including:1) What are the needs of the less successful and successful College English students in English learning? 2) What are the differences between the less successful College English students and the successful College English students in the English learning needs? 3) What are the reasons for these differences? 4) What can be done to improve College English teaching? The software SPSS 13.0 is employed to calculate the quantitative data.The statistical results of the questionnaire investigation indicate that both of the less successful College English students and the successful College English students wish to improve their English to pass CET-4 and CET-6. And they are satisfied with the class hours. They do not like or dislike their English materials. They accept Communicative Language Teaching. However, the needs of the less successful College English students dont match the needs of the successful College English students in the following dimensions: 1) Concerning the studentslearning objectives, successful College English students have better idea of their English learning objective.2) Concerning teaching materials, successful College English students are more flexible and adjustable to their English materials.3) Concerning teaching methodology, successful College English students are more adaptable to different teaching methods. And more successful College English students take part in out-of-class English activities.4) Concerning the studentsinvolvement in English learning, successful College English students show interest in English learning, while less successful College English students have little. Moreover, successful College English students would like to spend more time on English learning.5) Concerning teachersqualities, successful College English students like their teacher more than the less successful College English students; and successful College English students like their teachers for quite different reasons.The reasons for the gap between them are probably the following:the disparity between passive acceptance and initiative spirit; the different requirement towards the materials; the differences between the impacts of integrative motivation and instrumental motivation; frequency and consistency of the interaction and communication between them and their teachers.The present study provides a clear picture of the differences between the less successful College English students and the successful College English students in the English learning needs and the reasons for these differences, which offers the implications for the college English teachers as how to help the less successful College English students properly in their future teaching so as to improve their language learning.Limitations of the present study and suggestions for further study are also elaborated in this thesis.【关键词】大学英语 学困生 学优生 需求分析 对比分析【英文关键词】College English less successful students successful students needs analysis comparative analysis【目录】大学英语“学困生”和“学优生”英语学习需求的对比分析中文摘要3-5Abstract5-6Chapter 1 Introduction9-111.1 Background of the Study9-101.2 Purposes of the Study101.3 Framework of the Study10-11Chapter 2 Literature Review of Needs Analysis11-292.1 Definitions of Needs Analysis112.2 Models of Needs Analysis11-152.2.1 Munbys Model for Needs Analysis122.2.2 Hutchinson & Waters Model for Needs Analysis12-152.3 Significance of Needs Analysis15-162.4 Related Studies At Home and Abroad16-272.4.1 Related Studies Abroad16-222.4.2 Related Studies in China22-272.5 Summary27-29Chapter 3 Research Methodology29-393.1 Research Questions293.2 Research Subjects293.3 Research Instruments29-363.3.1 Questionnaire29-363.3.1.1 Design of the Questionnaire29-303.3.1.2 Reliability of the Questionnaire30-323.3.1.3 Validity of the Questionnaire32-363.3.2 Interview363.4 Research Procedures36-383.4.1 Data Collection36-373.4.2 Data Analysis37-383.5 Summary38-39Chapter 4 Data Descriptions and Discussions39-584.1 General Data Descriptions39-494.1.1 Learning Needs of Less Successful College English Stu