从英语到汉语的策略文献翻译Word格式.docx

从英语到汉语的策略文献翻译Word格式.docx

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外文原文

STRATEGYOFENGLISH2CHINESE

BILINGUALINSTRUCTIONINTHECHINESECONTEXT

ZhangChun

PanzhihuaUniversity

Abstract

Generally,thepresentEnglishinstructioninChinaischaracterizedbyoverutilitarianism,lowmotivation,anddiscontinuity,withconsequencesoftest-orientedteachingandlearning,learnerslowEnglishcompetency,illegalopportunisticconduct,andwasteofeducationalresources.TheapplicablestrategytoreversethedisadvantageoustendencyistocarryoutEnglish2Chinesebilingualinstructionbasedupontheprinciplesofcommunication2orientation,content2basis,andcontinuity.TherealizationofeffectiveduallanguageeducationispreconditionedbycertainadjustmentstoeducationalpoliciesinvolvingestablishmentofanewEnglishinstructionalandassessmentsystem,trainingofbilingualteachers,andformulationofcorrespondinglegalregulations.

Keywords:

Bilingualinstruction;

China;

Englishteachingandlearning;

strategy

Introduction

Sincelate1970s,whenChinabegantocarryoutthe“openingtotheoutsideworld”policy,Englishhasbecomeacompulsorycourse（subject）inallschoolsanduniversities.In1987,thefirstwidely-knownstandardizedCollegeEnglishTestwasadministeredinordertojudgewhetherrelevantcollegeEnglishsyllabuseshadbeeneffectivelyimplemented.Inthefollowingyears,invirtueoftheincreaseofChinasinternationalcommunicationanditseconomicdevelopment,theimportanceofthistesthasbeensoincrediblystrengthenedthatalmosteveryuniversitystudenthastostudyEnglish,andalargeproportionofthemhavetotakeCET（BandIVorBandVI）andpassitasaprerequisiteofbeingconferredtheacademicdegree.

SomeexpertsinsistthatcollegeEnglishteachinginChinahasmade“considerableprogress”as6.75millionuniversitystudentshavepassedCET2Band4,and2.06millionhavepassedCET2Band6sincethetestcameout（Yang2004）.Thesefigures,however,cannotbequotedtoshowthatcollegestudentspEnglishabilityhasbeenlargelyimprovedsincepassingCETdoesnotnecessarilymeanthatthestudentshaveacquiredthebasiclanguageskillsduetoobviousdefectsofthetest,andcomparedwithalltheenrolleduniversitystudentsinthoseyears,thestudentswhopassedCETonlytakeupaverysmallproportion.Morepeoplehavedemonstratedtheirdissatisfactionanddisappointment.QianGuanlian2004）expresseshisconcernsaboutforeignlanguageteachingbypointingoutthetwobigproblemsoflargestinvestmentwithsmallreturnsandformalistictests.Surveyof298collegestudentspEnglishproficiencyshowsthatthesubjects（fromfiveuniversities）onlygotanaverageof53.04scoresina1002scoretest.Intheconcurrentquestionnairesurvey,whenaskedabouttheirappraisementoftheirowncomprehensiveEnglishcompetence,147of215subjects（68.37%）answer“ordinary”（Thedesignedfivegradesare“verygood”,“good”,“ordinary”,“bad”,and”verybad”）and108students（50.23%）believethatthebiggestproblemtobesolvedinpresentEnglishteachingisinstructionalmethods（LiuRunqing&

DaiManchun2003）.Test2orientedEnglishinstructionandoneofitsby2products—studentsoflowEnglishcompetence,areonlythesuperficialmanifestationsofthepresentproblematicforeignlanguageeducationinChina.Certaindeep2goingconsequencessuchaswasteoflimitededucationalresources,restrictionsonfreedomofpersonalchoices,andlossofsocialethicsoroccurrenceofillegalconduct（cheatinginexaminations,theftoftestpapers,forexample）attractmoreattentionofthosewhoaresincerelyconcernedaboutthecountry’seducationalcause.Inaword,EnglishinstructioninChinaisnotsosuccessfulasexpected.

Thisthesis,onthebasisofareviewofthepresentEnglishinstructioninChina,placesfocusontheanalysisofduallanguageinstructionanditsapplicationintheChinesecontextasaproposal,togetherwithcorrespondingpolicyadjustments.

I.PresentEnglishInstructioninChinaandItsDrawbacks

Considerableattentionhasbeenpaidto,andmuchtimeandenergyhavebeenconsumedinEnglishteachingandlearninginChina,buttheresultisdisappointing.Thencomesthesharpquestion:

WhyhavenotaverageChinesestudentsacquiredexpectedEnglishcommunicativeskills?

TheanswerdefinitelyliesintheinstructionalandlearningpracticewidelyemployedbyEnglishteachersandlearners.Next,weshalltakeacloselookatthatpractice.EnglishinstructionandlearninginChinahavebeenusuallyobservedasforced-feeding,teacher-centered,grammar-based,andtest-directed,characterizedbyoverutilitarianism,lowmotivation,anddiscontinuity.

1.OverUtilitarianism

“InChina,weoftenconsiderforeignlanguageeducationpas‘foreignlanguageteachinandalwaysthinkthattheforeign