Conclusion:
Through this bibliography, I intend to explore the way of English teaching in China and its influence on Chinese students’ using English and how to improve the situation. I first find out traditional English teaching in China is more likely to be Rote-learning which related to the Confucian culture and separating English in discrete parts to teach. These ways of teaching make students learn English passively and have trouble using English as native speakers do although they master all the basic knowledge of English. Then I find that there many ways to improve traditional English learning in Chinese classroom, such as English immersion, book-related activities and even technology involved games.
But every way to improve traditional English learning in Chinese classroom has its barrier, either cultural or social. So if it is possible, I think there is a need for further research about which way can best fit Chinese students’ need and Chinese social and cultural environment. For example, more activities happen in class let students use the English skills they just learn and the English immersion provides the almost monolingual environment to force students use English just as they use Chinese. The research to compare the effects of these two ways of improving and their applying in Chinese social and cultural environment can help to find a better way to overcome the obstacles English teaching in China now has.
Through this bibliography, I intend to explore the way of English teaching in China and its influence on Chinese students’ using English and how to improve the situation. I first find out traditional English teaching in China is more likely to be Rote-learning which related to the Confucian culture and separating English in discrete parts to teach. These ways of teaching make students learn English passively and have trouble using English as native speakers do although they master all the basic knowledge of English. Then I find that there many ways to improve traditional English learning in Chinese classroom, such as English immersion, book-related activities and even technology involved games.
But every way to improve traditional English learning in Chinese classroom has its barrier, either cultural or social. So if it is possible, I think there is a need for further research about which way can best fit Chinese students’ need and Chinese social and cultural environment. For example, more activities happen in class let students use the English skills they just learn and the English immersion provides the almost monolingual environment to force students use English just as they use Chinese. The research to compare the effects of these two ways of improving and their applying in Chinese social and cultural environment can help to find a better way to overcome the obstacles English teaching in China now has.
RSS Feed