Considerations in Designing the Curriculum for the Undergraduate English Majors

When college students choose conflicting verbiages as their majors, what are they supposed to alternative up? The traditional approach is to make a taxonomic learning of the literatures of the tar hold language, which used to be the practice of Chinese universities forrader 1949. Taiwan universities still follow such(prenominal) practice. After the hatful?s Republic of chinaware was founded, Chinese universities adopted the Soviet model and Russian was taught everywhere in the foreign language departments of Chinese universities. As students had no animal foot in Russian, the course of instruction had to include a boastfully proportion of language training, indeed cutting down on the literature comp anent. Gradually former(a) foreign language majors followed suit. Since China?s frugalal reforms, linguistic courses have been introduced to the plan, such as prevalent linguistics, lexicology and rhetoric. Amidst the economic development of the country, literatur e was considered irrelevant to the market rescue and the curriculum tended to be more practical, science-based and business oriented. To make the way out worse, the depicted object Syllabus for Juniors and Seniors Majoring in English(1990) excluded English Literature, American Literature and philology from the list of required courses while devising Reading and typography compulsory. As a result, language skill courses have rifle dominant in the curriculum and foreign language departments in China are in endangerment of degenerating into language schools.

At the same time, the training of core competencies such as uninflected reasoning, lateral thinking has been more or less negl ected, causing problems that cannot be ignor! ed. Among foreign language graduates, one common recognized weakness is lack of analytical and organizational abilities. Even those vanquish graduates are weak in practiced reasoning and unyielding arguments(Dai Weidong et. 1997). In the cognitive domain, Bloom(1956) classifies course goals into six-spot hierarchical levels: 1. Knowledge, or the recall of information. 2. Comprehension, or the understanding and interpretation of information. 3. Application, If you want to get a full essay, order it on our website: OrderEssay.net

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