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1、English contest in College English Teaching Study on the role Abstract: In recent years, Chinas foreign language teaching profession, the various forms of English race frequent. English contest in popularity among students on how? What is its role in college English teaching? In this study, theory a
2、nd questionnaire, based on an analysis of this study, and college English teaching is suggested. Keywords: English competition; college English teaching; role of Abstract: In recent years, various kinds of English contests in foreign language teaching in China have been held frequently. Do students
3、like them? What role do they play in English teaching? According to some theories and a questionnaire, this paper analyzes the role of English contests and makes some suggestions to improve College English teaching. Key words: English contests, College English teaching, role 1. INTRODUCTION With Chi
4、nas accession to the World Trade Organization and Beijings bid successful, China is stepping up the pace towards the world, with international practice. English the international lingua franca in Chinas social, economic, cultural, education and so occupy an increasingly important position, and its i
5、mportance has never been like this is particularly prominent in today. Foreign Language Teaching and Research are also more and more attention, therefore, presenting From the multi-disciplinary study of trends in multiple perspectives. (Liu Runqing, 1999) in the vigorous development of the cause of
6、foreign language teaching, there is a phenomenon into our field of vision: In recent years, a variety of English race race emerged. Its organizers, ranging from CCTV, the national press, down to the various colleges and universities and primary and secondary schools. The scope of these events, scale
7、, object, etc. because of the content and type of competition varies. The English national competition held in colleges and universities within the framework are: the National College English Contest, CCTV Cup National English Speech Contest of College Students, Foreign Research Press Cup National E
8、nglish Debating Championship, the first national College English translation Cup competition National Vocational Practical English Speaking Competition, the National Teachers of English teachers, students vocational skills competitions, Foreign Research Press / Longman Cup New Concept English recita
9、tion competition, Star of the 21st century, Macau Cup National English Speaking Competition. In the primary and secondary schools held within the framework are: the national secondary school students English proficiency contest, Northern Outer Cup National English writing contest middle school stude
10、nts, high school students in English Du Hougan National Competition, the National New Concept Composition Competition, the National Innovative English Writing Contest, Excel optimization Cup CCTV English Speech Contest (elementary, junior high school group), the National English Contest for primary
11、school students. In which the National College English Contest, the National Competition and the national English proficiency students in English primary school students The number of people participating the competition, scale and scope as the three national academic authority of the English race.
12、(Including day-jen, 2004) English Teaching in the contest, the researchers have gotten accustomed to generally attributed to the second class. The so-called second class, as opposed to the traditional in terms of the normal classroom activities. It refers to the school in extra-curricular traditiona
13、l and modern scientific and technological means to create a rich, personalized learning, access to and use of English space. The traditional means of providing the learning platform and in the form of: various types of English race, English academic lectures, English drama, English corner, foreign s
14、tudent exchanges. (Guo Yujie, 2005) Department of College English Teaching Reform in the forefront of the first in the nation, its personalized college English teaching system, including a second classroom activities, while activities such as lectures competition category English race, essay competi
15、tion, vocabulary contests, and so is its The second component of a rich classroom activities. (Guo Yujie, 2005:10) shows, people always referred to the activities mentioned in the second class of English competition. However, the English competitions on college English teaching role in how? Students
16、 to its knowledge, attitude, motivation, and participation how? In this paper, survey, based on the learners point of view trying to analyze research on these issues to explore to improve learner motivation and enthusiasm to learn new ways to improve the college English teaching. 2. Theoretical basi
17、s for the British English education experts Harmer (2000) pointed out that the success of the three basic elements of classroom teaching is put into (engage), learn (study) and use (activate). Language learners to determine whether positive input is a necessary prerequisite for effective learning. I
18、t emphasizes the study of foreign language teaching should focus on the main body of foreign language learning factors and characteristics of language learners should study the psychological process of learning a foreign language and linguistic processes. Keith Johnson in his Introduction to Foreign
19、 Language Learning and Teaching (An Introduction to Foreign Language Learning and Teaching) a book very clearly advocating and learner factors that reflect concern about the idea. Psychological theories of modern linguistics (Chomsky, 2002) even stressed that the human brain mechanisms inherent in t
20、he language learning and learners subjective factors and emotional factors in foreign language learning in the role. Demand analysis (needs analysis or needs assessment) theory also reflects the emphasis on foreign language teaching the concept of learner factors. It was first used by Richterich (19
21、72) put forward. Demand analysis model pointed out how to satisfy the foreign language learners in the future use of language in the communication needs of the environment. Needs analysis of teachers to understand the requirements of foreign language teaching students that they want to get anything
22、from the foreign language teaching. Brindley (1989) and Robinson (1991) put forward the objective demand (objective needs) and subjective needs (subjective needs) concept. They put all the learners of the objective conditions (such as foreign language learners at present levels, the difficulty in la
23、nguage learning, etc.) generally referred to as the objective needs, rather than the learners understanding in foreign language learning and emotional needs (confidence, attitude , etc.) summed up the subjective needs. Needs analysis of the design and improvement of classroom teachers, teaching meth
24、ods, improve the teaching effectiveness of great significance. Chinas Ministry of Education, enacted in 2001 a full-time compulsory education in general high school English Course Standard (2001) description of the overall objectives of the curriculum is even more obvious reflection of the emphasis
25、on learner factors, trends. 3. Survey and Analysis College English teaching reform in Chinas current New Century Higher Education Reform Project one of the elements, which bring about a national college English teaching booming gratifying trend. In order to promote the teaching of college English to
26、 a new level, timely to carry out all types of English competitions, becoming universities, colleges and universities a great job of teaching English program. However, the English competitions in popularity among students on how? Students to its knowledge, attitude, enthusiasm, motivation and partic
27、ipation how? What is its role in college English teaching? To solve these problems, the author at the school 2003 and 2004 undergraduate students conducted a survey quiz. The students participated in the survey had participated in the National College English Contest, and some even participated in s
28、chool competitions held in other types of English. 290 copies of a questionnaire survey, students answer the former, teachers explain to students the survey has nothing to do with academic achievement, each multiple-choice questions can be, hoping that students answer the question seriously. Effecti
29、ve recovery of volume 288. The author carried out on the recovery of volume statistics. (See table below) Table 1 students in the attitude of English contest Do you like to participate in English Contest Options Like Also like to Do not like Percentage 9.4% 50% 40.3% You want to carry out a variety
30、of English in schools often do contest Options Hope Do not want to Indifferent Percentage 50.7% 6.25% 42.7% You participate in (or have the opportunity to participate) English contest in order to Options Awards Test their English proficiency Exercise their own to cultivate sense of participation Per
31、centage 11.5% 46.9% 69.1% What do you think attend English contest Options Is the teachers request A minority of students do, and had nothing to do Must actively prepare for and treat it seriously Percentage 9% 26.7% 69.4% If you have never won an award in the English competition Options Will feel u
32、nder attack, a very depressed That does not matter, indicating that they have gaps, next time work They will no longer attend English contest Percentage 10.4% 88.2% 7.3% Table 1 shows the students to understand the attitude of the English contest, there are five issues. First, the two problems is to
33、 understand the activities of the students desire or need. As can be seen from the table, more than half of the people like to participate in competitions, they want to schools often do not carry out a variety of English competition. The third issue is to understand the students attend English conte
34、st motive or purpose. The fourth, fifth problem is to understand the attitude of the students participating. Most people think that we should actively prepare seriously contest. In dealing with the fact that race is not winning, the 10.4% of people will feel hurt, very depressed, the vast majority (
35、88.2%) people believe that it does not matter, indicating that they have gaps, next time to participate, 7.3% of people said that in the future no longer participate in English competition. Table 2 Student knowledge of the English language contest Do you think in terms of teaching English Contest Op
36、tions Necessary and is a complement and extension of the teaching There is no need Optional Percentage 66.7% 6.25% 26.4% What do you think attend English contest Options Can detect the level of their English Be able to inspire our own efforts to learn English Only expose his own shortcomings and mak
37、e their self-esteem, self-confidence setback Percentage 47.6% 70.8% 10.8% Do you think to launch English language contest Options Able to create an English learning environment Be able to train the students sense of participation, psychological quality of our students Help to strengthen the students
38、 motivation to learn English Percentage 24.3% 64.9% 34.6% What do you think attend English Contest Options Give students a sense of accomplishment Enable students to discover their own inadequacies, and thus harder to learn No good for most students Percentage 23.3% 69.4% 24.3% Reposted elsewhere in
39、 the paper for free download http:/ Table 2 includes four issues, mainly aimed at understanding the students understanding of the role of English contest. In the table shows that two-thirds of people think that the teaching of English in terms of contest it is necessary and is a complement and exten
40、sion of teaching. Participants of the English race, 47.6% of the people that can detect their own standard of English, the majority (70.8%) of people think that will inspire our own efforts to learn English, 23.3% of people think so they have a sense of accomplishment, more than two-thirds of people
41、 think that can find their own inadequacies and more efforts to promote their own learning. Pairs of schools competitions in English, 24.3% of the students believed to be able to create English learning environment, 64.9% of the students believed to be able to develop students sense of participation
42、, psychological quality of our students, 34.6% of the students believed to be able to strengthen the students motivation to learn English. 4. The role of English contest 4.1 effectively an extension of classroom teaching, so that classroom teaching and extra-curricular practice of organically combin
43、ed Modern foreign language teaching theories advocated by learners from the traditional school teachers what to teach what is transfer to self-completion study task. The students independently complete the learning task, greater need to spare time to complete. Some of the survey showed that college
44、students after-school learning: in-school curricular and extracurricular time than is 44:56. (Chen Yuan, 2003) how to ensure that students can take full advantage of extra-curricular time was a topic of concern for researchers. (I wish Inquiry, 2005) carried out in various types of English teaching
45、in the English Competition (vocabulary, writing, reading, recitation, lectures, debates, etc.), usually outside school hours, students in preparation for competition, requiring substantial investment of time and effort to seek information in extra-curricular, and student collaboration, communication
46、 and consultation carried out repeatedly to learn and practice. Through English Speech Competition and debating competitions, essay competition events, students are personally feel that: Classroom learning English, classes will not necessarily make good use of English, classroom learning and extra-c
47、urricular practice, not the same thing. This has prompted the students to work harder, consciously practice of classroom learning and extra-curricular, so that the maximum in the extra-curricular classroom extension. 4.2 to satisfy a variety of psychological needs of students, to stimulate students interest in learning English Chinas Ministr
