A Study On Contemporary English Education Planning In China From Language Attitude Perspective

Language policy and language planning (LPP) is a very sensitive area to which each country and region is attaching great importance. It’s related to a country’s political stability, national unity and international status. Foreign language education planning (FLEP) plays a significant role in the prosperity of a country. However, language planning in China, lacking systematic and coherent FLEP, is mainly about Mandarin status as well as corpus planning of minority languages. Therefore, it is necessary to conduct a survey of the status of people’s language attitude towards foreign language education and its planning in China and make a systematic plan.This research aims to answer four questions:What is the situation of English teaching and planning in contemporary China? What are college students’attitudes towards English and English education? What are college English teachers’ attitudes towards English education and planning? What may these language attitudes investigated suggest for English education planning (EDP) in China?In this article, EDP is studied from the aspects of the status quo of contemporary Chinese English education and EDP, college students’language attitudes to English and English education and university teachers’language attitude towards English education and FLEP, through a survey of270undergraduates’and through an interview of6English teachers’ language attitudes from Ningxia University, and Ningxia Teachers’College. The questions in the questionnaires and interviews involve such aspects as teaching methods, teaching content and teaching materials, curriculum design, teacher training, teaching technical means and extra-curricular activities, and teaching evaluation and testing.The results show that:the inputs to contemporary Chinese English education are high, but outputs are low; utilitarianism exists in English learning; English education is exam-oriented; the authenticity of the teaching materials and the content is poor; there is a lack of Chinese cultural elements; there is a lack of teaching methods suitable for China’s national conditions; the practicality of English learning and the students’ communicative ability are overlooked; there is a deep plot of standard English; there is a lack of language learning environment; course and lesson settings should be improved; weak teachers needs should be improved; there is a lack of a unified FLEP authority in China.The findings of this research may provide a clear direction to FLEP in China.