Analysis of the Teaching Strategies of the Reformed Test of CET4 and CET6.docx

Analysis of the Teaching Strategies of the Reformed Test of CET4 and CET6.docx

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AnalysisoftheTeachingStrategiesoftheReformedTestofCET4andCET6

AnalysisoftheTeachingStrategiesoftheReformedTestofCET4andCET6

Abstract:

ThisarticlefocusesontheteachingstrategiesofthereformedtestofCET4andCET6.ItisanalysisthecharacteristicsofthereformedTestofCET4andCET6,andtheexistingdifficultpointtothestudentsforthereformedtestofeachpart.AsweallknowthatCET4andCET6isoneoftheleveltestinChinatocheckthecollegestudents’Englishlevel.Nowdays,somanycompanyandsocialinstitutionsattachimportancetothesetwocertificates.Evensetarequirementwhenajobhunterwantstoentertheircompany.Soithasaquietimportantinfluenceforthosegraduatingstudents.AndasweallknoweverycollegepaysattentiontothecollegeEnglishteaching,butunfortunately,theteachingstrategieswhichourteachersusedbeforewerenotgoodenoughforourstudentsapplytothereallife.Since2005oureducatorsdecidetochangethetestcontext,andthisnewtestbeganin2013.ThekyepointofthisreformedtestistomaketheEnglishteachingincollegemuchmorepracticable.Theaimofthispaperistofindouttheteachingstrategiesforthereformedtestofeachpart.Andthestrategiesmustbeusefulforthestudentstotakeintheknowledgeaswellascanhelpthemtopasttheexameasily.

Keywords:

CET4;CET6;reformedtest,teachingstrategies;translation,listening

针对大学英语四六级改革的教学对策

摘要：

本文着重研究了大学英语四六级考试改革后的教学对策。

分析了改革后英语四六级的题型特点以及学生们对于和部分存在的疑难点。

总所周知，大学英语四六级是我们国家衡量大学生英语水平的其中一个标准，当今社会也有很多企业会看中这样的证书，甚至把此证书作为进入该企业的一项门槛。

所以大学英语四六级对毕业生的影响慎重。

每一所大学都非常注重大学英语的教学，不幸的是，我们老师之前所用到了教学方案对于学生在生活中的实际应用却不理想。

自2005年，教育机构决定改变考试的内容以及形式,2013年开始实施该计划。

改革的目的性在于大学英语教学实用性更强。

文旨在针对改革后的题型探讨出新的教学方案，这些教学方案必须对于学生吸收知识是有利的并且有助于学生轻松地通过考试。

关键词：

大学英语四六级;改革;教学对策；翻译；听力

Content

4.Teachingstrategies6

4.2.1Strengththeimportanceofpronunciationforlisteningandovercomethespeech

disorder7

AnalysisoftheTeachingStrategiesoftheReformedTestofCET4andCET6

1.Introduction

TheCollegeEnglishTestCETadministeredbytheMinistryofEducationofChinaisanationwidestandardizedtestaimingatanobjectiveassessmentofEnglishproficiencyofChinesecollegestudentsandaneffectivefeedbackforcollegeteacherstoimprovetheirclassroomteaching.ItisdividedintotwokindsfortheconvenienceofgradingCollegeEnglishteaching:

CollegeEnglishBandFourCET-4andCollegeEnglishBandSixCET-6,eachofwhichheldtwiceeveryyear.Asateaching-criterion-relatedandstudent-level-referencedtestithasbeenplayinganimportantroleintheimprovementofEnglishproficiencysincetheexecutionofthefirstCET-4inSept.1987andthefirstCET-6inJan.1989.CET4andCET6aretheauthoritativeexaminationsonevaluatingcollegestudents’Englishproficiency.ForalongtimeChineseprofessorsandcollegestudentshaveregardedthemasthekeyteststoprepareandimplement.From1987to2008theriseoftheexamineesinthenumbershouldbeattributedtomanyfactorsamongwhichtwofactorsplayaleadingrole.OneisthecompulsorypolicyadoptedbymostoftheuniversitiesandcollegesinChina.TheylaiddownarulethatfailingtopassCET-4meansthatacollegestudentcannotgethis/herbachelordegreeandfailuretopassCET-6meansthathe/shecannotgethis/hersecondbachelordegreeormasterdegree.Theotherthemoreimportantoneisthatitscertificatehasbecomeanecessityinone’sapplicationforajob.Lotsofcompaniesandfactoriestakeitasoneoftheprerequisitesforonetobeemployed.

InJanuary2005theMinistryofEducationannouncedareformontheCollegeEnglishTest:

ThecertificatesarechangedintothereportcardsandtheCETwillnotconnectwithbachelor’sdegree.AftertheMinistryofEducationannounced《TheCourseRequirementsofCollegeEnglishEducation》theformofCETstarted.《TheCourseRequirementsofCollegeEnglishEducation》showsitsaimonnurturingstudentsall-roundabilities.Itskeypointisimprovingstudents’abilityinlisteningandspeakingwithreadingandwriting.Meanwhile“MultimediaTeachingPattern”wasposedout.Andthetotalscoreofthetestis710.Thescorereportedbyeachpartsothatcanshowwhichpartthestudentisgoodat.Althoughalotofcollegestudentsarequitejoyfulfortheywillnotbeoppressedbythetestsanylonger,thefactsinthelastthreeyearsshowthatCET4andCET6arestillthemostauthoritativeEnglishexaminationsinChina.InamatteroffactsdoesacollegestudentshaveagoodcommandafterpassingCET4andCET6testisthemostusefultoimprovethecollegestudents’Englishability.

Accordingtotherequirementofthereformedtestwhichpaysattentiontothelisteningandtranslationpart,thisarticlefocusonthestrategiesofEnglishteachingforthesetwoparts,aswellasmentionreadingpart.

2.ThecharacteristicsofthereformedtestofCET4andCET6

2.1Writing

Thewritingdidnotchange,likebefore,therecanbeanykindoftopicsinthisexam.Andthescorepercentageofthispartis15%,requiresstudentsfinishthispartwithin30minutes.

2.2ListeningComprehension

Accordingtothereformedtest,listeningcomprehensioncanbedividedtwomainlyparts:

thefirstoneiseightshortconversationsandtwolongconversations,thesecondoneispassage.Thesecondoneconsiststwoparts--passagecomprehensionanddictation.Asfortheshortconversations,thematerialsalmostareaboutclothes,eat,living,travel,workandstudy.Thelongconversationsarenewaddedquestion,everyoneusuallyhas3to4questions,andit’slonganddifficult.Passagehasthreepassages,everypassagealmosthas200to300words,asusual,theymayanecdotes,techniqueessaysandsomepopulartopicofthesedays.Insteadofpassagedictation,itbecomesvocabularyandphrasedictations,thedifficultyandlengthdidnotchange.Wecanconcludethatthematerialsoflisteningpartalmostareconversationsinreallife,acourseoflectures,broadcastandtelevisionswhichismuchmorerealness.Thetimeofthispartlimitedin30minutes.However,thescorepercentageofthisparthasincreasedto35%,sowecanseetheeducatorsattachgreatimportancetothecollegestudents’allaroundabilitiesaftertheopeningandreformed.

2.3ReadingComprehension

Readingcomprehensioncanbedividedthreeparts,firstoneisvocabularycomprehension;thesecondoneislongpassagereadingcomprehension;thelastoneiscarefulreadingcomprehension.Thebiggestchangeofthispartistheclozetestpartwasnolongerinthetestanymore.Thequestiontypesofvocabularycomprehensionarechooseandfillintheblanks,asweallknowCET4hasthispartbefore,butCET6didnothave,sothisaddednewtypeisonlyforCET6.Longpassagecomprehensionchangedalot,thefastreadingcomprehensionbecamethelongpassagereadingcomprehension,butthedegreeofdifficultyandlengthlikebefore.Theendofpassagehastensentences,eachsentenceisaquestionandtheinformationofitcomesfromthepassage’severyparagraph,requiresexamineesfindouteachsentencecomesfromwhichparagraph.ItisobviousthatparagraphinformationmatchingquestionistheGRE’sclassicquestiontype.Soitasksexamineesshouldhaveahighcomprehensionability.Thematerialsofthispartcanbecomefromanykindofnewspapers,almostfromtechniques,culture,geography,politicandsoon.Thescorepercentageofthisparthasdecreasedto35%,andthetimeis40minutes.

2.4Translation

Asweallknowthattheformertranslationinthetestissinglesentencetranslation,butnowitisparagraphtranslation.Accordingtotheanalysisofthespecialists,thispartbecomeslittlehardercomparedbefore,studentsshouldlearntouseEnglishtoexpressChineseculture.ThematerialsmayrelatetoChinese’history,literature,culture,economic,socialdevelopmentandsoon.AsforCET4,thelengthoftranslationmayrangefrom140to160Chinesewords,CET6is180to200Chinesewords.Expertssay,ifanexamineewanttogetahighscoreinthetest,heshouldpayattentiontothetranslation.Thepercentageofthispartis15%,andthetimeis30minutes.Thetotaltimeofthetestincreasedto130minutes.

Afteranalysesthetest,thereisnodoubtthatwhenwepreparetheexamweshouldfocusonlisteningandtranslation.Andtheoldteachingmethodisnotgoodenoughfornowdaysrequirement.

3.Theexistingdifficultpoint

3.1Writing

NowdaysmostcollegestudentsusedtotheChinesethinkingmodeltowritecomposition,notgoodatpointingoutthecenterideaatthebeginningofacomposition,lackofthesisstatementandtopicsentence.Whentheywanttopointoutthecenteridea,theyfindthatthetimehavepassedthebetterpart,sohavetocometotheendinahurry.Oneofthereasonistheylackofrightwordtoexpresstheexactmeaning.

3.2ListeningComprehension

First,pronunciationisthebiggestproblemforthestudents.Mostnon-Englishmajorstudents’pronunciationexistsaquietheavyproblem,becauseoftheinfluenceoftheirparentsandthemselveslackofthebasicknowledge.Exceptthis,itisdifficultforthemtodistinctthephonemeaswellasskim,liaison,assimilationandcontractionwhichsocalledlinguisticforms.Second,thevocabularyquantityofstudentsissolittle,andtheirbasicknowledgeofgrammarnotwellneither.Seeingfromthenewtypeofquestion,askingmorevocabularycontrol.Generallyspeaking,nomatterhowwellhislisteningis,whencomeacrossannewwords,theresultofthetestwillbeinfluencedmoreorless.Socontrolamountofvocabularyisaveryimportantrequirementforstudentstoimprovetheirlisteningability.However,grammaristheprerequireaswell