What’s wrong with English learners in China?

简述：《“平和英语杯”我的英语学习之路》应征文 作者：杨世陨 Patty，来自四川省成都市。

What’s wrong with English learners in China?

--------Some thoughts from my English teaching

杨世陨

08-06-16

As a teacher of English language I think that learning English in China can be quite difficult mainly due to the lack of English usage in our daily lives. A lot of non-English speakers in China purpose to learn English; in particular, they learn English in order to serve their work, study and interests. They find English hard to learn when they are misguided, distracted and isolated.

Basically, Chinese English learners learn the English language in their regular schools. To some extent, they are nothing but the victims of an exam-oriented system. Literally, they are supposed to learn the English language in order to pass the English Examinations. They are programmed to develop their English ability solely to achieve higher marks. They are required to do more written homework rather than encouraged to practice their spoken English. They are guided to take many notes, but are not spurred to communicate in English in class. They are instructed to keep quiet in the English classes rather than encouraged to set up group discussions. They are deprived of understanding the use and analysis of the English language. Quite a few teachers of English rarely identify student language learning difficulties or develop remedial action strategies. Teachers impart the English language instruction to students on learning about English instead of acquiring the English language itself. Teachers have “undermined” the elements of English acquisition, simply steering away from a communicative orientation. Teachers press their syllabus tasks on students, exerting students to remember numerous English words “at one draft”. Consequently, students lose their passion and enthusiasm for English. They might begin to harbor a grudge against the language itself. Students should be excited to learn and appreciate the value of the English language and translate their excitement into practical use. What should teachers of English language do? They should teach students to use whatever ability they may have to communicate in English smoothly, and they should steer students away from thinking that they can not apply the English practically. Chinese schools are in dire need of revamping up the mode of English language teaching.

Distraction can be another factor which curbs English language learners. Busy and hectic work schedules may distract English learners, making them find excuses to leave their English behind. Even if they stretch themselves in order to spare time to learn English, they still end up failing. They become no longer interested in learning English, and they are diverted from it. Some English learners often lose confidence in themselves when they achieve no progress, and then they abandon their English learning. However; English learners will never find the language interesting unless they gain a sense of achievement in English. It’s hard to avoid being a distracted English learner because the English language is difficult to acquire as a second language in China. Apart from being distracted by work, they are also bewildered by a wide range of English learning tips. Active English learners always spare no effort to seek effective ways to learn English. In the absence of certainty of the potential of their own English learning methods, they often turn to others. Blindly, they apply others’ strategies, which may really confuse them and task their minds at times.

Apart from the distraction factor, isolation can also constitute an obstacle to English learners. As they are rarely grouped in learning associations, English learners learn English on an individual basis. As opposed to team learning, English learners may not be collaborative or interactive, and they often handle the learning process individually. They may become fearful, shy and dissatisfied with their slow progress, which may cause them to give up in the end. It is a natural tendency for individual learners to get tired of their tedious and one-sided learning techniques. With no learning companions to work and study with, the learning process feels dreary, and the learners become disheartened. They feel demoralized studying English without mutual encouragement and help. In addition, without being able to be accessed in their communication with other English learners, the English learners have little success when talking with native speakers continuously and constantly. Lonely and discouraged, some English learners prefer paying to talk with native speakers in the English salons or clubs, which turns out to be a passing ploy with only an immediate benefit. In the long run, the English learners can’t always acquire for practical usage the slang, idioms, and colloquialisms that they hear the native speakers use. In another word, this kind of learning strategy is risky and intermittent. However; the fact remains that learners defy easily being grouped because, among other reasons, they have different levels of English abilities.

It is time to awaken the English learners who are battling with an “English learning crisis” and especially those who are struggling to learn English. It’s time to awaken the teachers of English to upgrade their teaching skills. English learners vary in types; however, they may find English easier to learn when they are not misguided, distracted and isolated.

Written by Shiyun Yang

Dec 7th-11th, 2007

网络支持：Ruby