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Needs analysis

Needs analysis. Group members: 张 路 黄娟娟 李慕颖 黄芙蓉. Outline:. Subjects and background information. Motivational factors. Attitudinal factors. About the subjects and background:. Subjects: 51 freshmen, Beijing City University, Finance.

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Needs analysis

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  1. Needs analysis Group members: 张 路 黄娟娟 李慕颖 黄芙蓉

  2. Outline: Subjects and background information Motivational factors Attitudinal factors

  3. About the subjects and background: • Subjects: 51 freshmen, Beijing City University, Finance. • Instrument: questionnaire, AMTB, Gardner. • Background: Intensive Reading class, 51 questionnaires in all, 49 valid questionnaires, 21 boys, 28 girls, Excel.

  4. Motivational factors: • Motivation types instrumental motivation integrative motivation • Motivation intensity

  5. Motivation types:

  6. Suggestions: • The teacher can provide some help according to the student’s needs, for example,CET 4 or CET 6. • The teacher can try to cultivate the student’s integrative motivation, especially for the female students.

  7. Motivation intensity: Results: The male’s motivation intensity is higher than female’s. Generally speaking, the students’ motivation intensity is not so strong.

  8. Suggestions: The teacher can try to improve the students’ motivational intensity. Arouse the students’ interests. Learner autonomy.

  9. Attitude (1): Results: The means of the students’ attitude to language and people are about the average. The means of the students’ attitude to the language learning, teacher and course are relatively high. In all, the students’ attitude is positive.

  10. Suggestion: Conclusion: The students’ English learning future is bright. The teacher should try to integrate the English culture into their teaching.

  11. Attitude (2):

  12. Conclusion: The learners’ anxiety level is not so high, this means that the teacher has done a good job in controlling the classroom atmosphere.

  13. Summary: • The dominate motivation type is the instrumental motivation. • The subjects motivation intensity is not so strong. • The students’ attitudes to language and people are not so positive, but their attidudes to language learning, teacher and course are releatively positive. • The students’s anxiety level is not so high.

  14. Reference: • Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes. Cambridge: Cambridge University Press. • Gardner, R. C. 1985. Social psychology and second language learning: The role ofattitudes and motivation. London: Edward Arnold. • Gardner, R.C. and Maclntyre, P.D. 1991. An instrumental motivation in language study. SSLA,13, 57-72. • Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge University Press.

  15. Thank You!

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