请问下面这篇文章的翻译

A study of English learning problems was carried out among a total of 106 foreign students. It shows that most students considered understanding spoken English to be their biggest problem on arrival. This was followed by speaking, Writing increased as a problem as students discovered difficulties in writing papers that they were now expected to hand in. Reading remained as a significant（显著的）problem. The information gained helped up in determining where special attention should be paid in our course. Although many students have chosen to join the course with a reasonable motivation（动机）, we considered it important to note what seemed to encourage interest. Nearly all the students have experienced some kind of grammar-based English teaching in their own country. To use the same method would be self-defeating because it might reduce motivation, especially if it has failed in the pest. Therefore a different method may help because it is different. Variety of activity was also seen as a way of maintaining（保持）or increasing motivation. Several years ago we had one timetable that operated throughout, but we soon found that both the students and the teachers lost interest by about halfway through the ten weeks. This led up to a major re-think, so finally we brought it into line with the expressed language needs of the students.

解题思路： 这是一篇讲述外国学生学习外语时存在的问题及师生应采取的措施的文章。
解题过程：
一项有关英语学习中存在的问题的研究在106名外国学生中展开。研究结果表明，大部分的 外国学生在他们刚来的时候，对英语口语的理解成为了他们最大的难题。其次是会话； 后来由于需要交论文，写作亦逐渐成为学生们的难处，当然阅读理解从来就是一大问题。 获取的信息帮助了我们在确定哪里在我们的路线应该给予特别留意。虽然许多学生选择加 入路线以合理的刺激，我们认为它重要注意什么似乎鼓励兴趣。几乎所有学生在他们自己 的国家体验了基于语法的英国教学。要使用同一个方法弄巧成拙，因为它也许减少刺激， 特别是如果它以前失败。所以，因为它是不同的，一个不同的方法也许帮助。

活动的多样化本可维持或增加推动力。几年前我们用固定的课程表上课，结果很快发现： 师生在几周后对英语学习失去了兴趣。这使我们重新考虑，并使课程表与学生的实际需求 保持一致，以提高学生的学习动力。
最终答案：略