Analysis of Effective Strategies for Promoting English Language

Teaching

Wenying Wang

, Chaorun Zhou

School of Foreign languages of Yuxi Normal University, Yuxi, Yunnan, 653100, China

Keywords: English, English teaching, Practice teaching.

Abstract: With the development of global economy, the demand for communication between China and the world has

increased. As a common language of the world and basic tool of communication, English plays an important

role in exchange between China and other countries. Thus, effective improvement of English language

teaching has a positive influence on economic development. This work will analyze the current situation of

English language teaching, with suggestions for reference.

1 ANALYSIS ON ENGLISH

LANGUAGE TEACHING

English language teaching is an important part of

English teaching. On the one hand, it can improve

students' enthusiasm on learning; on the other hand,

it can cultivate innovative thinking for students. Due

to global economy, English is not only a subject, but

also an important tool of implementation of

international exchange. Along with social

competition, market puts forward a higher

requirement for talents' English level, such as

excellent written and spoken skills (Han Baomin,

2013). With a lot of problems on methods of

teaching, it makes a certainly negative effect on

training talents with application ability.

1.1 Ignorance of practical teaching

In globalization, society puts forward a higher

expectation for English talents. In the market

selection, it is important for candidates to have the

ability to communicate with people both in oral and

written rather than language theory, so English

language teaching should not only focus on theory.

However, their methods and ideas are still very

traditional and conservative. In teaching process,

teachers focus on theoretical knowledge to cultivate

ability in examination, while students simply learn

boring theory by listening and taking notes. This

malpractice has deviated from "student-centered"

teaching philosophy which often exists in English

language teaching (Wang Chenxi, 2010).

1.2 Low professional quality

Teaching methods need continuous innovation and

progress. In English teaching, teachers should define

themselves as both teachers and students to find

defects in their teaching and learn from them. Then

they can improve knowledge level and explore more

effective methods to improve teaching quality. For

example, if students cannot centralize their attention

or have no interest in learning, it is wrong to blindly

blame them. Conversely, if they rethink and make

some appropriate adjustments, they can easily attract

students with more enthusiasm (Wang Pingshan,

2014). Although this is a good mode, many teachers

have not achieved yet. They just take teaching as a

daily task, with no progress in knowledge and

teaching quality. That is a taboo entirely against

English language talents' training.

1.3 Weak team cooperation

consciousness

Cooperation among teachers directly affects English

teaching quality, but English teachers in each school

have rare cooperation. Teachers have different

methods and means, but lack communications in

syllabus and knowledge. An immediate result is the

messy teaching system and uneven teaching quality

which are not conducive to establish a scientific,

standard, and effective teaching system.

194

Zhou C. and Wang W.

Analysis of Effective Strategies for Promoting English Language Teaching.

DOI: 10.5220/0006446901940197

In ISME 2016 - Information Science and Management Engineering IV (ISME 2016), pages 194-197

ISBN: 978-989-758-208-0

2 FACTORS ON ENGLISH

LANGUAGE TEACHING

2.1 Cultural Factors

There are two kinds of cultures in English language

teaching. One is the knowledge mainly referring to

the political, economic, educational and cultural

knowledge; the other is communicative culture. It

refers to negative effect factors when people from

different cultured background when transfer

information in communication, such as honorifics,

courtesy language factors and non-language factors

like gestures. English language teachers need to

understand foreign countries, which is mainly due to

their social culture influences on language. Only

with a full understanding of social culture, can

students master English well and avoid embarrassing

situations by inappropriate language.

2.2 Affective factors

There are two types of affective factors on English

language teaching. The first is students' individual

affective factor, such as no self-confidence,

emulative heart; the second is emotion between

teachers and students or among students, such as

classroom interaction. Some of students' individual

affective factors directly affect their learning. For

example, students who are not confident will not be

active in class performance and practice, and dare

not to speak in English. If things go on like this,

their English oral expression will never upgrade.

The relationship between teachers and students or

between students and students directly affect the

classroom atmosphere. If it is very cold and heavy,

students' learning enthusiasm will be some impact,

which is not conductive to English language

teaching.

2.3 Students' individual difference

Students groups being relatively large, there is some

difference on student's learning styles, capacities to

receive knowledge. Some students digest and absorb

knowledge more quickly, and understand the content

as soon as teachers said, while others spend more

time on study. Teachers should pay attention to

individual differences of students, and teach them in

accordance with their aptitude.

3 EFFECTIVE STRATEGIES TO

ENHANCE ENGLISH

LANGUAGE TEACHING

Teaching model is traditional, and teachers still

adopt "spoon feeding" mode. Correspondingly,

students completely have no interest in learning. As

China now is generally promoting quality education,

teachers need to abandon previous traditional way

and constantly innovate teaching means. They

should pay attention to the position of students'

subjectivity, and develop their creativity and

application.

3.1 Innovation on teaching ideas and

review process

In the development of national economy and era of

progress, English language teachers need keep pace

with times. In order to realize innovation of teaching

thought and methods, teachers should not only care

for students' scores, but should pay attention to

whether they have learned real knowledge and apply

them into daily life. It is an important standard to

measure teachers' teaching quality, instead of scores.

If teachers constantly stressed fractional importance

and neglect application, students can easily generate

resentment, which directly affects quality of

learning.

First of all, English teachers should abandon

cramming method, and pay more attention to

students' subject status, and actively cultivate their

application. Under this guidance they can have a

more positive attitude, and completely abandon

previous passive mode at the same time. Situation

teaching, multimedia presentations, movies or

reading are good methods. Things like arranging

several students to play performance in English, on

the one hand, can exercise students' ability of

"daring to speak", and on the other hand, can

stimulate their enthusiasm. Secondly, teachers

should regularly review and improve their teaching

methods from students to students to see real

situation. For instance, teachers can use role reading,

debating competition, scene shows and other

manners to approval results of teaching. Besides, it

can be a clear analysis of whether their teaching

model has played a role or not, which would be a

coup on two levels.

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3.2 Strengthening solidarity and

cooperation among teachers

A school has more than one English teacher.

Besides, every teacher has his unique teaching

method, different views and priorities for teaching

knowledge. Through cooperation, they can realize

complementary advantages, and their knowledge

accomplishment can be promoted at the same time.

Blend of knowledge, skills, and methods between

teachers can directly affect teaching level, because,

by learning from each other in selection, one can use

other teachers' experience to improve his own

classroom activity, arousing students' interest. This

way has a strong role in promoting learning quality.

3.3 Cultivation of students' reading

ability

Listening, speaking, reading, and writing are four

basic skills of English language, and reading ability

directly influences students' overall English level.

Because of a global economic society, a large part of

English application is embodied in reading and oral

communication. So teachers need to focus on

reading teaching, which is not only conductive to

students' vocabulary, understanding of international

society and culture, but also laid a good material

foundation for students' oral communication. In

addition, because students' English application

atmosphere is not so strong at school, they can

cultivate English thinking through extensive reading.

For example, accumulating material exchange is a

good way to hone English thoughts, train sense,

making an important significance in improving their

English level.

3.4 Enhancing English practice

teaching

The evaluation criterion of learning a foreign

language well is whether he can skillfully use it in

communication or not. If teaching achievements

only mean to read English words and mutually

translate Chinese and English, it may not have

succeeded in teaching. Therefore, teachers should

focus on practice teaching, and guide students to

apply learned knowledge into practice and learn in

dialogue and communicate, thus teaching

significance can be realized fundamentally. For

example, many schools organize activities such as

English corner, English speech contest, English

composition, and so on in practice teaching modes.

3.5 Cultivating students' autonomous

learning ability

First of all, teachers should cultivate students' ability

to learn English words by themselves. As foundation

of listening, speaking, reading, and writing,

vocabularies are not entirely contained in textbooks,

so it is necessary to cultivate students' self-study

ability of English words. They need to accumulate

more words in ordinary English reading, and

teachers should cultivate students' capacity of

vocabulary. English generally have phonetic

pronunciation, so students can record fixed sounds

in notebook, and make full use of time to enhance

memory on them. On the other hand, teachers can

guide students to learn some phrases and sentences

then provide enough opportunities like English

composition to let them express what they have

learned. Besides, students had better to prepare an

English-Chinese dictionary, in case of meeting

foreign words in self-learning.

Secondly, teachers should cultivate students'

self-study ability of grammar, which is very

important in English language learning. But

grammar ability mentioned here does not refer to

detailed grammar requirements. Instead it is an

implementation of language that others at least can

read and understand. For example, "Chinglish"

language is a joke produced by incorrect

grammatical usage. Grammar teaching, on the one

hand, relies on teachers in classroom; on the other

hand, it relies on students' accumulation in daily

reading. Encouraging students to read original

works, and guiding them to record and recite good

statements in reading can develop their language

sense and avoid from making "Chinglish" joke.

3.6 Paying attention to students'

individual difference

Facing a lot of students with different learning

methods, basis and understanding, teachers need to

spend time to perform individualized assessment,

and adopt different methods for their learning style.

Because of the individual difference, teachers should

give opportunity to show students’ advantages and

strength. For example, they can adopt one-on-one

counseling model inside and outside of class, so

talent students can help other classmates who have

weak foundation or slow absorption ability. This can

realize complementary strengths and weaknesses

and increase overall level of class teaching.

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3.7 Innovation on assessment mode of

teaching

Assessment methods of traditional English language

teaching are relatively single, which mainly test

students by English listening test and English written

examination (reading, grammar correction, sentence

completion, etc.). This kind of method is too simple

to synthetically reflect students' practical level.

Therefore, in new situation, schools should improve

this mode to realize a comprehensive evaluation. For

example, proficiency assessment can be divided into

three parts in a certain weight separately. First part is

classroom assessment according to usual

performance and homework. Second part is learning

achievement report. Students can participate in it

through any mode such as scene simulation, English

writing and demo. Third part is written examination

achievement. Through comprehensive evaluation of

three parts, a more fair evaluation is created to

accelerate comprehensive development for students.

4 CONCLUSION

Along with internationalization deepening and

frequently international exchanges, English, as a

global language, plays a more and more important

role in promoting global economic and cultural

exchanges. As it is a foreign language in China,

English language teaching is different from Chinese.

In practical teaching, teachers should take effective

measures according to real situation, thereby

enhancing the effect of English language teaching.

REFERENCES

Han Baomin. Analysis of the Cultural Factors in English

Language Teaching. Journal of Nanchang Education

College, 2013 (5): 1-2

Wang Chenxi. Training of Intercultural Communicative

Competence in English Language Teaching. Science

Educ, 2010 (05): 58-60

Wang Pingshan. The existing problems of College English

language teaching and Countermeasures. Journal of

Jia Musi Educational college, 2014 (6): 113-113

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