Abstract:
Curriculum development for EFL education needs to be based on learner needs. From the perspective of Output-driven Hypothesis, we conducted a questionnaire survey of learning needs and interests among non-English major postgraduates at a national key university. The results showed 1) a majority of participants were strongly motivated to learn English, with a particularly strong interest in improving their productive language skills 2) there were significant disciplinary differences in the perceptions of reading, writing and translation skills 3) there were notable discrepancies between the perceived importance of macro language skills and self-reported interested courses. The study further put forward that English curriculum design for non-English major postgraduates should be based on disciplinarity and learner needs, be oriented around production skills, and holistically meet diverse learner needs. 本研究从“输出驱动假设”视角对吉林省某重点高校非英语专 业研究生的英语学习需求进行问卷调查,结果显示:(1)研究生有提高英语输出能力的迫切需求;(2)理工和人文学科背景的研究生对英语阅读、写作和翻译技 能的认识存在显著性差异;(3)研究生对英语技能的重视程度与需求程度并不完全相符。研究进而提出研究生公共英语课程设置应基于学科专业性和学生需求,以 “输出”为导向,整体上满足学生的多样化学习需求。
