Challenges for English language teaching in ChinaChallenges for English language teaching in China.docVIP
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Challenges for English language teaching in ChinaChallenges for English language teaching in China
Challenges for English language teaching in China 浅谈中国英语教学的挑战 Abstract The teaching of English in China has been put into practice for many years. Though educators in China have been seeking the appropriate methodology for English language teaching, the results have not been satisfactory. In this paper, I will explore challenges of teaching English, especially the challenges facing students and teachers in China, including some of my personal experiences. Key words: English teaching challenges China 1. Introduction English is without question the most popular foreign language being learned in China. Enormous time and effort have been put into teaching and learning of English, however, the outcome can not justify the great effort. In general, the oral and literacy competence of English for Chinese learners is still limited. Many of them are not able to experience effective communication. Various reasons contribute to the existing situation . 2. Current challenges 2.1 The textbooks are stereotyped. Almost every student is engaged in the same textbooks and learning the same things, despite their social differences. If a foreigner greets a Chinese person by saying How do you do ? or “How are you ?” that Chinese person will probably reply: “Fine, thank you, and you ? (Even if he/she feels terrible at that time ). He / she will also expect the foreigner to say, “I am fine , too.” A native English speaker asked me about the stilted greeting of the Chinese, wondering why all Chinese learners of English like to say fine , thank you , and you ? The answer is simple: because that is the most typical greeting in the English textbooks in China. The textbooks in middle or high school are almost the same all over China. Every student thus follows the same language pattern , and that is why he or she tends to have the same expression. 2.2 The classroom discourse is also stereotyped and mechanical. Observe a typical English language class in high school:
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