Current Situation & Countermeasures Of Bilingual Teaching In Chinese Advanced Sports Colleges And Universities

Along with the increase of international economic exchanges and the strengthened trend of education internationalization, professional and applicable English communication attracts more and more people. English professional quality and its applied capability becomes a criterion to evaluate a versatile talent. In order to improve students' comprehensive quality, especially English level, bilingual teaching acts as a new form of teaching method in colleges and universities drawing a general attention.By the methods of literature, interview, questionnaire, data statistics, and bases on the analysis and investigation on eleven professional sports colleges and universities, this paper brings out following conclusions:1. Bilingual teaching was mainly introduced into professional sports colleges and universities after 2001. These schools provide maximum 10 curriculums and 3 curriculums as a minimum in the other hand. In general, the academic courses are more than the technique courses, in which the compulsory courses account for a large proportion. However, from the view of students, optional courses are preferred because of less pressure.2. As a whole, bilingual teachers are young and with high degrees. More than 80% of bilingual teachers in professional sports colleges and universities own master or higher degrees and some of them have overseas experience.3. Teachers are willing to develop bilingual courses. However, most of themdidn't receive any corresponding bilingual training before. The factors which influence the participation of teachers to bilingual teaching are well English ability, a chance of learning for practice, enjoying challenging work, school assignment in turn and so on.4. Students welcome the launching of bilingual teaching very much. But their English level is poor as a whole. About 90% of them cannot reach CET4 and nearly half of them acquire less than 3,000 vocabulary words. To a great extent, it requests that the teacher must properly handle the relationship between English learning and specialty knowledge learning.5. As the final result of bilingual teaching, most of students pointed out that their English level was improved a lot and as well the specialty knowledge learning level was improved or without any changes. Generally, they specialty knowledge learning was less affected by bilingual teaching.6. Currently, textbooks used for bilingual courses are mainly self-written by teachers. Two reasons lead to such situation. Firstly, the abroad bilingual materials are too difficult and expensive to be accepted by students. Secondly, there are not enough domestic materials that are suitable for classroom's bilingual teaching.7. During the implementation process of bilingual teaching, institutes have considered the monitoring measures of bilingual teaching quality. Yet, none of them has established a complete evaluation system aiming specially to bilingual teaching.