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    Oct.2004,Volume1,No.10(SerialNo.10)Sino-USEnglishTeaching,ISSN1539-8072,USA ;TheConstructionofCollegeEnglishCourses,SyllabusandText.books

    ;ShouldPayMoreAttentiontoUnsuccessfulLearners

    ;SeparatingCET-4fromCollegeEnglishTeaching

    ;LinWangJianhuaYangGuangdongPolytechnicNormalUniversity

    ;Abstract:Theterm”unsuccessfulcollegeEnglishlearners”mentionedinthispaperreferstohose

    ;undergraduatesgettinglessthan49.5pointsintheirfourthsemester‟sCET-4.Thispaperdidquitealotof

    ;statisticaldatawork,summarizedthemaincharacteristicsofthosestudentsandanalyzedthemaincausesof

    ;resultinginthis.Intheend,somepracticalproposalsandmeasureshavebeenputforwardtoimprovethese ;students‟Englishlearningconditionsandhelpthemtogetoutoftheirdifficultsituation.

    ;Keywords:concerncollegeEnglishlearningunsuccessfuIlearners

    ;I.Introduction

    ;ThetermUnsuccessfulCollegeEnglishLearners(UCEL)mentionedinthispaperreferstothose ;undergraduatestudentsgettinglessthan49.5pointsintheirfourthsemester‟sCET-4.TheylearnEnglish

    ;unsuccessfullynotjustincollegesbutbeforecolleges.MostofthemfailedinlearningEnglisheitherinprimary

    ;schoolsorinmiddleschools.Aftertwoyears‟collegeEnglishlearning,theytakepartinC

    andscoreless

    ;than49.5points.Althoughtheyhaveanotherfourtimestotakethetestbeforegraduation,thechancesofpassing

    ;CET-4areveryslim.WithoutcertificatesofCET-4,theymightbefacedwiththetroubleofnotgettingdiploma

    ;andbachelor‟sdegree.Asaresult,theywillfinditmoredifficultforthemthanforotherstogetemployed.And

    ;becauseoftheirpoorperformanceinEnglish,goingtograduateschooltopursuefurtherstudyisalmost ;impossible.ThesearethereasonswhytheyarecalledUCELorinferiorstudentsinlearningEnglish. ;II.TheStatisticsandDescriptionofUCEL

    ;Thestatisticsofthecountry‟suniversitystudentsofCET-4fromGrade98to01

    ;Totalyear‟s

    ;ScoredIessthan

    ;1.est1‟estNumberofPassingParticipantsTotalpassing49.5points

    ;Graderate

    ;semesterImeparticipantsrate%(3semesterplus

    ;4thsemester)Number%

    ;„LinWang(1949-).male,associateprofessorofCollegeEnglish,GuangdongPolytechnicNormalUniversity;Researchfields:

    ;CollegeEnglishteaching,teachingresearchesandtranslation;Address;EnglishDepartment.GuangdongPolytechnicNormal

;University,Guangzhou,510665.PR.China;”rel:020-85543168;E-mail:wanglin88320@tom.com

    ;“JianhuaYang(I966-),female,associateprofessorinGuangdongPolytechnicNormalUniversity;Researchesfields:English

    ;teachingandrhetoric;Tel:020-38898431.

    ;

    ;TheConstructionofCollegeEnglishCourses,SyllabusandText-booksShouldPayMoreAttentiontoUnsuccessfulLearners

    ;?______?-.——

    ;SeparatingCET-4fromCollegeEnglishTeaching

    ;303.1763l3l31.5

    ;Grade0l

    ;403.673740927.997759l45.6536l66437.0

    ;302.160l8l830.7

    ;Grade00

    ;402.68l392431.199846843.836563436.62

    ;301.145524834.5

    ;Grade99

    ;401.664973832.580685945.652693l033l3

    ;300.129983933.3

    ;Grade98

    ;400.64695223556940546.4l8850333.1

    ;TheabovetableshowsthatthenumberofUCELfromGrade98toGrade01is1,150,000,35.1%ofthetotal ;participantsofCET-4.AnditisalsoobviousthatboththenumberandthepercentageofUCELareincreasing.

    ;ThisveryenormousnumberofUCELisanimportantpartoftheundergraduates,They‟11surelyhavemoreserious

    ;problemsinjob—huntingaftergraduation.What‟smore,UCELarenotonlyfoundinaverageuniversitie

    s,butalso

    ;inkeyuniversities.Preciselyspeaking.theproportioninkeyuniversitiesis20%and4O%inaverageuniversities.

    ;ToimprovethequalityofcollegeEnglishteachingandlearningasawhole,oneofthemostpressingtasksis ;tohelpthoseUCELout,sincetheytakeup1/3innumberandtheycannolongeraffordtobeignored.Effective

    ;measuresshouldbetakentohelpthemmeettherequirementsofthesyllabusaftertwoyearsofbasictrainingin

    ;Englishlanguageanditspracticalapplication,specificallyspeaking,topassCET-4.This,therefore,requires

    ;collegeEnglisheducatorsandeducationalorganizationsofalllevelstopayconsiderableattentiontoUCEL,and

    ;tostrengthenresearchesonthem,soastosatisfytheneedsofallaspects…UCEL,otherstudents,teachers.

    ;collegesanduniversities,eventhesociety.

    ;III.TheMainCausesoftheUCEL

    ;1.Firstofall,theseUCELdidnotlayafirmfoundationinEnglishlearningwheninjuniormiddleschool, ;eveninprimaryschoo1.Themostmajorityofthesestudentscomefrompoor,remoteandlessdevelopedar

eas

    ;whereEnglishteachinglevelisrelativelyinferior.ItistheirtotalscoreontheEntranceExamination.nottheir

    ;Englishscoresthatmakeitpossibleforthemtoattendcollegesanduniversities.TheirEnglishscoresinthe ;EntranceExaminationrangefrom520(58pointson100scale)to370(22pointson100scale).Theyfallgreatly

    ;behindotherstudentsinEnglishandalsohavealongwaytogotomeettherequirementsofthesyllabusfor ;freshmen.Mostofthemcannotevenpronouncethe26Englishletterscorrectly;theircognitiveEnglish ;vocabularyisnomorethan800;EnglishgrammarisalmostGreektothem;theycanneitherread, ;norwrite

    ;effectively.Eveniftheystartfromthesub—level,theystillcan‟tmakeit,fortheylagsobehindandtwoyea

    rsis

    ;surelytooshortatimeforthemtolearnmiddleschoolEnglishandcollegeEnglishaswel1.What‟Sworseisthat

    ;theyallseemtohavedeeprootedmistakesinEnglishpronunciation,spelling,grammarandespeciallyusage

    ;,

    ;whichmakesitalmosthopelesstocorrectmistakesandtoreceiveproperandnewlanguageknowledgeand

    ;application.

    ;Forthesereasons,theycannotadaptthemselvestocollegeEnglishlearning,whichisquitedifferentfrom ;thatinmiddleschools.Knowingtoolimitedavocabularyandgrammar,theycannotreadapassagesmoothly

    ;,

    ;cannotunde~tandwhatevertheyread.Withnoabilitytoteachthemselvesandnoeffectivelearningmethods,they

    ;cannotfollowtheirteachersinclass,andcannotparticipateintheclassroomactivities,whileafterclasstheyareat

    ;alossforhowtolearn.Asaresult,theycanmakealmostnoprogress,andremaintobeUCELtilltheirgraduation

    ;56

    ;

    ;TheConstructionofCollegeEnglishCourses,SyllabusandText?booksShouldPayMoreAttentiontoUnsuccessfulLearners

    ;?_________——

    ;SeparatingCET-4fromCollegeEnglishTeaching

    ;Underthepressureoffinalexaminationofeachsemester,andthepressureofCET-4,collegeEnglishlearningis

    ;reallyabigheadacheforUCEL.

    ;2.Alltheuniversitystudentsofthecountry,whetherinkeyorinaverageuniversities,usecompletelythe ;samesyllabus,thetextbooksofthesamelevel,havethesamelearningtargets,andaftertwoyears‟study,th

    ey

    ;mustmeetthesamerequirementsbypassingCET-4,whichisanotherimportantreasonforUCEL. ;ThepresentsyllabusdoesnotpayattentiontothegreatlydifferentlevelsofEnglishamongallthecollege

    ;students.Whenenteringuniversities,allthestudentshavetostartwiththesamelevelandtakethesameexams,

    ;whichisreallyunfairtothoseUCEL.Asdescribedinthepreviouspart.UCELhavenogoodfoundationfor ;collegeEnglishlearning,anditistoohardforthemtoreachthegoalthatthesyllabushasset.Soaftertwoyears‟

    ;study,theycanonlypass,atmost,CET-2.Thesyllabussetsthesamegoalforstudentsofthesamelevel,onlyto

    ;findmoreandmoreUCEL.

    ;InthemarketofcollegeEnglishtextbooks,therearenoneforUCEL.Evenifthereisany,withthesyllabus ;unchanged,nocollegesanduniversitiesarewillingtotaketherisktoadoptit.

    ;3.AnotherreasonforUCEListhatcollegeEnglishteachingandlearningareallrevolvingaroundCET-4. ;ThisCET-4

    centeredteachingandlearningpatternfocusesonlyontheCET-4,notonthestudents‟abilitiesto

    ;applythelanguage.IncreasingthepassingrateofCET-4hasbecomethesoledreamfOl‟boththestudents

    andthe

    ;teachers.Somestudents,onenteringcollege,begintodoagreatnumberofsimulatedCET-4testpapers, ;regardlessofimprovingbasiclanguageskills.Ontheotherhand,teachers,alsounderthegreatpressureof ;teaching,rackingtheirbrainstoincreasethepassingrateofCET-4,havenotimeandenergytoattendtoUCEL.

    ;TheyspendmuchtimeorevenallthetimeinclasstellingstudentssomeproblemsolvingskillsonCET-

    4,

    ;indulgingstudentsintheseaofexercises.However,boththestudentsandtheteachersshouldnotbeblamedfor

    ;this.forthere‟sonlyonestandardtotesttheirperformance--CET-4whichhasdeterminedtheteachingan

    d

    ;learningpatternforthem.Iftheydon‟tdoso,theyarerunningrisksofnotreachingthesetgoa1.Undersuch

    ;circumstance,itisnaturalthatthoseUCELshouldalsospendalltheirtimeandenergyonthetestsinsteadofthe

    ;basiclanguageknowledge,hopingtobeluckyenoughtogetinstantbenefitandtoworkwonders,buttheycan

    ;nevermakeit.Suchresultisnotsatisfactorybutquitereasonable,becausetheUCEL,doingmodeltestsalldayin

    ;ordertopassCET-4,isjustlikebuildingcastlesintheair.

    ;RepeatedfailuresinCET-4resultinUCELsufferingalotandgettingworseandworseinEnglishlearning. ;Theyloseself-confidenceinEnglishlearning,andsomeevengiveup.Theyknowforsurethathoweverhardthey

    ;try,they‟11notgetthecertificateofCET-4.Forthem,passingCET-4istoodistantandtoouncertain.

    ;IV.ProposalstoChangetheSituation

    ;1.SetupdefiniteEnglishteachingandlearningtargetsatall1evelsofschools.Asweknow.UCELarenot

    ;producedatcollegebutappearedatprimaryEnglishlearningstage.AlthoughwehaveEnglishteachingsyllabus

    ;foreachlearningstage,wedon‟thaveanywaystocontrolorpunishthosewhohaven‟tfinishedthestudytasks

    ;andhaven‟tachievedthelearningtargets.InChina,thoseEnglishlearnerswhofailtofinishprimaryEngli

sh

    ;learningcanentermiddleschoolsandthosewhofailinmiddleschoolcanbeenrolledbycollegesevenbykey

    ;universities.andfinallystepintosociety.Inordertoreformthissystem,weshouldsetupaseriesofdefinite ;learningtargets,takemeasuresandnotallowthemtograduatewithdegreeanddiploma. ;2.Enhanceguidanceondiffe:rentlevelsofcollegesandunivel.sities.ORemajorofficerfromChina‟s

    ;57

    ;

    ;TheConstructionofC,-.

    ;ollegeEnglis

    ;--

    ;h

    ;-----

    ;C

    ;-——

    ;oursesSyllabusandTextbooksShouldPayMoreAttentiontoUnsuccessfulLearners ;SeparatingCET-4fromCollegeEnglishTeaching

    ;__________??_-?-_—————————————_?___________??_-_-__——————

    ————?—_?--_____________-__-?——————————?-___-__—————————

    —————.————————————————————一一.

    ;EducationalMinistryChangYaoxue(2002.8.)onceputforwardthisissue,Pointingoutthatweshouldhave

    ;diversityincollegeEnglishteaching.ItisunreasonablethatthestudentsfromkeyuniversitiessuchasTsinghua

    ;University,BeijingUniversityandthestudentsfromaveragecollegesusethesameATeachingSyllabusof

    ;CollegeEnglishandtakethesameCET-4andCET.6.Theonlydifferenceliesinthedifferentpassingrate.Many

    ;students,especiallyUCEL,sufferalotfromthispractice.

    ;Sokeyuniversitiesandaveragecollegesshouldhavedifferentteachingsyllabusanddifferentlevelsof ;textbooks,designdifferenttestsandhavedifferentrequirementsforstudentsofdifferentlevels.Thereasonisthat

    ;collegestudentsindifferentlevelsofuniversitieshavequitedifferentEnglishfoundation. ;3.StrictlycontroltheoveruseofCET4,ensuringstudentsenoughtimetostudytextbooksystematicallyand

    ;separateCET4fromconventionalcollegeEnglishteaching.

    ;Firstly,CET-4isoverusedbecausestudentscantaketheexamforasmanytimes,andasearlyastheyplease. ;Manyofthemtakeitevenattheendofthesecondsemester.Forexample,inJanuary2003,whenonlyinthethird

    ;semester,85%ofallthecollegeanduniversitystudentsalloverthecountry--morethan760.00o__takeCET.4.

    ;AndquitealotofthestudentsespeciallythoseUCEL.eventakeitforasmanyaseighttimes,butwiththesame

    ;result_failing.CEisheldtwiceeveryyear,bothattheendofthesemester.Somanystudentstakingit,

    ;teachershavetosetasideseveralweeksformodeltestsandsometestingskills.whichundoubtedlywillaffectthe

    ;normalteachingpace.It‟salsothecaseforthestudents.ItissafetosaythatitisbecauseofCET.4thatstudents‟

    ;timeonsystematicalcollegeEnglishlearninghasbeengreatlyreduced.andthatitisCE4thatmakescollege

    ;Englishteachingandlearningexaminationcentered.TopassCET-4orCET-6hasalreadybecomethec

    enterof

    ;students‟studies.Theirdreamistosimplypasstheexamandgetacertificate,withoutthinkingmuchabouthow

    ;todeveloptheirlanguageskills.Soamongthe240,l82studentsofG}rade01whohavepassedtheexaminJan.

    ;2003.asmanyasl32.522havegotratherlowmarks,from60to69.5.Thisinevitablyaffectsthenormalteaching

    ;pacetoalargedegree,andalmostalltheaveragecollegesanduniversitiescannotfinishtheteachingplanin ;accordancewiththesyllabusineachsemester.Thatistosay,theycannotfinishBookIinthefirstsemesterand

    ;BookIIinthesecond,andsoon,buttheycantakeCET-4attheendofthesecondsemester,andsomecanpass. ;Attheendofthefourthsemester,somestudentscanpassCET-6.Thenwecancometosuchaconclusionthatto

    ;getacertificateofCET_4orCET-6,oneneednotnecessarilyfinishthecoursesofcollegeEnglishBand-4or

    ;Band?6.Thisphenomenoncanonlybeexplainedintwoways:somethinghasbeenwrongwiththetextbooks,

    ;otherwisewiththeexams.becausethedifficultyofthetextbooksandexamsisnotreciproca1.Secondly,thatall

    ;thestudentsinthecountrytakethesameexamisunfairnotonlytoUCELandaveragecollegestudents,butto

    ;thoseinkeyuniversities.ItisnotpracticalfortheUCELandotheraveragecollegestudentstoreachthesamegoal

    ;asthosekeyuniversitystudents,sincetheyareatdifferentstartingline.Somestudentsinaveragecollegesand

    ;universitiescanindeedgetthesamecertificateofCET-4.aftermakingmuchgreatereffort,butareanythingelse

    ;thesame?Justimagine.twocollegestudentsareinthejobmarket,onefromanaveragecollege.theotherfroma

    ;keyuniversity,bothhavingacertificateofcET_4,bothmajoringincomputerscience,andwhowillbemore

    ;popularwiththecompanies?Absolutelyitisthekeyuniversitystudent.Soisitreallyimportantthatforan ;averagecollegestudenttogetthesameCET4certificatewhilethereisapparentlyawidegapbetweentheminall

    ;otheraspects?Ontheotherhand,itisnotgoodforkeyuniversitystudentstotakethesameexamastheother ;averagecollegestudents.TheywerealltopstudentsinhighschoolsinEnglishaswellasinothersubjects.Their

    ;Englishisfarbetterthanthatofaveragecollegestudentswhenenteringcoilegesanduniversities.MaybeCET-4is

    ;notchallengingenoughforthem.whichmightmakethemslackoffintheirEnglishlearning.ButforCET_4,they

    ;58

    ;

    ;TheConstructionofCollegeEnglishCourses,SyllabusandText-booksShouldPayMoreAttentiontOUnsuccessfulLearners

    ;„?_______——

    ;SeparatingCET-4fromCollegeEnglishTeaching

    ;mighthavemademuchgreaterachievementsinEnglish.Whatweintendtosayisthatinsocietyaveragecollege

    ;studentsandkeyuniversitystudentsareequallytreatedinEnglish,andthat‟sal1.Theyarenot,andcannotbe,

    ;equallytreatedinotheraspects.

    ;Inashort,toguaranteethenormalorderofcollegeEnglishteachingandlearning,toimprovethequalityof ;Englishteachingasawhole,toensurethepracticalinterestofstudentsofalllevels.CET-4hastobeseparated

    ;fromconventionalcollegeEnglishteachingandlearning.AslongasthereisCET-4orotherforms,college

    ;Englishteachingandlearningisinevitablyexamcentered.WeproposethatCET-4shouldbelefttosom

    esocial

    ;organizationstohold,justlikeTOEFLandGREetc.WearesureifwecontinuetooveruseCET-4oncampus,we

    ;willbeledtojusttheopposite.

    ;4.Strictlydividestudentsintoclassesofdifferentlevelsassoonastheyentercollegesanduniversities.This

    ;ismainlybecauseEnglishlevelsofstudentsfromdifferentareasareuneven.Take,asanexample,theclassesthat

    ;weoncetaught.ThehighestscoreontheEntranceExaminationis730(91.5on100scale).whereasthelowestis

    ;370(22on100scale).TheyarepolesapartinEnglish,whichmakesitadilemmaforteacherstomakeouttheir

    ;teachingplan,todesigntheirclassroomactivities,todecideontheirteachingstyle,eventoassignhomework.

    ;Teachersareusuallyattheirwits‟endtogiveconsiderationtostudentsatbothends.Tosolvethisproblem,some

    ;keyuniversitieshavealreadydividedstudentsintoclassesofdifferentlevels,and

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