A significant issue in higher education is the gap between current curriculum design and students'actual needs.To cultivate high-quality foreign language talents,it is essential to enhance the teaching quality of college English courses.Impro-ving thequality of these courses should begin with clearly understanding learners'needs.Therefore,this study,guided by needs analysis theory,takes non-English major students in an application-oriented university as research objects to explore students'needs in dimensions such as learning capability gaps,learners'individual aspirations,and requirements in learning procedure.The research findings indicate that students'needs demonstrate a multidimensional and comprehensive character,covering aspects such as English learning cognition,learning content,and learning planning.Additionally,there are regular patterns of differences in needs across different grades.In teaching,it is necessary to provide students with guidance on learn-ing cognition,offer"language-dominated+interest-assisted"teaching content,and provide learning planning guidance.This study provides supports for the reform of college English teaching in this type of institution.
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