Analysis of Reform of College English Teaching in China

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Analysis of Reform of College English Teaching in China

Ying Zhou

University of Regina

Ed 800

Introduction to Educational Research

Dr. Warren Wessel

April 9, 2013


Foreign language teaching in China has a long history. Teaching English as a foreign language in China has existed for almost one hundred years. It actually began in the latter half of the 19th century with the “Westernization Movement” started by some Chinese officials in the Qing (Wang, 1986, P.153). As the development of globalization of Chinese economy and society, English teaching in China has been playing an increasingly significant role to meet the demand of students’ development and education research. Wang (2010) stated that there are millions of students studying English in secondary schools in China. In the higher education, “college English has been taught in China for nearly 23 years” (Du, 2002, P.72). In every large city there is at least one high school of foreign languages, which attaches importance to English teaching. For those who have had the experience of learning English from their elementary schools to universities, the time and energy they have spent on English language learning is greater than that on Chinese language learning (Du, 2001,p.126). English teaching in colleges has become an important and difficult part of the education in China, because of unbalance development of education and cultural diversity. So under current policy and environment, the English teaching in college is still far from satisfactory. We need to set up a reform of college English teaching. It is widely known that effective college English teaching reform has brought much more social benefits and advantages in educational diversity. In order to perform more effective reform, certain measures should be taken. Thus, the reasons why we need a reform and some significant measures we take will be discussed in detail.

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