2. Literature Review

2.1The National English Curriculum 

2.1.1 The background of The National English Curriculum 

In today’s English teaching, there still exists a tendency of over—emphasizing the transmission of knowledge and the explanation of vocabulary, while neglecting the development of students’ actual language performance. Under such situation, The National English Curriculum comes into being. Following the international practice, the curriculum pides its general objectives into different ability levels. When designing these nine levels, consideration was given to the following four aspects: the nature of language development, the different needs of different age groups, the needs of different ethnic groups and areas, and the economic imbalances that exist in China. (Cao Yamin 2)

According to the situation of China’s economic and social development, the Curriculum design requires that all primary schools should start the English class in Grade 3 (those school students equipped with enough educational funds and education resources should learn English in Grade 1). When students are in grade 6, their English level should reach level 2, which is the required standard for the end of primary school. Similarly, level 5 is the required standard for the end of junior middle school. And level 8 is the required standard for senior middle school graduation, while level 9 is an extension level for specialist schools and able students. These ability levels are standards to judge and improve learners’ language competence and they also provide criteria for teachers to find the learning problems and weaknesses of their students.（Cao Yamin 10）

The reforms aim to establish a curriculum that develops students’ comprehensive language competence, motivate students, promote task—based teaching methods, involve students in experiential ,practical, participatory and cooperative learning and develop students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process. (The National English Curriculum 2011: 4 )

2.1.2 The nature of The National English Curriculum 

According to The National English Curriculum, the meaning of “learning English” has undergone some significant changes: at the very first beginning, it simply implied the comprehension and grasping of daily words and grammar rules in order to handle the English tests. That is to say, the practice of listening, speaking, reading and writing skills and the mastering of certain basic language knowledge matter most. Then, with the economic and social development, some educators advocated that English should at least serve the means of communication, that is to say, the purpose of English learning should also involve the accomplishment of certain level of comprehensive language competence and the ability to use language for real communication. In those days, the most frequently used words are “saying goodbye to deaf English and speak it loudly”. 源`自,吹冰`.论"文'网[www.chuibin.com

 According to The National English Curriculum, learning of English should also serve students’ all-round development, provide them with opportunities to strengthen their interest in studying English, grow in self-discipline, perseverance and self-confidence, improve their cooperative, investigative and thinking abilities, develop their memory, imagination and creativity, adopt good study habits and effective learning strategies, develop as autonomous and lifelong learners, build moral integrity and a healthy outlook on life ,establish both national spirit and an awareness of and respect for cultural differences ,broaden their horizons and enrich their life experience, take part in cultural life, and develop as inpiduals.(Cao Yamin 27)

2.1.3Basic principles of The National English Curriculum

There are basically six general principles of The National English Curriculum.