A Study On The Effects Of College English Teaching And Learning Under The Reform Of Credit System

Amid the nationwide campaign to reform the college English credit system,colleges and universities have been criticized for reducing credits and shortening class time.Under the premise of credits compression,teachers are confronted with the challenge of how to teach students more knowledge in the limited time.Traditional teaching methods are no longer suitable for the needs of students and the current teaching plans.College English teaching syllabus was revised and improved by the Ministry of Education three times from 1985 to 2014.The nature of the college English transforms from public course to application course and further into general course that is advocated by colleges and universities.It aims to improve students’ humanistic quality and critical thinking ability.Dalian University of Technology is closely following the steps of the reforms to gradually reduce the college English credits.The teaching mode of immersion,speculativeness and combination of language and culture is applied to guide students’ English learning.This paper analyzes the learning strategies and the teaching strategies by using constructivism theory in teaching and learning.Bachman’s interactional language testing theory is used to analyze the cet-4 scores of students.Based on Strategies Inventory for Language Learning(SILL)of Oxford and with the help of SPSS.17,the data are collected by doing a survey.This paper compares the independent samples t-test of the data and answers the following three questions:1.What are the differences of the teaching strategies after reform of the credit system?2.What are the differences of the learning strategies after reform of the credit system?3.Is there any significant difference in CET-4 achievements after reform of the credit system?It concludes that the students’ English learning strategies under the 12-credit system and under the 10-credit system have significant differences in the other four learning strategies except cognitive strategy and compensation strategy.Under the three different credit systems,the total scores of CET-4 of Dalian University of Technology show a trend of improvement.Although the listening scores show a slight decline,all the other sub-scores are positively affected by the credit system reforms.The research of this subject brings some practical significance to teaching and learning.It can not only improve teachers’ teaching efficiency,but also help teachers to further understand students’ learning status.For students,it can directly improve their ability to use English learning strategies and improve their learning efficiency.The research of this subject can also promote the improvement and perfection of the credit system reform to make the credit system reform and teaching-learning adapt mutually and develop together.