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ding to receivet heir suggestions and opinions , and to some ques2tions , the subject s could choose more than one an2swer . Interviews were conducted wit h all t he ESPteacher s and 20 st udent s out of t he 449 student swho were involved in t his st udy. The interviewquestions designed to t he teachers and to thest udent s contained five and four questions , respec2tively.2 　RESULTSThe result s of t he investigation are shown andinterpreted in t he following aspect s : at tit udes toESP , ESP teacher , ESP textbook , teaching meth2odology , teaching content s , and st udent spinterest sin ESP.2. 1 　Basic information of the studentsThe fir st five questions in the questionnaire tot he st udent s were designed to investigate somebasic information of t he student s , such as their in2terest in English and t heir English proficiency att he beginning of t he ESP period. The result sshowed that t he majority (82. 9 %) of t he student shad passed CET24 and 18. 5 % had passed CET26 att he end of t he second year in college.As to t he interest s in English in t he generalsense , only 10 (2. 2 %) out of t he 449 st udent s ad2mitted t hat they disliked English , while up to80. 9 % of all t he subject s claimed t hat t hey wereinterested or very interested in English , which in2dicated t hat the st udent s , as a whole , were willingto study English.2. 2 　Attitudes toward ESPAccording to our investigation , 100 % of theESP teacher s admit ted t hat t hey had not done anyESP research , which shows t hat t hey paid inade2quate at tention to ESP teaching.More t han a half of the st udent s admit ted t hatt hey only spent one to two hours per week on ESPst udying. Some of the st udent s we interviewed hada fal se opinion about ESP. They thought t hat t heycould not achieve a lot f rom the cour se , and t hatESP was nothing but some subject2specific vocabu2laries and terms. They believed t hat they couldpass t he course easily , so t here were no needs tospend a lot of time or energy on it . And on t heot her hand , t hey did not enjoy the unsuitable text2books , and t he teaching by some incompetentteacher s made them feel somewhat disappointed aswell .2. 3 　ESP teachersThe result s of t he questionnaires and t he in2terviews show t hat most st udent s t hought a quali2fied ESP teacher should have sufficient specialtyknowledge (75. 3 %) , good experience in teaching( 60. 0 %) , and profound foundation of English(74. 2 %) .2. 4 　Teaching methodologyAccording to t he questionnaire , almost half(47. 0 %) of t he st udent s t hought that t he ESPteaching was dull and boring. The interviews tot he st udent s al so showed t hat what t heir ESPteacher s did most was to read and t ranslate t hepassages in class , and 23. 0 % of t he st udent s saidwhat t heir teacher s usually did was asking t hem tostudy t he text s on t heir own and to t ranslate partof t he text or answer some questions given by t heteacher . Only 55 (12. 2 %) out of t he 449 student st hought t hey were satisfied wit h t he present teach2ing. On t he cont rary , t he majority of the student s(87. 8 %) t hought that t he teaching should be re2formed.2. 5 　ESP materialsAt t he time we carried out our investigation ,we only had text books as teaching material s.The currently2used text books were evaluated“Middling ” by 41. 9 % of the st udent s. Thestudent s t hought that the advantages of t he cur2rently2used text books were topics of passages(51. 2 %) , and vocabulary (49. 7 %) ; while moret 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。