The third reason is that there is a shortage of English teachers in China and their English levels are not high even though they work very carefully. It is usually difficult for English teachers in China to go to English-speaking countries to study or work. Most of them don’t have the experience of going abroad. They have learned their English only in China. So we may say their overall English level is not high.
3 Solutions
We should take correct attitude to examination-oriented education in English teaching in senior middle school. Although it has caused many problems and harm to learners, it also has many advantage, which we benefit from. Chinese education is very structured. It emphasizes the student's basic knowledge and basic skills. If we can open our minds and learn from other countries while maintaining our advantages as well, such as hard work, discipline, paying attention to students' basic skills and knowledge, we can achieve many things. So, we should keep positive attitude to improve it rather than criticize it. We can absorb the valuable points to develop students in an all-round way and focus on cultivating students' creativity and ability.
Generally speaking, any form of teaching and test should be beneficial to the society, based upon humanity human-oriented principle and the positive responsibility for the exam-takers, thus playing a positive role in guiding the education towards the right track, instead of taking it astray. [13]
3. 1 Reforming linguistic teaching method
Communicative approach has been introduced in English teaching in China. Teachers of English have become aware that it is important to make the language situations and language teaching as realistic as possible. Instead of focusing on grammar drilling exercises, they are encouraged to situated grammar teaching in a communicative discourse and provide students with suitable experiences that encourage them to ultimately use language in real life communication. The communicative approach is thus referred to as the notional functional approach, a totally new linguistic teaching method. The most prestigious scholars in favor of the communicative approach were D.A. Wilkins and H.G. Widdowson. The communicative approach sets great store by teaching performance, insisting on the pertinence of teaching and research on the students’ demands, namely, formulating the syllabus, determining the language scope and corresponding communicative skills in teaching in accordance with the practical situations of the students. So in the teaching process, a variety of ways are utilized to encourage the students to positively participate in the target language based communicative activities, thus leading the students to pick up linguistic competence in practical communications. The communicative approach is emphatically based upon the substantiality of the teaching contents, emphasizing the utilization of true to life teaching materials which should be derived from the real life, such as the materials of the popular media, specifically speaking, from newspapers, magazines, radio broadcast and TV reports, or teaching materials selected from lectures on special topic, face-to-face interviews, hence creating an agreeable linguistic atmosphere. [14]
3. 2 Reforming test method
The new test method is developed on the basis of the new teaching method, which emphasizes that test should be linguistic knowledge-based, and also that first priority should be given to the application of linguistic competence, that is to say, giving highlight to the communicative competence shown by the test takers while they use the target language. So the test type of communicative linguistic test is generally presented as meaningful words or sentences in a set context rather than in the level of just separate words and sentences. In doing so, it is convenient to plant the test takers into the necessary linguistic environment where they can easily think about the problem in question by taking the context into consideration. Generally speaking, the test paper in the type can be divided into sections like listening, speaking, reading and writing so as to formulate an all-round evaluation of where the students practically stand respectively.[15]
In order to alleviate the psychological pressure of students’ examination, and promote the spirit of the main body of students, in English teaching, trying to reform the test method, we may get good effect the main approach:
First, setting flexible method of examination.
1.Sub-item test, grading score. Sub-item test is ordinary teaching methods used in the class, it that is, the teaching content and teaching requirements are divided into five projects: listening, speaking, reading, writing, translation, each project is divided into five grades ABCDE. Each class has formulated specific criteria, and we could tell the students the theme of the project before the test, grading and requirement. This performance in a transparent performance, students will have their clear target, take the initiative to study conscientiously, and achieve a higher level, and also avoid the teachers to evaluate the performance randomly.
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