Groping for a new English teaching strategy

Jae Ik Moon
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引用次数: 5

Abstract

By the time a student reaches college, he or she has studied English for approximately ten years. As if that were not sufficient, English education continues for up to two additional years in college. The outcome of these years of arduous toil produces results that are far below expectations. Hence, English falls among students' most loathed subjects. The clear villain for this paltry progress is not the students but a victimising system. From the first year of junior high school through the freshman or sophomore years of college, English is monotonously taught with almost no variation whatsoever. The curriculum consists mostly of grammar and translation, in that order. Many teachers force rote memorisation of grammar on hapless kids while not even realising the proper methods of language acquisition. Because English in Korea begins in earnest in junior high school, pupils should first be exposed to spoken English, with an emphasis on listening and speaking, duly followed by reading and writing. More specifically, only after reviewing systematic structure and syntax should college students focus on reading and writing.

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探索新的英语教学策略
到一个学生上大学的时候,他或她已经学了大约十年英语了。似乎这还不够,英语教育还要在大学里再持续两年。这些年来艰苦奋斗的结果远远低于预期。因此,英语是学生们最讨厌的科目之一。这种微不足道的进步明显的罪魁祸首不是学生,而是受害的制度。从初中一年级到大学一、二年级,英语教学是单调的,几乎没有任何变化。课程主要包括语法和翻译,按这个顺序。许多老师强迫倒霉的孩子死记硬背语法,甚至没有意识到语言习得的正确方法。因为在韩国,英语从初中开始正式开始,学生应该首先接触英语口语,重点是听和说,然后是阅读和写作。更具体地说,只有在复习了系统的结构和句法之后,大学生才应该把注意力放在阅读和写作上。
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