An Effective Study Of Integrated English Mode And Students’ Academic Achievement In College Bilingual Education

In recent years, there are numerous studies concerning bilingual education,which covers the history and development, the basic theories, and the popular typesof it. However, as a large number of colleges in China blindly follow the foreignbilingual education models, which can hardly suit the context of our own country, theeffect of college bilingual education is far from being satisfactory.A quite few Chinese linguists and experts started to search for bilingualeducation model that suits the context of China. Among them, the InternationalCollaboration for Integrated English Teaching Program research team fromZhongshan University has proposed the Integrated English (IE) model and arousedmuch public concern. Although IE has made comparatively great achievement inChina, it is not systematically mature enough and still needs to be polished. Most ofthe related theories were brought about between the1970s and1980s. They canhardly suit the fast development of the bilingual education in China in the newcentury due to the obsolescence. The modern bilingual education theoreticalframeworks in the21stcentury enlighten us to view bilingual education in a moreopen-minded, flexible, and dynamic way. What’s more, from the empiricalperspective, although IE has made tangible achievements so far, particularly inGuangdong province, this modern bilingual education model still lacks sufficientempirical study, especially the specific analysis of bilingual education in college.Therefore, this paper tries to explore the effect of IE model on the college bilingualeducation in China.All the64subjects in this experiment were the freshmen of Electronics majorfrom Chongqing University. They were divided into two groups. One was the controlgroup, the other being the experimental group. The control group is regarded as thenon-bilingual class, while the experimental group is viewed as the Electronicalbilingual class uses IE model. This experiment lasted four months. In order to examine the effectiveness between IE model and students’ academic achievement ofthe college bilingual education, relevant questionnaires were done before and afterthe experiment. Meanwhile, the author investigated the influence of IE model onstudents’ academic achievement in terms of three aspects: general English, subjectEnglish and subject knowledge. And all the data obtained from this experiment wereanalyzed with the aid of SPSS.The research results show that in terms of general English and subjectEnglish，IE has both exerted great and positive effect. In terms of subject knowledge,we did not witness obvious influence on subject knowledge in short run, but webelieve in the long run it opens a wider horizon for the students in their subjectlearning.Based on the above research, it is hoped that this study can enrich thetheoretical and empirical knowledge of college bilingual education and providevaluable information for students and teachers who are interested in this field.