| As an "as-a-mater-of-fact" international language, English is playing a more and more important role in the modern information society. In the last ten years, English teaching has made obvious achievements in our country. However, China’s current English teaching situation can’t meet the needs of the social requirements for various English level of talents. Furthermore, there still is a big gap between the overall level of English teaching and the needs of social and economic development. Although domestic scholars have hammered at the construction of the streamline of ELT system of English teaching from primary school to tertiary level for more than a dozen years, the teaching syllabus set is still fragmented at present in our country. At the point of uniform standards for English ability, our country is far behind the western countries. China’s current English ability standard is based on the syllabus of each stage from primary school to college teaching.Although the syllabus meets certain teaching principle and plays its part in promoting level of teaching in its own phase, it comes apart in the aspect of scope, quality and quantity of knowledge, which leads to the phenomenon that English teaching is difficult to link up between university, the middle school and primary school,or overlapping each other. At present, our understanding on the core issues of language competence is not in place. But while in Europe, the EU, the non-government organization for the European countries, published a "Common European Framework of Reference for Languages:Learning, Teaching, Assessment" officially in2001.CEF describes the language learners’knowledge and skills, language activities and language use of environment and standards in making effective communication comprehensively. However, CEF is not a policy document to provide policy guidance, it is a common foundation on which language teaching syllabus, curriculum setting, test design and textbooks are based. It encourages people to reflect and exchange all aspects of language learning, teaching and evaluation. CEF is carried out by all member states successfully, and it promotes the whole European development enormously.Based on the research of common reference levels of CEF, and integrating the worldly affairs, national conditions and English specific characteristics, this paper aims to find a way to integrate these scattered or independent teaching standards and outline, so that our country can achieve the integration progress among primary school, middle school and university teaching and strive to create a suitable language teaching and assessment common program for China’s national language conditions. Another purpose of this paper is to provide a common basis and reference for various levels and various kinds of teaching materials complying, curriculum’s instruction, testing, grade certificate and talent evaluation.The thesis consists of six chapters.Chapter One is the introduction to the present study, including the background, purpose, methods and the overview of the thesis.Chapter Two is the research status of English teaching program integration construction from primary school to the tertiary level. This chapter mainly refers to integration research between primary school and middle school, integration research between middle school and university, as well as integration study from primary school to the tertiary level.Chapter Three is the study of "Common European Framework of Reference for Languages:Learning, Teaching, Assessment". This chapter mainly refers to the history background, basic principles and index system of the formulation of CEF. Lengthways Up, CEF divided language capability to three grades and six levels:the first grade is basic user (A), including entry-level (Al), basic level (A2); the second grade is independent user (B), including improvement class (B1) and high class (B2); the third grade is proficient user (C), including fluent using level (Cl) and proficient using level (C2)[4] These levels are not closed, users can divide every level according to the specific conditions of learners, so as to achieve a more meticulous division to some level of language capability.Chapter Four is the analysis of our current English syllabus. This chapter is the main part of the thesis and is can be divided into three parts. The first part is the leading edge of English syllabus of the New China. It mainly analyzed the English syllabus since the foundation of New China. The second part is the standard analysis to the basic content such as listening, speaking, reading and writing of two current English teaching syllabus: one is the compulsory education of English syllabus in2004, the other is college English teaching syllabus in2007.2it is2007edition of college English teaching outline for the analysis of listening, speaking, reading and writing. The third part is the main problems consisting in China’s current English teaching syllabus. Based on the first two parts, we can discover the systemic problems and internal interface problems in our English teaching syllabus.Chapter Five is about the ideas of integrated English teaching syllabus construction from primary school to tertiary level. Above all, this chapter describes several principles of integration construction, so as to master our system building of English teaching syllabus. And also this chapter points out that integration construction has great instructive significance on our English teaching.Chapter Six is the conclusion part. It summarizes the research contents of this paper and points out that the problems of "time-consuming but ineffective" and "mute English" in English teaching relate with many factors, such as education concepts, teaching methods, the quality of teaching staff and language education environment, but the most important reason concludes two sides:for a long time, English teaching from primary school to tertiary level is separate each other, and each stage emphasizes their own integrity and systematicness, but lacks of wholeness from the point of overall English learning; the other side is that the division of the content is not reasonable, so as to cause much content repletion, such as in vocabulary, grammar and teaching form, there is a phenomenon of overlapping. To implement streamline English curriculum innovation as has been manifested in "English curriculum standards" and other related researches, scientific feasibility study is necessary. Finally, the author of this paper points out that "Common European Framework of Reference for Languages:Learning, Teaching, Assessment" provides theoretical foundation for formulating unified English capability standard and the streamline construction of English teaching. This standard should have the following characteristics:unity, readability, comparability, transparency, openness and expansibility, and emphatically points out that when we formulate the unified English capability standards, we should take the communicative language ability theory as the guide and adopt international language ability classification system, so as to satisfy the needs of different levels. |
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