Effects Of CLT On English Scores Of Non-English Majors Of Vocational Colleges

The foreign language teaching is always a hot topic in the field of linguistics. The GTM has greatly damped down the students’ learning autonomy and has resulted in the situation under which what they have learned is not in accordance with the practice and cannot meet the social needs.Scholars home and abroad have made some achievements relating to the CLT research. However, the domestic scholars have paid more attention to the application of CLT in the universities than that in the vocational colleges. Even if there are some case studies, their focus is on the English-major students. There has been little empirical research on whether it is feasible to adopt CLT in the English class teaching for non-English majors in the vocational colleges and how well it works.By using such instruments as observations and experiments, the author compares and analyzes CLT and GTM and then puts forward the hypotheses that CLT is more effective than GTM in improving students’ English level and their learning autonomy by means of an experiment and that the marks in the reading comprehension section is to be improved the most. The author proposes a six-stage teaching mode of CLT in the classroom followed by an analysis of the findings concerning the teaching mode the author has proposed.The findings indicate that CLT is more effective than GTM in improving students’ English level in the EC, especially in their reading and writing abilities and CLT can stimulate student’s intrinsic learning motivation and enhance their ability in making comprehensive use of English, which owes firstly much to a variety of class activities such as role-play, group work and the like, secondly to the accurate location of the teacher’s role and lastly to the stimulation of learners’ autonomy.