英语本科毕业论文-中国英语教学中“低效”问题.doc

and the impact of chinas english teaching approachand the impact of chinas english teaching approach毕业生姓名：所属院系： 牡丹江师范学院外语系所属专业： 英语专业所属年级： 2004级导师评语：成 绩：指导教师：职 称：职 务：abstract :english teaching profession in china, low literacy students sometimes hear voices. some said that chinese american students to read too slow, some say that chinese students do not write reports. american professor of english illiteracy this phenomenon very unhappy. this is how serious is the overall situation, or cases? everyone said it was unclear. here i would like to discuss if the english language learners from the deaf-mute disease and became the illiterate is true, then who is the culprit? keyword : bilingual education secondary english the problemcontentsintroduction1 .in that capacity, inefficient because1 1.1 first of all21.2 look at the chinese teacher.4 . to literacy inefficient because 5 2.1 if we some economic minds52.2 on the writing skills of the training6. china not behind english education8 3.1my thanks ranked fourth 8 3.2 the japanese recognize their english learning well9 . guard against arrogance and rashness, continue to improve10 4.1 on the one-stop teaching 11 4.2 university english future11 references13 and the impact of chinas english teaching approach introduction in march this year, at a meeting held by the teaching of english in nanjing seminar, said a steering committee responsible for foreign language teaching university professor in the english group on the gun. i happen because things were not from friends department was informed that the professors remarks from some channels are not satisfied with these words that my foreign language teaching, particularly the teaching of english, many times, the effect is not good, it is engaged in the teaching of english teachers due to inadequate reform. the professor believes that the phenomenon should not be the teacher. i do not know his specific arguments, but i feel his indignation. because i inefficient have their own understanding. .in that capacity, inefficient because the teaching of foreign languages, more inefficient remarks, i have repeatedly heard. specifically, the chinese people learn good english for many years, capacity has always poor won deaf-mute disease. in the final analysis, this is a foreign language teacher quality is poor, and conservative, to the active application of advanced communication methods. i think that with such manifestations teachers can not, in the past, the future will have. but they are small in number, not the mainstream. therefore, if these teachers in foreign language teaching inefficient and did not seize the essence of the problem. in fact, from 1980, various foreign language curricula are guided back to home teaching. then, the so-called deaf-mute disease can become ill? does any other deep-rooted causes? i think it is yes. 1.1 first of alli think that some critics fail to distinguish between esl (english as a second language teaching) and efl (english as a foreign language teaching) distinction. although there are many esl theories and principles for teaching efl. the reference, but if the efl comprehensive karen esl theories and principles of teaching is not practical. the reason is simple. our teachers are teaching english in china environment, our students are english as a foreign language rather than a second language learning. for example, some of our counties, and most of the township primary schools may have never seen the british or americans, how will they accept english as a second language? they going to speak english? even in some large cities, elementary school, intermediate students a good opportunity for all classroom use english than living in the united states fewer opportunities. even english teachers guide students in the professional conduct or spontaneous language campaign, will always be in the campus, student unfriendly vision. if someone in the performance of a bus or train to and perhaps draw more trouble. these notes, it is the attitude of the english language, not a second language. therefore, in my english very good, and many people have some background. before the liberation, often church school students; after the liberation, more of a foreign language school students or their parents are foreign language teaching; since reform and opening up, with the parents of these students abroad to learn. a few days ago, i organized the students to participate in beijings language speech contest finals, who have the best parents in the united states, britain, france, canada, egypt, lived for many years experience of the individual winners also had not traveled in the north, cctv or some foreign language classes organized by the student. using the standard to require esl efl students, and that they suffer from a deaf and mute disease is unrealistic. we should see china and the west in the national character and cultural traditions and norms of behaviour on the different. although chinese people are good at communication, personality outward, generally speaking, chinese people are generally more elegant and inward, not like sleeping. we have such an experience, foreign experts classes, tone down high down low, their endless posture, facial expression game, i contacted the most lively of the best instructors are also far behind china. in the 1980s, the teaching of english in a meeting, a school advocacy communication methods for a number of teaching videos, the students reported watching, while discussions, but their eyes always focused on the newspapers, cast doubt on these students in agriculture, not in the discussion. later a teacher introduce them to use good teaching experience is always read on their interpersonal skills lost confidence.1.2 look at the chinese teacher. after the liberation, many english teachers who use the russian language, the cultural revolution was instructed to return to the english. years of neglect, these teachers how can always speak fluent english? they allow their students can speak fluent english? secondly, a few years ago, many universities only undergraduate graduate teachers, schools where many are not university qualifications. even today, if we go to a university to look into this, only a few have taught english professional doctorate, the university has a masters degree in english with a few, can. schools have the opportunity to go abroad for further study of a less. less educated also visible in some of the foreign universities recruit teachers, the few genuine doctorate. therefore we can say that china is not the qualifications of english teachers, but we can not say that the attitude of those teachers teach english, students do not want to teach well. china english teaching is also affected by political factors and the impact of political movements. when i was in university, it was instilling the idea is how to listen to the bbc or voa enemy taiwan. at that time, recorded on the original english film almost impossible. at that time, we can not arbitrarily and foreigners exchanges. during the cultural revolution late, i took a group of students to fair representative conference of workers internship. once a foreign asked me a counter position, i told him upstairs. this person left, a political cadres foreign trade department immediately possible to the content of my speech to him, and warned me not casually and foreigners after unauthorized access. as a teacher, subject to such special treatment, i can not deaf and mute disease could only dumb. if this is several years ago and not as a proof. then, in 2000 in changde summer i attend a hearing organised by the primary english and canadian experts teacher training courses. before the meeting, when we were waiting for the complex ji experts into the venue, the course organizers then announced participants discipline, and in the rest of the experts and not after casual conversation. evidently, the dumb and really won the deaf-mute disease, which can rely on the teachers? . to literacy inefficient because english teaching profession in china, low literacy students sometimes hear voices. some said that chinese american students to read too slow, some say that chinese students do not write reports. american professor of english illiteracy this phenomenon very unhappy. this is how serious is the overall situation, or cases? everyone said it was unclear. here i would like to discuss if the english language learners from the deaf-mute disease and became the illiterate is true, then who is the culprit? 2.1 if we some economic mindswill understand the relationship between inputs and outputs. to solve the deaf-mute disease, we heard that the more time on training, then the time will be reduced in writing. as you sow, so shall your reap. this is the natural law. then we heard another voice, agriculture, as you teach grammar teachers in the classroom much more. i am not here to discuss with chomsky grammar is inherent in the human brain, because the contemporary assumption that the most advanced means of experimentation can not be sure, can not deny. here i want to mention one issue, and stressed that modern education center for students, then we must as a center for analysis and research students : infants, children, adolescents, adults in the learning process is differentiated? it has accumulated experience and the ability to recognize whether the logical reasoning help? it is in this issue, i think some people saying that student-centred aspect is not their own students, adult students as babies, as a child. they do not see their children than adults experience rich, logical thinking ability, under such circumstances, do not play the strengths of adults, infants and children, like adults until parrots, how to achieve good results? 2.2 on the writing skills of the trainingi do not oppose the initial communication from the start of writing, recording their names and telephone numbers of written notice to note, filling forms. but we can not remain stagnant, stuck in the initial stage. when we want to enter a senior secondary phase or phase problems. many chinese english teachers reluctant to teach writing. estimate its causes, perhaps i lack knowledge, it is difficult to do; perhaps required to mark exercises too time-consuming. in china, a professional english classes are 20-30, 30-50 to the university of english. dean of the school curriculum for different workload often lack awareness. they do not understand the last two hours listening class and two hours of writing classes in the labour quantitative difference, the latter in an essay someone to go after school to 20-30 minutes later. i head for, had recourse to foreign experts for their essay that is almost second nature to us. interestingly, i check students operation, the experts found no basic change for students essay. only to a sub-written comments on the sentence, the basic language, were not touched. they also seemed to be afraid of time carefully scrutinize. but their smart is a reasonable requirement than the chinese teachers, who felt that more students to errors, the students will bring psychological burden. according to their teaching principles fluent important than correct, the teacher must teach the language rather than the language of knowledge. this approach caused by the consequences could be for the following. my colleague in the reporting of teaching, said students pay the essay or report possible errors, some very basic mistakes. she pointed out some mistakes good for the students. unexpectedly, the students grudgingly said, what? i have no expert opinion essay, you do more than the total foreign experts english well, how can i have said is wrong? therefore, i think teaching fluent and correct relations. i think a correct but not fluent english students, and if they give him a chance to have more exposure to english or english american living and working for some time, he can become fluent in english. instead, it appears that a fluent students but incorrect, time can hardly be correct, because his english was not correct stereotypes, and opinionated correct, often refuse to correct them. by the same token, allow learners to master some language knowledge is not detrimental. language and linguistic knowledge, is a surface, a bottom. under certain language learners knowledge, learn and use language more consciously, more pragmatic. know these and know-how is essential understanding things. china not behind english education in this section, although it was stated that the low level of english language teaching in china, i feel the contrary, china is not the teaching of english in fact backward. some may wish to look at the following reports.3.1my thanks ranked fourth whether you agree or disagree with it, the united states is recognized university college accomplishments. according to their practice, the students reach a certain score line, including chinese students to universities in the united states after they have completed their studies. therefore, the effect was beyond comprehension. we can not ignore chinas college students achievements.wednesday, february 09, 2000, updated at 10:29(gmt+8)education ：china ranked fourth in asia in average toefl scores a recent report by the u.s. education testing service ranked chinese students fourth out of all asian countries based on average toefl (test of english as a foreign language) scores. the report shows that the philippines topped on the list with an average score of 584 points, while china ranked fourth with 562 points. the top ten countries on the list are: the philippines, india, sri lanka, china, nepal, indonesia, pakistan, malaysia, south korea and vietnam. according to the report, which was compiled between july 1998 and june 1999, the average score of more than 30,000 taiwanese students who took the toefl test was 510 points. this ranked 15 among the 21 asian countries covered by the survey. the maximum possible score of the toefl test is 677 points. copyright by peoples daily online, all rights reserved . here, we should note two points. first, the front row in the three countries is china the philippines, india and sri lanka. due to historical reasons, english is the second language in these countries. thus, the efl on asian countries, china is first. this reflects the chinese students of english. secondly, took classes in undergraduate or post-graduate study to the american university, did not learn english in a bad or participate in a new course being returned to the east. 3.2 the japanese recognize their english learning well as we all know, the english department, university of japanese english teachers even for professional undergraduate students whether or graduate students, and school use are japanese. a japanese english professor told me that they used the beijing university press, linguistics guide, that they are chinese english education affirmed. the following is a japanese scholar on china and japan english more coverage. why the japanese are poor english speakers a proposal to reform english instruction in japan. whenever i visit a company or government institution in china, i come away impressed by the number of chinese who are proficient 110-124 in english. many of them have never gone abroad, a fact that attests to the superior level of english language instruction in china. in contrast, most japanese fare poorly in english. this perception is largely acknowledged to be wholly by both foreigners and the japanese themselves. a contention for which an international comparison of average toefl (test of english as a foreign language) scores need not be consulted to confirm. (china in transition. 2002.3.2) . guard against arrogance and rashness, continue to improve i insist that the chinese view of the teaching of english is not backward, on the one hand, based on the above facts, on the other hand, based on my ideas. as the war in teaching, gas can not drum china. english teachers always go to the human rights diplomats, pressure is useless. moreover, many leading to the so-called low-efficiency factor and english teachers normally do not touch, and the achievements of these teachers have not been fully recognized how inspiring? my second idea is that we often say that pride is backward, modestly raise progress. although we have no english language teaching backward, we should find out where, climbing new heights. i raised some questions here, for your reference. 4.1 on the one-stop teaching the ministry of education in 2001 enacted compulsory english syllabus that our efforts in the direction of english education. however, the existence of different views and originally it triggered new problems, we have to be gradual to find solutions. for example, primary school english courses from the third grade is a good time, or from one grade good? if from the first grade onwards, the two symbols simultaneously learning system for children is overburdened? english courses from primary schools, a teacher how to solve? conditions of localities, towns and schools to catch up?4.2 university english future english teaching is the ultimate goal of one-stop high school graduates now university english grade 4 a