2.Setting ordinary testing and integration of comprehensive examinations. Comprehensive examination papers are an one-time examination in the end of the term. It composites 30 to 40 percent of performance of the semester, and ordinary testing performance make up 60 points to 70 percent. The plus of two is the final performances results for students. [16]
3. Test from person to person, and encouraging advanced. For the students of good and solid basis, who are often no longer satisfied with comprehensive test. Therefore, we can set some certain difficult questions to them, and encourage them to go forward a higher level. While for students of poor basis, we could create more conditions for poor students, and give more opportunity to answer the easy questions.
4. Allowing Re-examination. The students with poor basis and with poor psychology quality, who often are nervous in the test, especially in the dictation, dialogue. In this case, we may give time to students for themselves to re-test. When the students with unsatisfactory performances apply to re-test, please give them the opportunity.
Second, setting various forms of examination. We could take the following various forms of examination, such as written tests, oral tests, dictation, reading, dialogue, performances, interpretation, translation, writing small essays and other forms. And we could give them score as usual test performances in the teaching process. [17]
Third, setting objective performances. As the difference of the cognitive level, learning basis, to the extent among students, and the study talent advantage was not the same. Some are good at reading, dialogue, while the other students are stronger capacity in translation, because the flexibility of the examination methods and examination of the diversity, we could take different teaching according individual, which could reveal personal advantage.
3. 3 Creating English environment
At one time English teachers in China were strongly criticized for their low-quality teaching. The poor English proficiency of the students was attributed to the English teachers. After two decades of argument and inquiry a common understanding has now been reached: the English environment in China is different. In China, English is a foreign language (EFL), not a second language (ESL). Both students and teachers are doing their jobs under this condition which is quite different from that such as in the US. For example, Chinese immigrant students in the US can learn English more quickly than those in China. Why? Because in the US English is their second language. They enjoy a much better English environment as well as have English high motivations. This is what is needed in China. What those students in China need is this authentic language environment which isn’t easy to create in China. As facts show, in China those students who have won prizes in various English contests usually have some special backgrounds. Almost all of them have had the experience of staying in the English-speaking countries with their parents. All of these indicators show that English is a foreign language in China rather than a second language.
There is still a long road to walk in solving the English learning problem in China. However, I feel the Chinese government could take measures now to elevate some aspects of the problem. For example, more teacher training centers could be set up. More opportunities for learning and working in English speaking countries could be provided to English teacher, and the government should raise the whole nation’s English awareness and try to create a more English social environment.[18] Only in doing so, can the English learners in China benefit to the largest extent. If the government elected to enact some of the suggestions, I believe English learners in China would stand to benefit.
3. 4 Introducing western culture
What we need behind English education is to open the students’ eyes through the introduction of western culture. English as a language is derived from its root culture. First of all we should learn the history of English. Then, we can understand how English developed into what it is today. History also helps us understand the elements of English itself, such as synonyms. “Culture” is such a big concept, as it covers literature, art, religion, philosophy, science, social science, etc.[19] Through introducing culture, we can see a picture with a background. As for teachers, they should introduce the cultural background first, and then teach some knowledge of English. This will help students understand what they learned deeply and arouse their interest in exploring knowledge behind the language, so students may develop the habit of learning through the background.
3. 5 Changing assessment
Traditionally assessment of students’ learning in China is strongly embedded in the teacher-centered curriculum in which transmission of teachers’ knowledge to students characterizes the common teaching and learning discourse. Effective assessment aims at improving teaching and learning. Black and William define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. In this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessment becomes functional and constructive when the information derived from assessment is used to adapt teaching and learning to meet student needs. Curriculum innovation can be undertaken systematically if there is a continual flow of evaluative information back to the teachers who plan and implement the curriculum. Formative assessment is essential for providing feedback on a student’s progress so that any errors or difficulties can be identified and corrected. Responsive changes can be made in teaching and learning and help teachers identify the development of students’ skills and strategies, and monitor students’ planning, retrieving, processing and creating during the inquiry activity.[20] The assessment includes teacher observation, feedback, testing, and the views of teachers on oral language summative assessment.
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