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Appendix 1（第1页）

Appendix1

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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