| With the China's entry into the WTO, requirements for English teaching and learning become higher and higher. The increasing college enrollment in recent years distances the individual differences among students. However, the current traditional teaching model is no longer suitable for all levels of students and the traditional teaching methods can not be applicable to all students.This thesis takes a look at the different pressures CETL is facing and the existing problems in CETL. It also investigates some relating researches in China and in some other countries in this field. Based on this analysis, this thesis assumes that CETL is urged to undergo a reform. A psychological theory about individual differences, along with Krashen's comprehensible input hypothesis in second language acquisition, Halliday's functional linguistic theory and eclectic method in teaching methodology provides theoretical support for a suggested teaching model: gradation of CETL on the basis of students' needs. This model involves two required courses in different levels accompanied by some select optional courses. Different students have different developmental stages in listening, speaking, reading and writing respectively. That makes students differ in their needs for English skill improvement. So they have to take two separated required courses, and to go to the different levels of classes. The purpose of this suggested model is to enhance and balance students' all-round development in English. Extracurricular study, known as self-access study, is strongly recommended as an indispensable supplement in that it can offer more comprehensible input. More focus of the thesis is on the requirements in different levels in the two courses and the principles applied there. While implementing the model, some factors have to be considered, such as teachers, students and teaching assistances. The success of the reform also depends largely on a reliable and valid testing system.
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