1．目的及意义

Forhigher education in China, the Science-Humanities Division didn`t start untilthe end of the Cultural Revolution. It came into sight in 1977 as a carefullythought planning to cultivate specialized talents. After the resumption of TheEntrance Exams for Universities and the Science-Humanities division, thestudies about its scientificity, impacts and feasibilities have sprung up, eventhough the system has been there for almost 40 years, doubts over the divisionstill hangs over China. There has been indeed a rapid increase of intellectualsthanks to more attention on education. Yet a more worrying fact is that theNational Education Ministry have so far failed to give public a clear pictureof how the Science-Humanicides Division has reshape our next generation andwhether the progress owes much thanks to division policy.

Amongmany policies made by the ministry to raise college education standards, fewcan specify a “counter measure” for teaching policies between differentdisciplines. The Standardized tests for English (e.g. CET4/ CET6) failed toreflect an authentic nature of college English learners, grades may not matterthat much as different majors may adopts separate teaching methods andevaluation measures. The College English Curriculum Requirements published in2007, although managed to set a clear frame for English Education progression,also failed to acknowledge the verified discipline background to CollegeEnglish Learning, there is a urgent need for specified English teachingmeasures for different majors.

In a review of current literatures, the authorfinds that the subjects of most researches are the students, most of whichevaluates how students` motivation, learning strategies or even enthusiasmdifferentiate as a possible result of discipline background. For example, inPan and Liu`s paper a Reid`s Perceptual Learning Style is used to capture thedifference learning styles between Art students and Science students, it isvery successful at quantifying the phenomenon but didn`t take a further stepinto the reason for such variation. The easy by Cui and Dong, however, managesto improve Pan`s study and give a more detailed deduction for the reasons oversuch discrepancy. Therefore, this essay mainly choose the latter research as aguide, sorting out the overall passage orientation.

On the Basis of theconcept above, this research aims at teaching method variations under differentdisciplines instead of targeting solely on the students, hopefully it willprovide a better angle towards the analysis of disciplinary influence onEnglish learning in college and works as a supplement to previous academicfindings. The idea presented in this essay will also have certain guidingsignificance to English teaching under different disciplines.

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2. 研究的基本内容与方案

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This research startsfrom studying current college English teaching requirements by the ministry ofeducation, specifies test orientation as well as how different tactics areemployed in different disciplines, a further evaluation will be conducted toassess tactical feasibility. For questionnaires, it will take several phrases,reflects current college English teaching system for different classes.

On the Basis of theconcept above, this research targets at teaching method variations underdifferent disciplines instead of relying solely on the feedback from thestudents, hopefully it will provide a better angle towards the analysis ofdisciplinary influence on English learning in college and works as a supplementto previous academic findings. The idea presented in this essay will also havecertain guiding significance to English teaching under different disciplines.

The empirical study on the influence of discipline background to collegeEnglish learning will starts from teachers to students instead of from studentsto teachers, taking a closer look at how the teaching patterns adapts to suchbackground differentiation. Research will take the form of Questionnaires,interviews and literature review. A feedback from teachers and students will bedesignated as fundamental theory support for the research data. The wholepublic-poll phase will take around 4weeks, within each week questions willswitch from shallow to deep. Questionnaires will be sent to teachers andstudents in WHUT (notice the questions will be designed differently fordifferent subjects), the estimate number of questionnaires will be 50:500(Teachers: Students) To maximum the credibility of research findings, thedesign of the questionnaire will seek professional help and always be ready toamendment, furthermore, a bilateral evaluation system will also be deployed toassess the teachers and the students’ response to multi-disciplinary backgroundinfluence. After four weeks of survey interviews will be designed as a moreformal method to reassure research findings and hopefully seek for more answersto the doubts raised during 4 weeks of questionnaire. Literary review will beconducted before and after data collection. Comparation will be made to confirmmulti-disciplinary influence on English learning, a reference to previousstudies in advance can be very helpful to the questionnaires designed later. Ifpossible, broader subjects will be taken into consideration. Research time willbe expanded or shortened in accordance with the progress.