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Appendix 1（第1页）

Appendix1

AStudyoftheEffeteruflishMajorsintheesetext

yue&XIAYangDaliayuages

Abstract

Thisstudyfotheeffectsofthet-BasedInstru（CBI）flishmajorsintheesetext。Aquasi-experimentwasduEnglishteastitutiosasdataeativestudyigsbetteroutethanSkill-Orieru（SOI）indevelopinglanguageknowledge，languageskillsanddisaryknowledge，agthegeivesofthenationalcurriculummoreeffectivelythaionalSOI。ThefindingsthroositivelightohenationalcurriculumflishasaspedtheeduofEnglishmajorsina。

Keywlishasaspecialty;teru）;SOI（Skill-Orieru）;curriculum

1。Introdu

&ionalCurriculumflishasaSpeeseTertiaryInstitutioionalCurribriefhereafter），issuedin2000，stipulatesthatEnglishasaspecialtyistofosterinter-disarytalentswith“asolidmasteryofEnglishlanguageskills，breofkainamountofknowledgeidises，relativelystrongabilitiesandparativelyhighpreheies”（AdvisoryBoard，2000:1）。Toachievetheobjectivesofthiscurriculum，esetertiaryinstitutionshavemadeeffortstoadjusttheircurriculafortheupperdivision（thirdandfourthyears），butlittlehasbeeoadjusttheircurriculaforthelowerdivision（firstandsedyears）。TheNationalCurriculumisdomiheideaofSkill-Orieru（SOI）withskill-orientedEnglishcoursesagforover92%ofthetotalforthelowerdivisionandover67%duringthefouryearsraduateedu，leavinghardlyanyroomtoexpas’kentareas，espeotatthelowerdivision。ThecurriinatedbySOImayhelptoimprovestudents’languageskillsandtheiruehasitsdrawbawides’knowledge，expandingtheirdisaryknowledge，improviiveability，ftheircreativity，andenhangtheirlifeskills。Therefore，thecurriculumitselfmakesithardtoachievetheobjectivesithasstipulated。Aboutadecade’simplementationofthisskill-orientedcurriculumhasmadeitsstrengths，flawsaiveeffet。

Ioaddresstheproblemsofthetskill-orientedcurriculum，thisreseardedtoexamisofthet-BasedInstru（lowerdivisionEnglishmajorshasisohedevelopmentofstudents’languageskillsandaofkentareas。Asaoexploreanewcurriculum，theresearchmayhaveimportantimplisfortheeduofEnglishmajorsaofEnglishasaspea。

2。PreviousstudiesoionalCurridCBI

2。1skill-OrieruflishMajorsina

&udents’EnglishlanguageskillshaslongbeenaprincipalobjetheeduofEnglishmajors。TheNationalCurriculumstipulatesthatsupulsorycoursesasEnglishlistening，EnglishspeakiensiveEnglishreading，Englishwriting，Englishpronun，Englishgrammarandbasiglishmustbeofferedtofirst-andsed-yearEnglishmajorsiohelpstudehelanguageskillsoflistening，speaking，readingandwritingandlayasolidfoundatioudyattheadvaage（AdvisoryBoard，2000:2）。Toeheatoftheseobjeotonlysuchcoursesaslistening，speaking，reading，andwritingareskill-oriealsothecoursesofEnglishpronun，Englishgrammar，andbasiglishwiththeirclearobjectivesofdevelopinglanguageskills。Itisclearthattheguidingideabehiionofthecoursesisthefoflahroughskill-orientedcourses。ThepulsorycourseslistediionalCurriculumflishmajorsareshowninTable1（AdvisoryBoard，2000:3）。

&heCurriculumforLowerDivisionEnglishMajors

Table1iASurveyofEnglish-Speakingtriesistheoedcourse，ort-basedcoursetoputitteidthatitisofferedierm。Evenieastitutionsina，theobasedcourseisputofftillthethirdacademicyear。Table1alsoshowsthatskill-orientedpulsoryihecurriculumwithagreatemphasisonlistening，speaking，readingandwriting。ThecurriculumseemstobegreatlyiheideaoftheSkill-BasedSyllabusputforwardbyFar（2008:para。8）:

Inthissyllabus，thetofthelaeavolvesaofparticularskillsthatmayplayaroleinusinglahoughsituationalsyllabusesbiioospecifigsoflanguageuse，skill-basedsyllabimergelinguistipetenun，vrammar，anddiscetheriypesofbehavior，suchaslisteningtospokehemaiingwell-fraphs，deliveriiveledsoforth。Thechiefrationalebehindskill-basedinstruistolearnthespeguageskill。Aaivemightbetodeveleneralpetehelanguage，learningoallyanyinformationthatmaybeavailablewhileutilizingthelanguageskills。

Toaexteskill-orientedcurriculumflishmajorsexertsapositiveiheimprovementofstudents’Englishlanguageskills，butitundoubtedlyhasitsdefehelpisacquire“asolidmasteryofEnglishlanguageskills，breofkainamountofknowledgeidises，relativelystrongabilitiesandparativelyhighpreheies”（AdvisoryBoard，2000:1）。Itisobservedbymanyteadresearchersthatgraduateswithamajlishhaveanarreneralkheyareweakiiking（Huang，1998:1;Ma，2005:8）。

HowglishasaspecialtyeffectivelyachievetheprincipalobjeprovingthelanguageskillsahepreheiesstipulatediionalCurrieresearchersbelievethatitisimpossibletoachievetheobjectivesifthefocusismerelyoiguageskillslikelistening，speaking，readingandwriting（Yang，2004:16）。Asaialapproagpopularityiries，lighteningtothereformoftheeduofEnglishmajors，asithasthestrengthskentareasandenhanguageskillsatthesametime（g，2007:37;g&Dong，2008:37;g&Gao，2009:22-27;Feng&Li，1995:85;Yang，2005:18）。

2。2dtheglishMajorsina

approachtoseguageteawhigisanizedarouorinformationthatstudentswillacquire，ratherthanaroundalinguisticorothertypeofsyllabus”（Richards&Rodgers，2001:204）。Havinginatedinada’sImmersirammefEnglishorFrenlaeaghasgainedpopularityandhasbeenwidelyusediyofdiffereihe1980s。FromitsearliestappliESP，EOP，andimmersirams，itisnowwidelyusedinK-12programsforESLstudents，iyfuageprograms，andinbusinessandvoalEELsettings（Richards&Rodgers，2001:207）。Itihtlearningandlanguageskillprawhichthefocusofteagisshiftedfruageitselftuagethrdisarykon，Sno;Wesche，1989:ix;StrykerandLeaver，1997:5）。Ithasthecharacteristicsofsubjectmattercore，theuseofauthes，learningofnewinformation，andappropriateospeeeds（Stryker&Leaver，1997:271）。DifferentCBImodelshavebeeifiedbysuchscholarsasRidRodgers（2001:205-207）despitedifferehedefinitionofmodels（dall&Tucker，1990:187;Kasper，2000:10;Feng&Li，1995:85;Met，2006:13-14）。

&he1980s，proposofCBIhavemaofindsupportforitintheoriesofSLA，instrualstrategies，aionalanditivepsychology（CoBaLTT，2010:para。12-20;Kasperetal。，2000:4-6）。

&ionofCBIhasbeenattractivetopraersandresearchersaswell。Infirstandseguagesettings，swerereportedofiddlesdprimarystriessuada，Britain，AmeridSingapore。InfuagesettieagofEnglish，Italian，Russian，ArabidesthroughsisillustratedbyStrykerandLeaver（1997:17-19）intrieslikeFinland，Spainanda。ToeiveappliofCBI，Strabe（1997:4-5）proposea“Six-T”approachtattentios，topics，threads，tasks，andtransitions，whichserveasaguidelihedevelopmentofCBImaterialsandlaeag。

Ina，theiofesestheCBIapproaditsapplihasbeeningsiiojournalarti1994。Sihen，anumberofpapershavebeenpublishedineseacademials。However，thestudyoftheappliofCBItotheeduofEnglishmajorswasaedareainahoughtheteagofdisaryknowledgeobeanissue。In1995，FengandLiraisedtheyofapplyingCBItotheteagofEnglishmajorsandt-basedcoursestoachieveabalahet-baseddskill-basedcourses（88），butthisarticlefailedtoarousemutioheionalcurriculumflishasaspecialtywasissuedin2000，somescholarslikeLiu（2000:12-17）raisedtheissueofitsiepulsorydisaryareas，butthisvoiedbyfavorableeionalCurriculum。ItisofewyearsthathaswitnessedagCBIstudiesioEnglishmaj（2005:1-35）reportedanempiricalstudyoftheappliofCBItotheteagofbusihEnglishasalaru，revealingitsstrengthsinimprovis’languageprofidimpartingkentareas。g，ZhaoandLi（2008:24-28）probedthefeasibilityofapplyingCBItotheeduofEnglishmajorsinthelowerdivisioedoythroughthestudyofoverseasliterature，reviewofCBIprathehistnteadquestionnairesurveysofteadstudentsiutions。dDong（2008:37-40）andXiaandg（2010:6-12）reportedtheirempiricalstudiesontheproblemsofEnglishmajorsaegiesinCBI。Xiaandg（2009:128-133）ductedacasestudyofteagat-basedtrodueriHistoryaherelaboratedoy，itspositiveimpaguagelearniieruaquaudy，g，LiuandDeng（2009:40-48）examios’readingprehensionofsubstitutingCBIcoursesfortheiriensiveEnglishreadingcthepositiveeffectsofotis’readingprehensionandexpandingtheirkentareas。dGao（2009:19-28）ductedaqualitativestudyandillustratedthepositiveimpactofthedevelopmentofstudents’languagelearning。Iudy，dZhao（2010:13-17）examis’feedbadgaisintotheimprovementofEnglishmajhtbyacurriculumthatiteagwithlaeag。

2。3TheGuidelinefor

&s，potentialsasofCBImakeitpromisingingthecurriinatedbyskill-orierudiningtheideaoftotheeduofEnglishmajorssoastoaiioandlahetresearulatedthefollowingguideliheCBIcurriflishmajorsinthelowerdivision:

（1）Breakihelimitatioionalcurriculumbysystematigt-basedcourses。WithoutgthegeivesorthetotalteaghoursspetheNationalCurriculum，thereformaimstobreakopeionsofacurriinatedbyskill-orieruinatingskill-orienteddtoi-basedcoursessystematitothecurriculumflishmajorssoastodeveleskillsaheirkentareas。

（2）Tappiialoft-basedcoursestodevelopstudents’languageskillsandkaneously。t-basedtodevelopstudents’languageskillsbyimparti-areakodevelopstudents’languageskillsaheirkentareasrequirestteadskilltraiedasanahEnglishasthelarudwithdisarykentasthemediumofsuguageskillstraining。