The Study On The Influencing Factors Of Bilingual Teaching Effects In Universities

Ever since the issuing of the Fourth Document in2001from the Ministry ofEducation of China, many bilingual teaching courses have been opened tonon-English majors. Bilingual teaching practices have been implemented in manyuniversities and colleges in a thriving way recently. To meet the demands of theinternational standard of undergraduate teaching, South-Central University forNationalities (SCUN) sets up two or three bilingual teaching courses toward somedepartments. However, Some universities follow the bilingual teaching models offoreign countries blindly. They don’t take their real condition of their schools intoconsideration, so the effects of bilingual teaching in those universities are notsatisfactory. Is it necessary to carry out bilingual teaching in SCUN? We will knowthe foregoing situation from this study.Bilingual teaching effects contains the following elements: language aims,academic aims, cognitive aims and other aims. In this study, the author focuses on thelanguage aim and academic aim. In other words, the author aims to discuss whetherthe bilingual students grasp the specialized courses well or not, and whether they havemade progress in English competence. The following questions are worth discussing:(1) What are the effects of bilingual teaching in SCUN, including effects both inspecialized courses and English competence?(2)What are the factors which influence the bilingual teaching effects in SCUN?Based on the above analysis, this study investigated the students’ learning effectsfrom the two aspects: specialized courses and English competence. Compared withthe scores of final examination and CET-4and CET-6of bilingual group andnon-bilingual group, the author comes to the conclusion that the bilingual group arebetter than the non-bilingual group. Most of bilingual students said that bilingualteaching could assist them to expand their academic knowledge and enhance theirEnglish competence. As for the improvement of students’ English competence,bilingual teaching can improve their abilities of listening, speaking, reading, writing, translation, especially enhance students’ listening and reading abilities. Bilingualteaching aims to up-grade their cognitive abilities especially strengthen theirself-confidence, stimulate their interests and promote their learning skills.The author also found out the main influencing factors of bilingual teachingeffects. In various influencing factors, the English proficiency of teachers is the mostinfluential variables, the following are class hours，the English using of bilingualteachers and the competence of students. The author also found out that the factors ofteaching methods and teaching models affect the bilingual teaching effects. Thoseabove-mentioned factors are relevant to the implementation of bilingual teaching inSCUN. Meanwhile, the author also discussed the existing problems in bilingualteaching process.In sum, based on the above analysis and discussion, the bilingual teaching canhelp the bilingual students expand their professional knowledge and improve theirEnglish competence. It is necessary for bilingual students from SCUN to havebilingual teaching courses. Only by strengthening the construction of teaching staff,optimizing teaching methods, choosing more appropriate textbooks and adoptingsound bilingual teaching evaluation system can SCUN make great progress inbilingual teaching eventually.