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Abstract: There are more and more English learners in China. Therefore, more attention has been paid on English teaching and learning. Nowadays, a lot of problems are discovered. In this article, we discussed some of them.
Key words: English; Education; instruction; China
English education has taken a more and more important role in Chinese educational system in recent years. It is a compulsory course since primary school to college, even works as a pass port for further studying. However, not all the learners in China are willing to take the course or exams. As a result, lots of the complaints, fraudulences and debates follow by. The government, as well as the individuals has realized the dilemma of English teaching and learning. Xie Kechang, both a professor in Taiyuan University of Technology (TUT) and an academician in the Chinese Academy of Engineering (CAE), queried the current English learning campaign, saying related education departments pay too much attention to English education, reported in a periodical paper named Beijing Review (Andrews Stephen, 2004). A year later, a debate about this topic also held by this organization, during this debate, Professor Xie Kechang further stressed that the discussion about the topic is not the necessity of learning English, but how it should be taught and who should learn it (Anonymous, 2005). Thus they are evident that the importance of English learning in China should be reconsidered, and the pedagogic principles required a reform.
After China’s World Trade Organization entry, being host of Olympic Games, and the trend of globalization, China plays a more and more important role in the whole world. Meanwhile, in order to communicate with people all over the world, English learning takes the primary place in foreign languages learning. According to curriculum criterion experimental manuscript, English learning in China is regarded as foreign language learning. But the measurements in implementing the reform, and English teaching of social activities, it wandered from foreign language education intentionally or by chance, leaned towards second language education or lingua franca education (Zhang Zhengdong, 2007). If we really treat English language instruction as foreign language learning, it should not be a compulsory course in the schools. Students can make their choice on whether to learn it or not, or choose other foreign languages to learn, only if as reported by Hu Guangwei (2004) the concentration of available resources on language instruction is considered (p. 11). English instruction has two maladies due to the ignorance to the condition of our country: the first one is overestimated the value of English on development of nation and individuals; and the second one is improper use of English instruction resources (Zhang Zhengdong, 2007). China is a country owns the largest population and long history, by these facts, to enlarge the influence of Chinese all over the world is possible. The recent happenings showed that a large number of foreigners have commenced studying Chinese, and many Confucius Institutions have established on the foreign lands. Under such situation, Chinese and English learning, should rebalanced in Chinese educational system. About the resources in schools, “a severe shortage of trained teachers, a dismal lack of suitable learning materials, and poor coordination between primary and secondary English courses” (Li Jianping, 2001, p.3) are just some of the problems. Thus it is crucial to plan the limited resources on English learning, and a suggestion for that is reduce the number of learners.
Then, there is a task to decide who should learn English, and how to learn. Popularity and nonprofessional are the two traits of English education in primary and middle school (p. 8), summarized by Zhang Zhengdong(2007). Learning English during that period is for the foundation of the future learning, not for communication, though in certain degree, it does. For those students who do not pass the entrance examinations to high school or university, English will seldom be used by them. If they do need it, they will go to some training schools to learn it again. In that case, millions of people have waste their time, energy and money in learning English. Professor Xie Kechang(2005) restated in that debate “such coercive English tests [English exams for entrance into schools of higher education or finding employment] should be called off in order to give students more space to choose subjects that interest them” (p.46). English should learn for its own sake, not for the exams. If all those exams can be called off, it will be very enjoyable in learning it.
It is an effective way to learn on purpose, otherwise, one will suffer double losses. Accordingly, we have to know the main usage of English education in China. Professor Zhang Zhengdong (2007) pointed out it should work as a tool to supplement the mother language. With the help of it, we can well communicate with others, exchange information conveniently, complementary knowledge, yet also to develop international perspective and humane quality (p.5). Since it is a tool, we do not need to master all of its functions, as long as it can be used while we need it. So does language learning. Someone learn it for communication, and someone for research, someone for business, or maybe for fun. English is not useless, but just take it easy.
References
1. Andrews Stephen (2004, Apr 1). An English dilemma. Beijing Review. 47(13), 46.
2. Anonymous (2005, Mar 10). Is English education a waste of resources? Beijing Review. 48(10), 44.
3. Hu Guangwei (2004). English language education in China: polices, progress, and problems.
4. Li, Jianping(2001). Kaishe yingyu kecheng jiaoyubu xishuo duanxiang. [MOE briefing on primary ELT.] Zhongguo Jiaoyubao, p.3.
5. Zhang Zhengdong (2007). Zhang Zhengdong yingyu jiaoyu zixuanji. English Teaching Forum.
Key words: English; Education; instruction; China
English education has taken a more and more important role in Chinese educational system in recent years. It is a compulsory course since primary school to college, even works as a pass port for further studying. However, not all the learners in China are willing to take the course or exams. As a result, lots of the complaints, fraudulences and debates follow by. The government, as well as the individuals has realized the dilemma of English teaching and learning. Xie Kechang, both a professor in Taiyuan University of Technology (TUT) and an academician in the Chinese Academy of Engineering (CAE), queried the current English learning campaign, saying related education departments pay too much attention to English education, reported in a periodical paper named Beijing Review (Andrews Stephen, 2004). A year later, a debate about this topic also held by this organization, during this debate, Professor Xie Kechang further stressed that the discussion about the topic is not the necessity of learning English, but how it should be taught and who should learn it (Anonymous, 2005). Thus they are evident that the importance of English learning in China should be reconsidered, and the pedagogic principles required a reform.
After China’s World Trade Organization entry, being host of Olympic Games, and the trend of globalization, China plays a more and more important role in the whole world. Meanwhile, in order to communicate with people all over the world, English learning takes the primary place in foreign languages learning. According to curriculum criterion experimental manuscript, English learning in China is regarded as foreign language learning. But the measurements in implementing the reform, and English teaching of social activities, it wandered from foreign language education intentionally or by chance, leaned towards second language education or lingua franca education (Zhang Zhengdong, 2007). If we really treat English language instruction as foreign language learning, it should not be a compulsory course in the schools. Students can make their choice on whether to learn it or not, or choose other foreign languages to learn, only if as reported by Hu Guangwei (2004) the concentration of available resources on language instruction is considered (p. 11). English instruction has two maladies due to the ignorance to the condition of our country: the first one is overestimated the value of English on development of nation and individuals; and the second one is improper use of English instruction resources (Zhang Zhengdong, 2007). China is a country owns the largest population and long history, by these facts, to enlarge the influence of Chinese all over the world is possible. The recent happenings showed that a large number of foreigners have commenced studying Chinese, and many Confucius Institutions have established on the foreign lands. Under such situation, Chinese and English learning, should rebalanced in Chinese educational system. About the resources in schools, “a severe shortage of trained teachers, a dismal lack of suitable learning materials, and poor coordination between primary and secondary English courses” (Li Jianping, 2001, p.3) are just some of the problems. Thus it is crucial to plan the limited resources on English learning, and a suggestion for that is reduce the number of learners.
Then, there is a task to decide who should learn English, and how to learn. Popularity and nonprofessional are the two traits of English education in primary and middle school (p. 8), summarized by Zhang Zhengdong(2007). Learning English during that period is for the foundation of the future learning, not for communication, though in certain degree, it does. For those students who do not pass the entrance examinations to high school or university, English will seldom be used by them. If they do need it, they will go to some training schools to learn it again. In that case, millions of people have waste their time, energy and money in learning English. Professor Xie Kechang(2005) restated in that debate “such coercive English tests [English exams for entrance into schools of higher education or finding employment] should be called off in order to give students more space to choose subjects that interest them” (p.46). English should learn for its own sake, not for the exams. If all those exams can be called off, it will be very enjoyable in learning it.
It is an effective way to learn on purpose, otherwise, one will suffer double losses. Accordingly, we have to know the main usage of English education in China. Professor Zhang Zhengdong (2007) pointed out it should work as a tool to supplement the mother language. With the help of it, we can well communicate with others, exchange information conveniently, complementary knowledge, yet also to develop international perspective and humane quality (p.5). Since it is a tool, we do not need to master all of its functions, as long as it can be used while we need it. So does language learning. Someone learn it for communication, and someone for research, someone for business, or maybe for fun. English is not useless, but just take it easy.
References
1. Andrews Stephen (2004, Apr 1). An English dilemma. Beijing Review. 47(13), 46.
2. Anonymous (2005, Mar 10). Is English education a waste of resources? Beijing Review. 48(10), 44.
3. Hu Guangwei (2004). English language education in China: polices, progress, and problems.
4. Li, Jianping(2001). Kaishe yingyu kecheng jiaoyubu xishuo duanxiang. [MOE briefing on primary ELT.] Zhongguo Jiaoyubao, p.3.
5. Zhang Zhengdong (2007). Zhang Zhengdong yingyu jiaoyu zixuanji. English Teaching Forum.