An Analysis of Chinese EFL Standards.docVIP

An Analysis of Chinese EFL Standards 　　Abstract. The new English curriculum standards were thus developed in 2003 to reform English education to better adapt to the social and meet educational demands. This paper analyzes the five reforms in the new standards， which partially reflect five orientations and offer special support to the Chinese EFL teaching reform. This paper also discusses the specifics and uniqueness of the new English curriculum standards as well as the challenges the practitioners will meet in the future teaching. 　　Key words： English curriculum standards， EFL teaching reform， five orientations， specific features， uniqueness and challenge 　　Grounded on Confucianism， Chinese English education is a typical banking pedagogy as described by Freire （1970）， who proposed that a traditional type of education as the “banking concept of education.” This model of education is characterized by teacher’s main instructional aim is to “turn students into ‘containers，’ into ‘receptacles’ to be ‘filled’ by the established rules and conventions.” In these classrooms， knowledge is imparted by the teachers who consider themselves as the possessors of knowledge and the only knowledgeable people to the students who were considered to know nothing， and the teachers separate themselves as the oppressors from the oppressed students. 　　Therefore， Chinese ESL teachers concentrate more on the linguistic perspective such as developing students’ reading and writing skills in English， informing the students of background knowledge and imparting strategies for acquiring higher grades in English-related exams. Although the teacher aims to meet the students’ demands， the students still lack of motivation for learning English. The teacher does not necessarily encourage the students to think authentically or establish students’ own “funds of knowledge.” The students have no skills of practicing their language or communicative skills. Language is only a tool for testing instea