关键词：大学英语教学模式，学术英语，改革
CONTENTS
Acknowledgements.. i
Abstract ii
摘要iii
1 Introduction.1
2 Overview3
2.1 Current CET Situation and Reform Trend.3
2.2 An Introduction of Framework .5
2.2.1 Teaching Objectives of CET5
2.2.2 Teaching contents of CET6
2.2.3 Teaching curriculum of CET7
2.2.4 Teaching arrangements of CET7
2.3 Purpose and Significance.8
2.3.1 Purpose of This Research.8
2.3.2 Significance of This Research8
3 Current Situation of CET.10
3.1 Survey Based on Teaching Effectiveness.10
3.1.1 Design of questionnaire10
3.1.2 Data analysis.10
3.2 Survey Based on Teaching Contents12
3.2.1 Design of questionnaire13
3.2.2 Data analysis.13
3.3 Survey Based on Teaching Curriculum14
3.3.1 Design of questionnaire14
3.3.2 Data analysis.15
3.4 Overall Analysis of Current Problems15
4 Restructuring of CET Mode.18
4.1 Reform on Textbooks.18
4.2 Reform on Curriculum.19
4.3 Reform on Faculty Training.20
5 Conclusion21
Bibliography22
1 Introduction
English is quite important in today’s world. With the deepening of the reform and opening-up policy, as well as the extensive exchanges in various aspects of our society, the expectations and requirements for English capacity are also on the rise. English is a common language widely used in the international communication. Though Chinese is spoken by the most people in the world, English is the most widely spoken and influential language. Therefore, English, regarded as the guarantee of a bright future, is very popular in China. Students need to learn English as a foreign language from the very beginning of their systematic education, that is to say, even from kindergarten to college. Having learned English for such a long time and having passed so many English examinations, graduates from colleges, therefore, are expected to be able to do a good job as far as English is concerned, at least communicating in English fluently with foreigners.
However, such may not always be the case. Though they have learned English for so many years, and quite a number of them have passed CET-4 or even CET-6, most of them still find it extremely hard to use English fluently and correctly in their daily life or academic study. The phenomenon of “deaf-and-dumb English”, in other words, English learning with poor communicative ability, is very common on campus. College English Teaching seems to be distrusted. They blame college English for its uselessness. They could not understand why Chinese should study English when most of them have no chance to speak to foreigners and use it in their work. They can not accept the current situation that all kinds of English language tests play such an important role in their school performance, even in the National College Entrance Examination, which could influence their future profoundly. They consider it a waste of time. They may even think that it is a shame or betrayal of China to pay so much attention to English.
Why do college graduates perform so poorly in English? It seems that opinions on this topic vary greatly from person to person. Some people consider that college English teachers should be chiefly responsible for that, since some of them are not good enough and lack professional capability. Some people think that it is college students’ fault, for they spend too much time on playing or relaxing, not on studying English. Some people hold that the teaching materials of College English are out of date or inappropriate, which certainly needs improvement. Some people believe that China’s exam-oriented education should shoulder the major responsibility, which pert people’s attention from practical ability to merely high scores. Different people have different opinions over the reasons why college students cannot do a better job in English, but there is one thing in common ---- their deep dissatisfaction with the current situation of China’s College English Teaching. 学术英语视角下大学英语教学模式探索(2):http://www.751com.cn/yingyu/lunwen_11947.html