Progress and Challenges of China College English Reform: An Analysis of a Prevalent Teaching Material “Experiencing English”
Volume 3, Issue 5, September 2014, Pages: 272-277
Received: Aug. 7, 2014;
Accepted: Aug. 25, 2014;
Published: Sep. 10, 2014
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Jing Zhang, School of Foreign Languages and literature, Shandong University, Jinan, China
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As communicative language teaching (CLT) has gained prominence over the traditional language teaching methods, the ultimate goals of language teaching are not only language knowledge but also the function of language, thus students’ communicative competence becomes the focus of the compilation of teaching materials. This paper aims to analyze “Experiencing English” by the criteria of the 5 components of a communicative curriculum, i.e. Language Arts, Language for a Purpose, Personal L2 Use, Theater Arts, and Beyond the Classroom, to see if its design, organization and material selection are in conformity with the development of learners’ communicative competence. Results show that “Experience English” has well incorporated language knowledge, the negotiation of meaning, the development of communicative competence, and the cultivation of autonomous learning, and also put an emphasis on abilities such as problem solving, self expression, and creative use of language. Challenges of College English teaching in China are discussed as well.
Communicative Language Teaching (CLT), College English Teaching, Material Compilation
To cite this article
Progress and Challenges of China College English Reform: An Analysis of a Prevalent Teaching Material “Experiencing English”, Education Journal.
Vol. 3, No. 5,
2014, pp. 272-277.
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