A Reflection On The Graded English Teaching Mode

How to reform college English teaching to cultivate the students’ ability to useEnglish and to improve the quality of college English teaching have been identified asthe theme of college English teaching recently. With enrollment expansion, gradedEnglish teaching mode has been implemented by many colleges.248sophomores from Yunnan College of Business Management are selected byrandom as subjects. Based on the analysis of the questionnaires and interviews, theresearch finds that:(a) Teaching efficiency of the graded English teaching applied inYunnan College of Business Management is not obvious and satisfying.(b)Thestandards of grading students are not scientific.(c) The graded English teaching modeis detrimental to the students’ psychology development.(d) The graded Englishteaching mode accelerates the trend of English polarization.(e) It becomes difficultfor teaching management departments to manage the new class efficiently.Based on these findings, the implications for optimizing the implementation ofthe graded English teaching have been tentatively suggested. Firstly, the standards ofgrading students should be set more scientifically. Secondly, the negative impacts onstudents’ psychological development should be minimized from the perspective ofstudents and teachers. Thirdly, diverse teaching modes like Content-Based LanguageTeaching (CBLT) and Computer-Aided Instruction (CAI) should be used to assist themode of graded English teaching. Finally, a flexible and diverse evaluation systemwhich is integrated with summative evaluation and formative evaluation is expectedto be established. Although the research provides some implication for the teaching ofEnglish in colleges, it has some limitation in the size of samples, so in the furtherresearch more subjects should be involved.