Needs analysis Group members: 张路黄娟娟李慕颖黄芙蓉. Outline: Subjects and background information Motivational factors Attitudinal factors.

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Presentation transcript:

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. Instrument: questionnaire, AMTB, Gardner. Background: Intensive Reading class, 51 questionnaires in all, 49 valid questionnaires, 21 boys, 28 girls, Excel.

Motivational factors: Motivation types instrumental motivation integrative motivation Motivation intensity

Motivation types: GroupSexNumberMean Instrumental Male Female All Integrative Male Female All

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.

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

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

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.

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

Attitude (2):

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

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.

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