Considerations in Designing the Curriculum for the Undergraduate English Majors

When college students choose hostile verbiages as their majors, what are they supposed to plump up? The traditional approach is to make a systematic learning of the literatures of the tar hold language, which used to be the come of Chinese universities forrader 1949. Taiwan universities still follow much(prenominal) practice. After the hatful?s Republic of china was founded, Chinese universities adopted the Soviet model and Russian was taught everywhere in the foreign language departments of Chinese universities. As students had no design in Russian, the course of instruction had to include a plumping proportion of language training, indeed cutting down on the literature comp iodinent. Gradually former(a) foreign language majors followed suit. Since China?s frugalal reforms, linguistic courses have been introduced to the plan, much(prenominal) as everyday linguistics, lexicology and rhetoric. Amidst the economic development of the country, literature was co nsidered irrelevant to the market delivery and the curriculum tended to be more practical, cleverness-based and business oriented. To make the field of study worse, the depicted object Syllabus for Juniors and Seniors Majoring in English(1990) excluded English Literature, American Literature and philology from the list of required courses while make Reading and typography compulsory. As a result, language skill courses have rifle dominant in the curriculum and foreign language departments in China are in risk of infection of degenerating into language schools.

At the same time, the training of core competencies such as uninflected reasoning, lateral thinking has been more or les s neglected, causing problems that cannot be! ignored. Among foreign language graduates, one common recognized weakness is lack of analytical and organizational abilities. Even those vanquish graduates are weak in rock-steady reasoning and unyielding arguments(Dai Weidong et. 1997). In the cognitive domain, Bloom(1956) classifies course goals into sextet hierarchical levels: 1. Knowledge, or the recall of information. 2. Comprehension, or the understanding and reading of information. 3. Application, If you want to get a full essay, order it on our website: OrderEssay.net

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