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Chapter 1 Introduction
Chapter 1 Introduction
Background of the study
English is clearly the actual and even quasi-official number one foreign language. This is reflected in
the special importance the government attaches to English teaching. From the mid 1990s, together with
Chinese and Mathematics, English has e one core element in China’s university entrance
examination. As a required subject from primary to postgraduate school, it (refers to English) has a special
position in Chinese education. Ford (1989: 2) once said that there were more Chinese studying English than
there were Americans, with estimates ranging as high as 250 million Chinese students of English. Today,
the number can only increase as China officially begins to implement its policy to introduce English as a
pulsory subject for all participants pulsory education (Ministry of Education, 2001).
In 2001, all schools in Shanghai taught English in Primary One, for instance. Nationwide, eight million
primary school pupils were studying English as a school subject for two to three hours a week, according to
Hu (2002). The goal is to have English courses available for seven to nine years of pulsory
education stage and a total of ten to twelve years for those who go on to university. With an estimated total
of million Chinese primary school students in 2002, according to official statistics, the challenge of
providing English language instruction to them all is likely to be a demanding one.
Meanwhile, with China’s accession to the World anisation, international cooperation is
playing an important role in China’s educational development. The demand for English “has increased
exponentially with economic globalisation”(Nunan 2001:605). In a recent discussion, Tonkin (2001:6)
describes English as the “Microsoft of languages - the linguistic medium that has acquired such a dominant
role in the marketplace that it seems to have e self-perpetuating . . . . Apparently the only way for
ot
Chapter 1 Introduction
Background of the study
English is clearly the actual and even quasi-official number one foreign language. This is reflected in
the special importance the government attaches to English teaching. From the mid 1990s, together with
Chinese and Mathematics, English has e one core element in China’s university entrance
examination. As a required subject from primary to postgraduate school, it (refers to English) has a special
position in Chinese education. Ford (1989: 2) once said that there were more Chinese studying English than
there were Americans, with estimates ranging as high as 250 million Chinese students of English. Today,
the number can only increase as China officially begins to implement its policy to introduce English as a
pulsory subject for all participants pulsory education (Ministry of Education, 2001).
In 2001, all schools in Shanghai taught English in Primary One, for instance. Nationwide, eight million
primary school pupils were studying English as a school subject for two to three hours a week, according to
Hu (2002). The goal is to have English courses available for seven to nine years of pulsory
education stage and a total of ten to twelve years for those who go on to university. With an estimated total
of million Chinese primary school students in 2002, according to official statistics, the challenge of
providing English language instruction to them all is likely to be a demanding one.
Meanwhile, with China’s accession to the World anisation, international cooperation is
playing an important role in China’s educational development. The demand for English “has increased
exponentially with economic globalisation”(Nunan 2001:605). In a recent discussion, Tonkin (2001:6)
describes English as the “Microsoft of languages - the linguistic medium that has acquired such a dominant
role in the marketplace that it seems to have e self-perpetuating . . . . Apparently the only way for
ot
基于范畴化的教学设计在儿童英语词汇教学中的运用 (1) 来自淘豆网www.taodocs.com转载请标明出处.