1. 研究目的与意义（文献综述）

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.

2. 研究的基本内容与方案

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.

3. 研究计划与安排

before 15th, january settlement of the title

before 25th, february submission of the outline

before 25th, april submission of the firstdraft

4. 参考文献（12篇以上）

[1]andrew d, cohen, susan j. styles-and strategies-based instruction: a teachers'guide[m]. foreign language teaching and research press, 2006:20-30.

[2] bensonphil. teaching and researching autonomy in language learning[m]. 2005.