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摘 要 本文综合并总结英语教研组全体老师的教学经验、体会，指出了中职学校中英语教学的几种常见偏向。包括不注重英语教学的“循序渐进”性，违背了英语学习的缓慢上升规律；中职学校生源综合素质急剧下滑；课堂上教师讲得多，学生朗读得少；只讲英语知识，轻视了学生阅读面的扩大等等问题，文章分析了产生这些偏向的原因，并提出如何在课改中逐步纠正这些偏向。
关键词 中职教育 英语教学 新课程改革
中图分类号：G424 文献标识码：A
English languages education thoughts and methods are changed obviously in middle and elementary schools. It is particular during new education reformation. There are still some educational problems in our vocational schools, they are not good for students healthy growing and developing their mode of thinking. It must be reformed and changed. Let me take English language education for example, the China Education Department has also press the college four-six-class examination vocabularies and grammars to senior middle school since 2000, and senior school knowledge to junior school, junior school to elementary school. After these press, both parents and students are annoyed by this kind of English language teaching and learning, our teachers also feel hopeless sometime. We have many difficulties in teaching and students also have the same feelings in learning. We only talk about “how to improve teaching and learning qualities ”or “reform class education” without thinking senior school entrance exam and university entrance exam, it is not reality because our students come from middle schools who have already experienced senior school and university entrance exams. Our teachers’ task is to encourage students and arouse these students’ confidence and let them to learn English again who didn’t pass these two kinds of examinations, and wake they up to like English learning and have confidence in language learning. It is easy to say but difficult to do, but if we have patience and explore how to do constantly, I think we will have methods to teach our students more confident. Here I point out several teaching erroneous tendencies in vocational schools and give out some proper suggestions. Let’s do it together. The main erroneous tendencies are following:
First erroneous tendency: our teachers don’t pay attention to regularity which English language teaching and learning must be slow up to up spirally, it is against this regularity which learning language is slow and spiral.
（In my incurably trivial way I divide these against phenomenon into three categories ①）.
Type A: student’s book is one of these phenomenon’s top problems. We know junior and senior English student’s book are compiled on the base of content’s degree from easiness to difficulty, its vocabularies, grammars, drills, and text contents are from low-class material to high-class one. The easy and difficult degree is slow up to up gradually. However, vocational school student’s book isn’t written in this way, it is just according to schools’ different specialities. Different specialities have different students’ books. For instance, Manufacturing English, Computer English, Business English writing, Nursing English, Calculating English and so many. We should say that the student’s book are service for different special students and they are good for these students whom society need to operate machine and manufacture various things. They have their own specials and benefits. However, it is unique and doesn’t base on the knowledge of junior English. There is no transition, especially no transition vocabularies and relation knowledge. So there are too strong special that students can’t understand and master them. For example, there are flexible manufacturing systems, boring machine, drilling machine, knurl, milling cutting, water-jet cutting and so on in manufacturing English book. In my own opinion, students can’t understand the Chinese words meaning, let alone English words. If they don’t understand the Chinese meaning, they will have no interests to learn and master its English words. We take another example—Business English Writing, its contents include notice, minutes, memo, business report, questionnaire, enquiry and reply, offer and counter, sales contract. We can say that these types of writing materials are very rare in Chinese competition class. That is to say, Chinese class have few these kinds of writing competition, but now these contents are selected into the vocational school students’ books. And let us look at another problem—that is students’ English level. We all know that these students’ English knowledge just is single words and single sentences. That’s to say they just can master single words and single sentences, and can understand simple texts, if the contents are too difficulty and texts too long, they will can’t not only understand the text but also show no interests. They can’t write out these types of the competition in Chinese. Of course they can’t do it in English. From all over the students’ books in vocational schools, we have found that English students’ books are so difficult that students can’t master, can’t learn. These too special and boring materials or contents kill the interests of the students, and make their confidences dead. So the more students learn, the less interests they have. It is the same meaning that if let general person study scientific questions, I think they also show no interests and feel boring and become tired. We know that in vocational school English students’ books are composed on the base of schools’ specialities. They are alone, unique, and not connected with each other. Computer English is not connected with business English, and manufacturing English not connected with nursing English. They are all like a sea island one by one, one doesn’t give hand to another, especially their contents are not connected with junior English knowledge, therefore when students who graduated from junior middle schools to learn these contents and will show little interest, and feel boring, they become tired and sleepy in classroom. However, that is not say we can’t teach these students English, I just say that we can select and compile new materials or books for them to learn. These materials and contents must be suitable and proper for them to learn. I think the following 20 types of content are very fine and good for them. 1, meet and greet; 2, ask name and respond; 3, ask age and respond; 4, ask where come from and answer; 5, introduce oneself; 6, thank somebody and respond; 7, ask for help and respond; 8, require help and respond; 9, do shopping and respond; 10, ask time, day, date and respond; 11, simple festive names; 12, ask direction and respond; 13, telephone words and sentences; 14, show apology; 15, marks in airport, train and bus stations or in gardens; 16, common boards words; 17, different appellation or call; 18,talk about weather; 19, the names of countries and continents; 20, monetary names all over the world and etc. That is because students have some base to learn them, and another reason is that contents are not difficult and easy, there for we will arouse their learning interests and let them master these daily English well and set their confidence up again.
Type B: Teaching Programme is another factor that teaching English is difficult in vocational school. Vocational schools’ English teaching programme is not clear or distinct, vague and ambiguous. It just give out the teaching direction that let vocational school students master some degrees’ English technologies and can be good for students future. However, there is clear requires in junior or senior English students’ books. There are 25 new words and expressions in each unit and 20 units in each book, what students must do is answered and required after each unit. In another way, more than 1000 new words and expressions do not appear in the student’s book, but in the exercise book or exercise reading book. Students can master these 1000 new words and expressions after reading these exercise materials and doing exercise. Generally speaking, learning English language must widen the amount of vocabulary, so our vocational schools teaching programme must be clear, must be concrete and require students what they must do in very concrete terms. For example, students can greet people or see doctor or do some shopping and their responds in English after the Grade One, and can order foods and drinks, can ask laundry service, can do check-in or check-out and relation responds after the Grade Two. If we require students in very concrete terms, students can master the knowledge after our teaching and requiring and urging. Type C: two-hour-class is the third factor that get in the way of students learning English well. This kind of class-hour-system is not suitable for learning language, especially for foreign language, because language is needed to be spoken and to be taught everyday. If we want to master any kind of language, we must practice and practice it every day, and must read it loudly everyday. That is that English must meet students every day. But in fact, each single class students have 4 hours English class in vocational schools in one week, we have two times in each single class students in one week. Two-hour-class system isn’t good and suitable for students to learn and waster, especially when there is only one day between two days when we don’t learn English or read loudly or practice English, we will feel our tongues are not flexible and stiff and don’t feel sensitive. But one class is 40 minutes or 45 minutes in junior and senior schools. They are more scientific than vocational schools. So I suggest that our vocational schools should adopt short class-hour-system, and let students meet English every day, and read them loudly every day, then they will learn English quickly. In this case, I think our teaching effect will be better than before.
Second Erroneous Tendency: vocational school students comprehensive qualities are down rapidly nowadays. This is another factor that make our school both teaching and learning difficult and not easy.
As we know, English knowledge is not unique and alone, it is only one branch of all subjects. It is connected with other knowledge. The contents of its vocabulary, drill, grammar are not only in Chinese, history, geography, but also in maths and chemical or medicine knowledge, so in class our teacher must combine all kinds of technologies and knowledge into English class. For example, when teaching manufacturing English, we must realize or get to know machine tool industry, flexible system, numerical controlled machine tool, lever principle, and integrated circuit and so on physical principles or knowledge; when studying business English writing, we must first think about Chinese writing styles, and know the basement of notice, minutes, memo, business report, questionnaire, enquiry and reply, offer and counter, sales contract. So we must combine English and Chinese, and master many kinds of writing styles as soon as possible. Take another for instance, when study the general situation of England and America, we should first show the location of these two countries, especial show students these countries longitude and latitude, and we’d better compare these two countries’ location with China. After looking at the map of the world, first give students general geographical location and then get to learn English contents, we will get better gain and have better efficiency. So our English class require students must have good education in comprehensive knowledge, however, we know that students in vocational school have less comprehensive quality than those in senior school, it is more serious than before since 2000. I think low-comprehensive-quality of students is not ignored important factor that hinder English teaching and learning in vocational school. This problem is the most important one annoyed us, we can’t “catch” students from senor schools. We must face these reality that is we must think out many good methods to teach “these low-quality ” students. We only explore efficiency and reliable ways to teach them, only when we find good ways constantly. I think our vocational schools spring is coming. Third Erroneous Tendency: teachers speak more and students read less, especial silently read less, especial silent reading less.
Nowadays with the help of the multimedia and computer, more and more teachers like to use ppt and video during teaching or in the classroom. The contents will be show on the screen of the computer by teacher only clicking the mouse. It is so zhihuan and convenient. This kind of method has brought many excellent points in the classroom, and even has make our class vividly, it is good for our class and students, but the more time students spend watching video or screen of computer, and the less time for them to read loudly. Here I still want to emphasize that English learning need reading, need read loudly, especially need read after teacher even if tapes have give out the standard and correct pronunciation. In addition to teachers explanation for students and do exercise with students together, therefore there is a litter time to be left for students to read efficiently. You know, language learning must speaking, talking and reading loudly. No time, no fluent English. So I think in classroom, teacher must practise every word or sentence, especially practise them by using useful words and expressions. We can use different words and expressions into the same drills and sentences, practice again and again. This method or point is very important. We know that after practising we can speak out each drill completely and fluently. Another way, I want to talk about silent-reading because vocational schools time is the similar to senior time, teacher should leave more time for students to read articles silently. Without silent-reading feelings or nun-experience of this feeling, students can’t feel or catch the articles’ spirits and get some mode of thinking. So we should shorten ppt or video and leave more time for children to read loudly and silently. That’s to say that let us give the learning authority to students and speak less in classroom. Then students will read more and think more by themselves. Isn’t it OK?
Fourth Erroneous Tendency: teacher only law stress on learning English language knowledge during teaching, and ignore to widen students’ reading horizons, especial to widen students Chinese, history knowledge.
Our traditional thought is thought that we only teach English in English classroom. If we teach history and geography or literature in English classroom, it will be considered wrong. But our new education reformation requires that let students have free time to enlarge their reading rooms and also let them select materials for themselves to read. In senior schools students’ English books match lots of out-class reading materials. And I did say more than 1000 new words and expressions appear in reading books in senior school, but in vocational school we just have students’ books and no reading materials. It is not good. In fact, to language learning, widening students’ horizon is so important that is it not enough for English learning just read only 10 units of each book. Here I want to talk about out-class reading or light reading. Both out-class reading or light reading is reading. Teenagers like to read children reading materials, especially like to read these Chinese materials, if these reading materials are written in English, there would be better. But many students like them in Chinese, not in English. In fact, if students read more Chinese books, students English knowledge will be improved and horizon to be widen. So after finishing English, I always leave 10 to 15 minutes for students to read these materials in my English class. I think if students can read many various books, they will know more, and then they will doing English exercise well, these light reading or out-of-class reading may help them to understand more correctly. Because many English contents have appeared in Chinese materials. So we should encourage students read more and more Chinese books. If they do it, their interests will gradually be grown and we will get more efficient.
In totally, I want to find these English tendencies in vocational schools and explore how to solve these problems properly, I think we’ll have good efficiency, and I wish our hard work will get good harvest, we will.
Notes
① It is quoted from “Class War: How the Exams Racket is Ruining Our Schools” written by Richard Morrison in English Language Learning in 2006. 1.
Explanations:
1. The paper was presented at the seventh of Research of the F.L. studying and Teaching Methods in Chinese. Written by Dai Hong.
2. I just translate this paper into English about according to its Chinese meaning.
References
[1] 温儒敏.语文教学中常见的五种偏向.语文学习,2011.1.
[2] 戴虹.中职学校英语教学的几种常见偏向.外语学法教法研究,2013.7.
关键词 中职教育 英语教学 新课程改革
中图分类号：G424 文献标识码：A
English languages education thoughts and methods are changed obviously in middle and elementary schools. It is particular during new education reformation. There are still some educational problems in our vocational schools, they are not good for students healthy growing and developing their mode of thinking. It must be reformed and changed. Let me take English language education for example, the China Education Department has also press the college four-six-class examination vocabularies and grammars to senior middle school since 2000, and senior school knowledge to junior school, junior school to elementary school. After these press, both parents and students are annoyed by this kind of English language teaching and learning, our teachers also feel hopeless sometime. We have many difficulties in teaching and students also have the same feelings in learning. We only talk about “how to improve teaching and learning qualities ”or “reform class education” without thinking senior school entrance exam and university entrance exam, it is not reality because our students come from middle schools who have already experienced senior school and university entrance exams. Our teachers’ task is to encourage students and arouse these students’ confidence and let them to learn English again who didn’t pass these two kinds of examinations, and wake they up to like English learning and have confidence in language learning. It is easy to say but difficult to do, but if we have patience and explore how to do constantly, I think we will have methods to teach our students more confident. Here I point out several teaching erroneous tendencies in vocational schools and give out some proper suggestions. Let’s do it together. The main erroneous tendencies are following:
First erroneous tendency: our teachers don’t pay attention to regularity which English language teaching and learning must be slow up to up spirally, it is against this regularity which learning language is slow and spiral.
（In my incurably trivial way I divide these against phenomenon into three categories ①）.
Type A: student’s book is one of these phenomenon’s top problems. We know junior and senior English student’s book are compiled on the base of content’s degree from easiness to difficulty, its vocabularies, grammars, drills, and text contents are from low-class material to high-class one. The easy and difficult degree is slow up to up gradually. However, vocational school student’s book isn’t written in this way, it is just according to schools’ different specialities. Different specialities have different students’ books. For instance, Manufacturing English, Computer English, Business English writing, Nursing English, Calculating English and so many. We should say that the student’s book are service for different special students and they are good for these students whom society need to operate machine and manufacture various things. They have their own specials and benefits. However, it is unique and doesn’t base on the knowledge of junior English. There is no transition, especially no transition vocabularies and relation knowledge. So there are too strong special that students can’t understand and master them. For example, there are flexible manufacturing systems, boring machine, drilling machine, knurl, milling cutting, water-jet cutting and so on in manufacturing English book. In my own opinion, students can’t understand the Chinese words meaning, let alone English words. If they don’t understand the Chinese meaning, they will have no interests to learn and master its English words. We take another example—Business English Writing, its contents include notice, minutes, memo, business report, questionnaire, enquiry and reply, offer and counter, sales contract. We can say that these types of writing materials are very rare in Chinese competition class. That is to say, Chinese class have few these kinds of writing competition, but now these contents are selected into the vocational school students’ books. And let us look at another problem—that is students’ English level. We all know that these students’ English knowledge just is single words and single sentences. That’s to say they just can master single words and single sentences, and can understand simple texts, if the contents are too difficulty and texts too long, they will can’t not only understand the text but also show no interests. They can’t write out these types of the competition in Chinese. Of course they can’t do it in English. From all over the students’ books in vocational schools, we have found that English students’ books are so difficult that students can’t master, can’t learn. These too special and boring materials or contents kill the interests of the students, and make their confidences dead. So the more students learn, the less interests they have. It is the same meaning that if let general person study scientific questions, I think they also show no interests and feel boring and become tired. We know that in vocational school English students’ books are composed on the base of schools’ specialities. They are alone, unique, and not connected with each other. Computer English is not connected with business English, and manufacturing English not connected with nursing English. They are all like a sea island one by one, one doesn’t give hand to another, especially their contents are not connected with junior English knowledge, therefore when students who graduated from junior middle schools to learn these contents and will show little interest, and feel boring, they become tired and sleepy in classroom. However, that is not say we can’t teach these students English, I just say that we can select and compile new materials or books for them to learn. These materials and contents must be suitable and proper for them to learn. I think the following 20 types of content are very fine and good for them. 1, meet and greet; 2, ask name and respond; 3, ask age and respond; 4, ask where come from and answer; 5, introduce oneself; 6, thank somebody and respond; 7, ask for help and respond; 8, require help and respond; 9, do shopping and respond; 10, ask time, day, date and respond; 11, simple festive names; 12, ask direction and respond; 13, telephone words and sentences; 14, show apology; 15, marks in airport, train and bus stations or in gardens; 16, common boards words; 17, different appellation or call; 18,talk about weather; 19, the names of countries and continents; 20, monetary names all over the world and etc. That is because students have some base to learn them, and another reason is that contents are not difficult and easy, there for we will arouse their learning interests and let them master these daily English well and set their confidence up again.
Type B: Teaching Programme is another factor that teaching English is difficult in vocational school. Vocational schools’ English teaching programme is not clear or distinct, vague and ambiguous. It just give out the teaching direction that let vocational school students master some degrees’ English technologies and can be good for students future. However, there is clear requires in junior or senior English students’ books. There are 25 new words and expressions in each unit and 20 units in each book, what students must do is answered and required after each unit. In another way, more than 1000 new words and expressions do not appear in the student’s book, but in the exercise book or exercise reading book. Students can master these 1000 new words and expressions after reading these exercise materials and doing exercise. Generally speaking, learning English language must widen the amount of vocabulary, so our vocational schools teaching programme must be clear, must be concrete and require students what they must do in very concrete terms. For example, students can greet people or see doctor or do some shopping and their responds in English after the Grade One, and can order foods and drinks, can ask laundry service, can do check-in or check-out and relation responds after the Grade Two. If we require students in very concrete terms, students can master the knowledge after our teaching and requiring and urging. Type C: two-hour-class is the third factor that get in the way of students learning English well. This kind of class-hour-system is not suitable for learning language, especially for foreign language, because language is needed to be spoken and to be taught everyday. If we want to master any kind of language, we must practice and practice it every day, and must read it loudly everyday. That is that English must meet students every day. But in fact, each single class students have 4 hours English class in vocational schools in one week, we have two times in each single class students in one week. Two-hour-class system isn’t good and suitable for students to learn and waster, especially when there is only one day between two days when we don’t learn English or read loudly or practice English, we will feel our tongues are not flexible and stiff and don’t feel sensitive. But one class is 40 minutes or 45 minutes in junior and senior schools. They are more scientific than vocational schools. So I suggest that our vocational schools should adopt short class-hour-system, and let students meet English every day, and read them loudly every day, then they will learn English quickly. In this case, I think our teaching effect will be better than before.
Second Erroneous Tendency: vocational school students comprehensive qualities are down rapidly nowadays. This is another factor that make our school both teaching and learning difficult and not easy.
As we know, English knowledge is not unique and alone, it is only one branch of all subjects. It is connected with other knowledge. The contents of its vocabulary, drill, grammar are not only in Chinese, history, geography, but also in maths and chemical or medicine knowledge, so in class our teacher must combine all kinds of technologies and knowledge into English class. For example, when teaching manufacturing English, we must realize or get to know machine tool industry, flexible system, numerical controlled machine tool, lever principle, and integrated circuit and so on physical principles or knowledge; when studying business English writing, we must first think about Chinese writing styles, and know the basement of notice, minutes, memo, business report, questionnaire, enquiry and reply, offer and counter, sales contract. So we must combine English and Chinese, and master many kinds of writing styles as soon as possible. Take another for instance, when study the general situation of England and America, we should first show the location of these two countries, especial show students these countries longitude and latitude, and we’d better compare these two countries’ location with China. After looking at the map of the world, first give students general geographical location and then get to learn English contents, we will get better gain and have better efficiency. So our English class require students must have good education in comprehensive knowledge, however, we know that students in vocational school have less comprehensive quality than those in senior school, it is more serious than before since 2000. I think low-comprehensive-quality of students is not ignored important factor that hinder English teaching and learning in vocational school. This problem is the most important one annoyed us, we can’t “catch” students from senor schools. We must face these reality that is we must think out many good methods to teach “these low-quality ” students. We only explore efficiency and reliable ways to teach them, only when we find good ways constantly. I think our vocational schools spring is coming. Third Erroneous Tendency: teachers speak more and students read less, especial silently read less, especial silent reading less.
Nowadays with the help of the multimedia and computer, more and more teachers like to use ppt and video during teaching or in the classroom. The contents will be show on the screen of the computer by teacher only clicking the mouse. It is so zhihuan and convenient. This kind of method has brought many excellent points in the classroom, and even has make our class vividly, it is good for our class and students, but the more time students spend watching video or screen of computer, and the less time for them to read loudly. Here I still want to emphasize that English learning need reading, need read loudly, especially need read after teacher even if tapes have give out the standard and correct pronunciation. In addition to teachers explanation for students and do exercise with students together, therefore there is a litter time to be left for students to read efficiently. You know, language learning must speaking, talking and reading loudly. No time, no fluent English. So I think in classroom, teacher must practise every word or sentence, especially practise them by using useful words and expressions. We can use different words and expressions into the same drills and sentences, practice again and again. This method or point is very important. We know that after practising we can speak out each drill completely and fluently. Another way, I want to talk about silent-reading because vocational schools time is the similar to senior time, teacher should leave more time for students to read articles silently. Without silent-reading feelings or nun-experience of this feeling, students can’t feel or catch the articles’ spirits and get some mode of thinking. So we should shorten ppt or video and leave more time for children to read loudly and silently. That’s to say that let us give the learning authority to students and speak less in classroom. Then students will read more and think more by themselves. Isn’t it OK?
Fourth Erroneous Tendency: teacher only law stress on learning English language knowledge during teaching, and ignore to widen students’ reading horizons, especial to widen students Chinese, history knowledge.
Our traditional thought is thought that we only teach English in English classroom. If we teach history and geography or literature in English classroom, it will be considered wrong. But our new education reformation requires that let students have free time to enlarge their reading rooms and also let them select materials for themselves to read. In senior schools students’ English books match lots of out-class reading materials. And I did say more than 1000 new words and expressions appear in reading books in senior school, but in vocational school we just have students’ books and no reading materials. It is not good. In fact, to language learning, widening students’ horizon is so important that is it not enough for English learning just read only 10 units of each book. Here I want to talk about out-class reading or light reading. Both out-class reading or light reading is reading. Teenagers like to read children reading materials, especially like to read these Chinese materials, if these reading materials are written in English, there would be better. But many students like them in Chinese, not in English. In fact, if students read more Chinese books, students English knowledge will be improved and horizon to be widen. So after finishing English, I always leave 10 to 15 minutes for students to read these materials in my English class. I think if students can read many various books, they will know more, and then they will doing English exercise well, these light reading or out-of-class reading may help them to understand more correctly. Because many English contents have appeared in Chinese materials. So we should encourage students read more and more Chinese books. If they do it, their interests will gradually be grown and we will get more efficient.
In totally, I want to find these English tendencies in vocational schools and explore how to solve these problems properly, I think we’ll have good efficiency, and I wish our hard work will get good harvest, we will.
Notes
① It is quoted from “Class War: How the Exams Racket is Ruining Our Schools” written by Richard Morrison in English Language Learning in 2006. 1.
Explanations:
1. The paper was presented at the seventh of Research of the F.L. studying and Teaching Methods in Chinese. Written by Dai Hong.
2. I just translate this paper into English about according to its Chinese meaning.
References
[1] 温儒敏.语文教学中常见的五种偏向.语文学习,2011.1.
[2] 戴虹.中职学校英语教学的几种常见偏向.外语学法教法研究,2013.7.