2.2.1.2 Chinese English teachers are still using the traditional way of English teaching
At present, some problems still exist in English teaching in China. Most of Chinese English teachers are still using the traditional teaching mode in English class. What is the traditional way of English teaching? It is the mode that emphasizing the teaching points on grammar and written English while ignoring the speaking and listening skills. There are several disadvantages of traditional way of English teaching.
Firstly, traditional teaching mode always attaches m毕业论文http://www.751com.cnuch attention to students’ English grammar while ignoring their practical communicative competences. In China, the tradition English teaching system is adopted to the order of new words, text, grammar and exercises. The teacher and students place much emphasis on the teaching form. English teacher explains the meaning of text sentence by sentence, even word by word, spending much time on the sentence structure and English grammar, while students pay attention to listening to the teacher and writing down the notes. Although this kind of teaching mode can help students master well in language basic knowledge, it is still difficult for them to freely express their ideas in English.
Secondly, the traditional way of English teaching ignores the main role of student in English study. In most English classes, teacher plays the central role. As teacher is evaluated by the good preparation and performance in class, most teachers will spend lots of time on explaining the meanings or ideas of the content, leaving little time for students to practice oral English. As a result, the students become the negative acceptor of language learning.
As a matter of fact, the most important task of English learning is to learn, not to be taught. Just as what Johnson Morrow said, “The teacher can help, advice and teach, but only the learner can learn.” Therefore, student should be the central role of the class, while teacher should play the helpful role, and be the cooperator, organizer and manager of class.
Thirdly, the tradition teaching mode ignores the students’ interesting of language learning. In traditional teaching pattern, teacher place much stress on exam skills and good marks. Students learn English by a large number of English tests, such as CET, TEM, GRE, and TOEFL and so on. With the pressure of these tests, learning English has been regarded as a task or even a burden to learners, rather than an enjoyment. If English teacher can introduce some knowledge of culture background, cross-culture communication, famous English words, well-know people, ect, which can attract learners’ attention and interesting, then students will accept English easier and faster.
In sum, the problems of using traditional way of teaching English are serious. The importance of language expression, student-central role and learning interesting decide the success of English learning.
2.2.2 My views on other problems of English teaching in China
To my way of thinking, besides the problems of traditional English teaching mode, there are other problems concerning English teaching in nowadays China.
First of all, the language is very difficult to learn on top of China’s own mother tongue. Case in point, a cab driver in Zhuhai who was interested in my research once told me of his third grader who recently started learning English in school. The man felt that the children are burnt out very quickly learning this language on top of their own language with its complexities and intricate writing system. Shanghai, an economically developed area and an international metropolis, is taking it one step further and beginning English teaching as early as first grade. However, in Zhuhai, there is even such a school for mere toddlers to engross themselves not only in their own language but English as well. This is quite the advantage for a child fresh from infancy; learning their first words in English right alongside. Chinese is nothing but beneficiary, as the child’s developing brain absorbs each with ease. It is too bad this is not the case the older one get.
Second of all, English education at the different levels of education in China has not yet been made into a coordinated process. English taught in primary schools, high schools, and colleges was designed separately instead of being regarded as sequential. As a result, the transition is hardly seamless and the monotony of the lessons proves to be quite the strain on students – not to mention, a waste of time.
Last of all, the texts used are in terrible need of revision. It is known that the main aim of the new textbook is to help students to improve their integrating skills. The formation of this kind of ability is based on students’ language skills, language knowledge, sentimental attitude, study strategy, and cultural consciousness. However, flipping through the pages of an elementary school level workbook at a bookstore in Zhuhai, I discovered many discrepancies and spelling errors in the text and lesson plans. At the same time, I also discovered that a high school level textbook aimed at helping a student study for college entrance exams contained English so advanced, that I myself had trouble making sense out of the material! If a student of English major has such a degree of difficulty understanding simple practice test questions in his or her language knowledge, perhaps its time China revamp a few things. With English already flourishing in schools across the country, now would be a great time to finely tune the lessons taught to improve the quality of the education.
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