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Appendix 1（第2页）

&s，potentialsasofCBImakeitpromisingingthecurriinatedbyskill-orierudiningtheideaoftotheeduofEnglishmajorssoastoaiioandlahetresearulatedthefollowingguideliheCBIcurriflishmajorsinthelowerdivision:

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

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

（3）Embragalleffectiveteagmethodsandteiquesthatdevelopstudents’languageskillsandpreheies.WiththemethodologicalflexibilityoftheCBIapproach，avarietyofteagmethodsandteiquescorporatedieagoft-areaknowledge.Suchideasofquestioput-driventeabeieagtoes’iheirstudy.Activitieslikedissaihsolowork，pairworkandteamloyedtois’parti，boosttheiri，aheircreativity，developingtheirlanguageskillsandgeneralqualitieswhiletheyareavolvedinthelearningofdisaryknowledge.

g，ZhaoandLi（2008）putforwardaninnovativeCBIcurriculumflishmajorssupportedbycoreskill-orientedcoursesasisiable2below.ThisproposalisiheguideliheaofthegeivesofEnglishasaspecialtystipulatediionalCurridalsoofstudeerests，itiveabilities，languageprofidtheirstageoflanguagelearning，plustheacademicbadoftheEnglishfaculty.

Table2.InnovativeCBICurriculumSupportedbyCoreSkill-OrientedCourses

Table2showsthatthenewcurricorporatesalargemoduleoftbasedcuidedbythephilosophyofCBI.IthastrahealcurriculumasisshowninTable1，bi-BasedoduleandtheSkill-Orientedoduletoexpas’disarykhesametimetheirlanguageskills.Moreover，allthet-basedvofbotht-areakheEnglishlatentiontobothdlaaddressestheproblemseofknooorpreheiesofEnglishmajorsandoffersaneroachtostudents’practiceeskills，anexpansionoftheirdisaryknowledge，aheirpreheies，andaheirmulti-culturalawareness.

theperformaswellastheSOIamongEnglishmajorsintheesetext?Towhatdegreedoesitihedevelopmentofstudents’Englishlanguageskillsandtheirknowledgedevelopmentiareas?Togiveaheeffectsofthereform，aypiglishteastitutionwasduswerthesequestions.

3.Resear

3.1CaseDes

Aquasi-experimentwasdutheEofDaliayuages（DUFL），whieofthemorethan1，000Esihan1000higherinstitutionsina.ThedepartmentmaydifferfromEsiutionsinmanyways，butitbearsablaermsofthegeives，faculty，students，aionalresources.AllthedepartmeheguidaionalcurriculumtoturnoutpositetypeEnglishgraduates.Theirfacultiesaremainlyposedofteachersmajierature.AllofthemenrollstudentsfrommiddlesderthesameedualsystemwithimprovedEnglishlanguageproficyaftera’sreformaotheoutsideworldaofEionina.Therefore，anempiricalstudyinthisinstitutionmaynotonlyhelpuhispartistitution，butalsohelpuaiaryEnglishteastitutionsingeneral.

3.2Partits

&itsoftheexperimeactclassesofEnglishmajrade2007intheEofDUFL，wherefourclasseswereassigheexperimentalgroupaherfourtothetrolgroup.Thestudentsweresimilarinmanyways:allofthemwereEnglishmajors;theywerefromdifferentprovincesofawiththemajorityofthemfromLiaoningProviheysharedthesameedualbadinthatallofthemfiheirhighschooledudertheguidaioionstandardsaedintotheuhroughthenatioraion;allclasseshadthesamegeeagobjectivesstipulatediionalCurriculum;allclasseshadthesameeaghours;alltheteacherswerequalifiedEnglishteachersmajinEnglishlaerature;therewashardlyanydiffereofthefacilitiesavailableoncampus.

Thediffereheseclasseswereasfollows.Ofthefourexperimentalclasses，threewereadmittedintotheuyaspartofthesedaryratinggroup.Theyreceivedlowersthepreheioraionsinese，English，soaturalsdtheyoorintheirEnglishlanguageaswell.TheotherexperimentalclassboastedrelativelyhighEnglishlanguageprofidicatedbythefactthattheywereadmittedintotheuyaspartgroup.However，allthefourthetrolgroupwereadmittedintotheuyaspartgroup.Itwassafetoassumethatthe107studerolgroupweresuperiortothe130studentsialgroupintheirEnglishlanguageprofidacademidation.

3.3Teachers

Boththeexperimentalgrouparolgrhtbyteaajlishlaerature.Bothgroupsofteachershadatleastfouryears’experieheEnglishlaoEnglishmajorsbeforetheytaughttheexperimentalandtrolgroups.Thetwogroupssharedteachersforskill-orientedcoursessuchasthelishdtheEnglishlistenieacherspartitheteagofCBIcourses.Theywereyouheteachersofthetrolgroup，sotheyhadarelativelyshorterexperienguageteag.TheyheldMAdegreeswithaterestsinEnglishlaudy，glishtranslation，andEnglishliteraturejustliketheotherteachers.Thetwogroupsofteacherswereparableingeneral，andotherdifferencescouldbeignoredasiioalstudies.

3.4Treatment

&alandtrolgroupssharedfourskill-basedEnglishpronun，Englishlistening，Englishspeaking，andEnglishwritiheydifferedinothercoursesoffered.Eleve-basedintroductorycourseswereofferedtotheexperimentalgroup，asisiable2.Eachweek，theexperimentalgrouphadfhoursofaprehensiveEnglishcourse，theobjedtofwhichweresimilartothebasiglishcoursewhichwasofferedtothetrolgroupforsixtoeighthoursperweek.Altogether16courseswereofferedtothestudentsialgroup.Withthesameteaghours，allthethetrolgroupwereofferedsixalskill-orientedpulsorycoursesofBasiglish，ExtensiveEnglishReading，EnglishListening，andEnglishSpeaking，allrunningthroughfourterms，andEnglishPronundEnglishGrammarrunningthroughthetwoacademicyearsrequiredbythenationalcurriculumasisiable1.

Allthecourseswereduclasseswiththeirteachersemployieiques.t-basedcourseswerenottaughtaslecturesbutahiioheskill-orientedlanguageclassesofthetrolgroup.Besidesteachers’presentations，therewerealsostudeioionsandanswers，groupwork，pairwork，etc.

3.5IsandData

Intheresearch，apre-testandapost-testwereemployedasisofdata.ThelanguageproficypartofthetestswasintheformofTEM-4，whosereliabilityandvalidityarereizedina.

&wasdugalltheeightintactSeptember2007，ingdi，listeningprehension，ar-vocabulary，readingprehensi.Inaddition，italsoiiple-choicequestioraphy，history，ayahedifficultyleveloftheEwasequivalenttothatofhighschoolgraduatesina.

&woyearsofinstrufollowiwodifferentcurricula，thepost-testwascarriedoutinJuly2009，inglisteningprehension，cloze，vrammar，readingprehensi.Inaddition，italsoineralkhegeography，history，dliteratureoftheU.S.，theU.K.，Australia，NewZealand，andada.Thedifficultylevelofthelanguageprofithepost-testwasbasicallythesameasthatofTEM-4，anationalEnglishproficytestflishmajorsfinishingtheirsedyearofuyedu.Thequestionsongeneralkakenfrrade8testsflishmajors，whichisanizedflishmajorsattheexitoftheflishprogramandboastsofaowledgedreliabilityandvalidityina.Thequestionsongeneralknowledgeedthegeography，historyandcultureofEnglish-speakingtries，buttheydidheknowledgeacquiredbytheexperimentalgroupinsut-basedcoursesasiuraluni，eseculture，EuropeaheBibleandCulture.

Iaest，allthequestioheformofobjectivemultiple-choicequestiofordidwriting.Toguarahereliabilityofthetestscores，didwritingweregradedbyfourandthreeexperieeachersrespectively.Thetotalscoreofthepre-testaestwereboth175points.

&sandDis

4.1PerformaheCBIexperimentalGrouparolGroup

4.1.1Pre-TestDataoftheExperimentalandtrolGroups

&estDataoftheExperimentalandtrolGroups（September2007）

Table3i，iheexperimentalgroupdidnotperformaswellasthetrolgroupinEnglishlanguageproficy.Therewasasignifitdifferealscoreoftheexperimentalgroupandthatofthetrolgroup（t=-3.359;p=.001