Analysis Of The Traditional Teaching Approcahes In College English Teaching

The new College English Syllabus is of great importance in Chinese College English Teaching and it has become a programmatic document guiding us to make our teaching plans. The College English Test sets up a good criterion to assess the efficiency of our English language teaching. So, what can we do to meet the demands of the College English Syllabus? What can we do to increase the passing percentage of our students? There are serious questions for all the teachers of College English to solve. Our students often make language errors, such as in the use of single and plural forms of nouns, agreement of subjects and verbs, voices and tenses, and comparison of adjectives and adverbs, although they had learnt English for five or six years before they enter the university. In the author' s opinion it is very important for the students to establish a good language foundation and to cultivate the four basic skills. An evaluation of the Traditional Teaching Approaches suggests that some of the best methods of the Traditional Teaching Approaches such as the Structural Approach, the Grammar Translation Method and lectures on the language forms can certainly be of some help to our students in overcoming these shortcomings. We can teach the knowledge of the language directly to the students and the students can practice it through a great deal of exercises, so as to establish the linguistic competence. In this case, the author has made an attempt to focus on some best Traditional Approaches in classroom practice and achieved some of the good results.There is still a tendency for us to talk too much about the communicative teaching approach and little about the traditional ones. It may be practical to consider how the strengths of both the traditional and communicative teaching approaches might be combined in Chinese college English teaching.