On the Systematic Dynamic Teaching Experiment of College English〔*〕

Zhang Jing

(School of Foreign Languages Southwest University of Political Science and Law，Chongqing 400030)

Ⅰ.Theoretical foundation of the dynamic experiment

Language system has the characteristics of complexity，openness，self-organization and self-adaptation.The complexity of language is expressed in the composition of many subsystems，namely“every system is always a part of another system”(de Bot 2008).Dynamic system refers to the system which regularly evolves with time.The follow-up practice of the college English is seen as the foundation course system，and the systematic English teaching consists of the fundamental English and the professional English.For many experts，“EGP+ESP+EAP”is the development di-rection of the college English in the future.

Language is a self-organization and self-adaptation system.By studying complex dynamic system，the ordering hidden in the surface disorder behavior can be exposed.This paper tries to conduct a research on the dynamic system of China’s English teaching.Researches show that now all the colleges and universities are proper for ESP or EAP.Seen from social demand，the mechanism of university personnel training in China is seriously disconnected with social demand and only 10%of Chinese university students can meet the requirement of international companies.

This experiment reexamines college English teaching on the basis of the current national Education Act and examination system of English teaching.The paper tries to dynamically describe the complicated English teaching pattern at present with pragmatic approach despite of the urgent trend of teaching reform.

Ⅱ.Content of the systematic experiment

1.Experimental subject

The experimental subject is freshmen across China who have passed written national examination when accepted by the university(question types are similar to those of IELTS test with the level of difficulty similar to that of CET 4).According to the text results，top 100 students are arranged into two experimental classes(academic talents training and practical talents training).It has been proved that the English grades of national entrance examination of the 100 students are all above 125(with the full mark of 150).The teaching objective of the experimental classes is to train professional talents acting on international convention by adopting independent teaching curriculum.

2.Experiment design

First，design questionnaires relevant to the teaching objective and curriculum provision.Issue 100 questionnaires and then collect them all.The design form of the questionnaires should be composed of single-choice questions，multiple-choice questions and open questions.The content of questionnaires should involve personal information，the cohesion of senior high school English study and basic college English practice，their expectation of English teaching mode and learning mode，the role of teachers in college English teaching，etc.

3.Findings

100%students agree that“grasping English is the requirement of the international era”.45%students agree that“grasping English is for the end of further study abroad”.76.3%students hope that they will become international communication talents in their area of expertise.As far as graded teaching is concerned，67.8%students are in favor of the practice from the first term and 44.5%suggest the third term.As for when it is appropriate to start ESP(English for Specific Purpose)，29.4%students choose to start from the first term，more than half students are in favor of the third term，14.9%students suggest the third grade and 65.7%students hope to have a peroid of transition before ESP+EAP so that they can get prepared for language skills.

4.Experimental method

According to the survey results of teaching objective and curriculum provision，boldly centering on the teaching content of“core textbooks+teaching aid+sharing center of student’s resources”and guided by the training principle of“l(fā)anguage skills+learning ability+thinking ability+academic ability”，teachers can get rid of the traditional mode of“teaching+practice”，and add into other teaching modes，such as students’learning resources sharing platform，group cooperation study，lecture，workshop，seminar and presentation.Besides，the evaluation methods should not be limited to just a piece of paper，but include book report，literature review，case analysis and so on with the evaluation of peer students in order to avoid the one-sided results of teachers.

5.Feedback

Among the 100 students，36 students attend TOEFL and IELTS by the end of the term，all of whom have achieved good results.Teachers choose 40 students among the two classes and hold a symposium to get acquainted with their leaning results.All the 40 students are satisfied about the curriculum provision and say that they are more motivated with specific aim.The learning potential of most students is inspired，which helps them to exert their ability to innovation and thinking to the full.

Ⅲ.Conclusion

1.Proficiency assessment and teaching mode selection

The experiment shows that there is still imbalance in many students’listening，speaking，reading and writing ability in the experimental classes.Despite of the improvement of basic education course reform，in fact，students in many colleges are still poor at English，especially those from the rural area.Most students are not good at communicating with English with their limited English skills，therefore，the still need college English teaching with characteristics of higher education to improve their English level.Due to the serious polarization of college students’English ability and lack of qualified teachers to apply ESP and EAP teaching，the advanced fruits of English teaching reform cannot be promoted widely in China.English courses are highly uniformed and more than half of the colleges surveyed still depend on the PPT provided by the publishing houses.Besides，the evaluation method of existing graded teaching is unitary.Most colleges consider the passing of CET 4 as the criterion of entering the higher level，or divide teaching levels by the results of standard written tests without taking into considering of psychological requirement of students’learning English.The English for specific purposes in China is still loosely organized and lacking in management due to the improper curriculum provision，lack of class hours，backward teaching mode，unitary teaching method and misuse of ESP textbooks.ESP teachers in China can hardly treat ESP teaching from the professional perspective of pedagogy and psychology，thus failing to grasp the educational law and students’psychological characters.What’s more，they are unwilling to rise up to the challenge in that ESP teaching is far more difficult than general teaching.

（五）病蟲害防治。蘆筍的主要病蟲害有莖枯病、褐斑病、根腐病、薊馬、飛虱等。物理防治采用藍光燈或藍板誘殺飛虱；農業(yè)防治要施足優(yōu)質有機肥，合理密植，清潔田園。

2.Competent assessment and teaching objective location

Researches show that the best English learning period is high school.Professor Shu Dingfang claims that the biggest problem of college English teaching in China is the obscure objective and orientation.As the country with the largest population of English learners，there is no unified standard of foreign language proficiency or foreign language skills certification body.With such obscure curriculum standard，students cannot get to know their English level beside attending exams and getting certificates.

One of the important aims of China’s higher education is to train international talents who are capable of understanding international rules and participating in international affairs.The significance of learning foreign language has transcended the level of language education in the economic globalization，and English，with the double identity of foreign language and international universal language，serves as the tool and bridge of problem solution.Besides，college foreign language teaching should aim at nurturing creative talents and masters.

College English teaching should also help students to understand western civilization，thinking pattern，living habits，keep a critic eye on western culture and core value，and cultivate their cross-cultural communication ability.Or，they cannot reach the goal of communicating in English effectively.

3.Evaluation mechanism and the construction of the independent study mode

Systematic English mode boasts distinct dynamic model and is a goal-oriented English teaching.The“requirement analysis”before the adoption of dynamic teaching shows the communication scenarios and necessary skills and knowledge to spur the learners to regulate and control their learning process with specific goal.

English belongs to humanities，the teaching process of which will provoke students’thinking.It is necessary to enhance critical thinking skills through humanistic knowledge.It is a pity that the content-oriented teaching does not incorporate critical thinking skills.It is necessary for the further reform to integrate knowledge acquisition，language skills training and critical thinking skills.

The content-oriented teaching method of CBI aims at learning language through meaning，which emphasizes learning language by the super-text to help nurture positive emotional nature and provides strong support for their critical thinking skills.

In one word，systematic English teaching mode covers“l(fā)anguage skills”and“humanistic quality”.The construction of“EGP+ESP+EAP”step-by-step teaching objective of systematic English teaching mode will satisfy the need of level training of foreign language skills.

Notes:

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