scholarly journals COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES

2013 ◽  
Vol 51 (1) ◽  
pp. 47-62
Author(s):  
Lianli Gao
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Policy Makers ◽  
College English ◽  
English Curriculum ◽  
University Teachers ◽  
Multiple Realities ◽  
Curriculum Changes ◽  
Real Change ◽  
Trial Implementation

The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared. Key words: College English Curriculum Requirements, tertiary English teaching.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

scholarly journals An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework

2021 ◽  
Vol 12 (3) ◽  
pp. 323-337
Author(s):  
Xinying Li ◽  
Marilyn Fernandez Deocampo
Keyword(s):  
English Language ◽  
Language Skills ◽  
Empirical Evaluation ◽  
Language Teachers ◽  
English Language Teaching ◽  
Comparable Data ◽  
College English ◽  
Textbook Evaluation ◽  
English Textbooks ◽  
Local Students

It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.

Thinking on the College English Curriculum (2004) and the Multimedia-Aided Teaching in College English

2011 ◽  
Vol 217-218 ◽  
pp. 1839-1843
Author(s):  
Wen Hui Wang ◽  
Xin Sheng Zou
Keyword(s):  
National Curriculum ◽  
Colleges And Universities ◽  
Ministry Of Education ◽  
Top Down ◽  
College English ◽  
English Curriculum ◽  
School Based ◽  
Trial Implementation

College English Curriculum (2004) (CE Curriculum hereafter) is issued by China’s Ministry of Education. As a top-down document, it acts as a guide for colleges and universities nation-wide to formulate a school-based curriculum in the light of their specific circumstances. Compared with the previous counterparts, it is a more balanced and democratic national curriculum. Although the present curriculum is for trial implementation, the course rationale is sound and the curriculum is of greater flexibility.

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

Computer Aided Design of Chinese College English Teaching Materials Based on COCA Corpus

2014 ◽  
Vol 590 ◽  
pp. 916-919
Author(s):  
Yan Juan Huo
Keyword(s):  
Computer Aided Design ◽  
Large Scale ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Material ◽  
Teaching Resources ◽  
College English ◽  
English Teaching ◽  
Computer Aided ◽  
Aided Design

As the flourishing of computer technology and the appearing of lots of large-scale and well-designed corpora and concordance software, corpus-based approach, an advanced teaching resources, has been widely employed in language researches of various fields and perspectives. English teaching material, the main source of language input, has the quality and authority in Chinese English language teaching classes. The present study attempts to bring about some innovations in construction and designing of teaching material on the basis of the Corpus of Contemporary American English (COCA). Moreover, the research is intended to effectively improve teacher’s input and introducing data-driven learning (DDL), and to effectively stimulate the motivations of students by using this computer-aided and COCA-based designing.

scholarly journals Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

2021 ◽  
Vol 3 (3) ◽  
pp. 183-194
Author(s):  
Nur Fadillah Nurchalis ◽  
Ermawati Ermawati ◽  
Ahmed Sardi ◽  
Nursabra Nursabra
Keyword(s):  
Junior High School ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
Islamic School ◽  
Policy Makers ◽  
Language Laboratory ◽  
Islamic Schools ◽  
Quantitative Design

A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

scholarly journals Difficulties of English Language Teaching in Bangladesh

2016 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Ismail Akbas
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Educational Materials ◽  
Primary Level ◽  
English Curriculum ◽  
Trained Teachers ◽  
Language Competencies

<p>Identifying the difficulties of English Language Teaching at English Medium Schools’ Primary levels are essential in Bangladesh to achieve to set English language competencies in the educational institutions. The main purpose of this study was to discover the specific problems of English Language Teaching at English Medium Schools’ Primary levels. The current study was a qualitative research technique by nature. One set of closed-ended questionnaires were used to collect data from the teachers who live within three cities to understand the views and situation of the difficulties of English Language teaching. The study indicates that teachers, students and school administration encounter several problems due to lack of skilled teachers, proper teacher training, using proper teaching methods and materials, physical facilities and so on. As a result, English curriculum implementation at the primary level in Bangladesh is becoming unsuccessful in most of the schools; however there are several adequately designed buildings with well trained teachers along with proper educational materials. Given that the number of schools is in the thousands, we shall draw comparisons between respective educational institutions.</p>

College English Teaching under the Internet Plus Background

2021 ◽  
Vol 7 (5) ◽  
pp. 1311-1317
Author(s):  
Gao Beibei
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
English Language Teaching ◽  
Practical Significance ◽  
The Internet ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Blended Teaching

The development and promotion of Internet emerging technology has brought incomparable practical significance and new development ecology for College English education industry. As a significant part of College English teaching. University English audio-visual-oral course undertakes the significant task of strengthening English listening and speaking ability, broadening international vision and improving intercultural communication ability. Due to the “Internet plus”, the education pattern of College English reading, writing, oral English and listening can adopt a blended teaching mode to boost the on-and offline education of audio-visual and intelligent education. The paper first analyzes the common problems in the traditional college and university English language education mode, and puts forward the concept of blended teaching mode, and concludes the path and measures of the reform of College English language teaching mode under the Internet Plus background.

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