| Since Philip Jackson, the American educator and expert in curriculum, first put forward the term of"hidden curriculum"in his book, Life in Classroom in 1968, many researchers made researches with great interest in this area, and had fruitful research findings.Taizhou University is a newly upgraded local university. In order to improve its teaching quality and make its graduates more competitive in job-markets, it attaches great importance to the improvement of students'interest in English learning and their integrated competence. Furthermore, it links TEM4 with students'bachelors'degree. Therefore, to pass TEM4 becomes the students'greatest needs and the most important motivation for English majors in the fundamental stage. Because of the discrepancies between the requirements of the formal curriculum and the students'actual needs and the discrepancies between the requirements of the TEM4 and the students'actual English proficiency, mismatch arises between the students'hidden agendas and the teachers', and between teaching and learning. Thus, there appears"Hidden Curriculum", closely related to TEM4 among teachers and students.In recent years, more and more domestic scholars made some researches in hidden curriculum. However, their main focus goes to the aspects of moral and value transmission, and its influence on College English and English Teaching. Not many researches are centered on the hidden curriculum related to TEM4.Through questionnaires and interviews with teachers and students, this paper analyzes the positive and negative effects of hidden curriculum and its significance on English learning and teaching. Its purpose is to arouse people's awareness and to have a full understanding of the hidden curriculum. Also, the paper puts forward some suggestions on how to deal with the relation between the hidden curriculum and the formal curriculum, the cultivation of students'learner-autonomy-ability and their learning strategies and integrated competence. |
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