English Performance of Non-English Major

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Introduction1
Purpose2
Literature Review2
Methodology4
Data Analysis4
Results and Suggestions7
Results7
Suggestions7
Conclusion9
References10
Appendix Ⅰ – Questionnaire12
Appendix Ⅱ – Questionnaire ( Chinese ver.)14
Appendix Ⅲ – Figures16
Purpose
As the students in Taiwan nowadays are all in nine-year integrated education system, they must have English learning experience including English as subject in the past. I believe that their English pre-knowledge obtained in school has somewhat influenced their English achievement later. In this study, I would like to investigate the English performance of college students nowadays, particularly for non-English major students. I would prepare a self-rated English ability scale for them to know how they evaluate their own English ability. For this purpose, some questions, for instance, how they improve their English skills in their daily life, will be asked to get more information from them. What I hope to show is that except for the students majored in English, how the English performance of non-English major students is. To a certain extent, does their English pre-knowledge do foster their English performance? Also, should the government and schools change their educational policy? These and other questions will be studied in my paper.

Literature review
The main object of this part is to review the relevant literature with regard to the factors which affect English learning efficiency. Over the past few decades, as our government has a growing respect to the English education in Taiwan, some researchers started to investigate how the change of English learning environment influences Taiwanese students. English-only instruction is the most popular internationalizing way to promote students’ English abilities. Although students worry about some loss of professional knowledge, they have positive response to the improvement in terms of listening and vocabulary (Huang, 2009). Also, in addition to create an English learning atmosphere in class, it is indispensable to have sufficient English teaching facilities and self-access language center on campus (Lin & Huang, 2009). According to the teaching experience of those researchers, they found such opportunities are helpful to increase students’ learning satisfactions and their interest in learning English. However, the learning environment is only one of the factors which may lead to influence students’ learning achievement. Because of the individual differences and characters among the students, they can have different learning outcomes even if they are in the same learning conditions. Research findings showed that there is also a significant relationship between students’ English performance and their gender on the one hand (Bacon, 1992; Green & Oxford, 1995; Jou, 2003), and students’ English performance and experience of learning English on the other hand (Jou, 2003; Su, 2003). Lin and Huang (2009) also think the type of school and students’ majors are related to their achievement due to the content of main courses and the hours of English course. As we can see, there are many different factors which may influence English learning efficiency and English performance of Taiwanese college students. Unfortunately, little research has been done so far on the learning status of non-English major students. Due to their limited access to learning English, I believe it is meaningful to know how their English level is nowadays and how they attempt to enhance their English ability. The result may help other scholars to figure out better solutions.

Methodology
A number of studies with regard to foreigners learn English as a foreign language have been conducted in many countries. However, in this paper, the setting was aimed at the college students in Taiwan.

Subjects
The subjects in the study were 60 non-English major students who were chosen...
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