New methods of College English Teaching on“after 90”students

中圖分類(lèi)號(hào)：H31 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1008-925X（2010）12-0190-02

Abstract：Since 2008， almost all universities have met the “after 90” students. The so-called “after 90”s were born in 1990s when Chinese economy developed rapidly and smoothly. Due to the special growing background， the after 90s have their unique characters in all aspects compared with the former students. Their requirements on English study are also supposed to be different. Thus adopting a new teaching mode to arouse the students' interests and motivation in English study has become necessary. In this passage， several feasible suggestions on college English teaching methods will be analyzed based on the distinctive characters of “after 90”s， by which students' ideal study effect would be achieved.

Keywords：“after 90” students college English teaching methods

In China， the 1990s is called “golden developing stage”when? Chinese economy has maintained a smooth， rapid and sustainable development. The Chinese citizens born in this period are called “after 90”s. It seems that their unique characters are imprinted by?this period. Owning a creative mind and strong curiosity， most “after 90”s who are familiar with new technology and internet have been living a care-free material life. During the teaching we have found that because of the special historical background， “after 90”s are distinctive from the previous generation in English study.

????? First， they have fairly good foundation in English. Since the English education has been emphasized and popularized increasingly in recent years， the “after 90”s’ English level is generally higher than? former college students. Some of them even began their English study before they entered the primary school. With the economy and information globalization， English has been more accessible in children’s life. English education for kids has been promoted considerably due to the change of social surroundings. In addition，the progress of technology and improvement of English teachers have also raised their English level.

Second， the “after 90”s have exposed to vast information resources. Most of them have been living a better material life than?before. Their characters have developed much more freely. Being familiar with the new technology like cell-phone， Internet or Mp4 than prior generation， their horizons have been broaden greatly because of the technological version when the whole nation emphasize on technology as well as a more complex and diverse knowledge structures in their minds. Thus the “after 90”s know well about various teaching material and teaching mode in the society.

Third， having rebellious and self-conscious individuation， the “after 90”s tend to show their prominent personalities by their dress， language and so on. They are so active and confident that they like to show themselves eagerly. At times their innovative ideas are well worth thinking about as they dare to question and challenge.

Owing to so many differences in values， interests， hobbies and recognition between the “after90”s and the previous students， it is supposed that they also have new requirements in English study. Fan Yongxian， the English teacher in Taiyuan University of Science Technology， had a survey on requirements in English study among the freshmen from various majors in 2008.

The result showed that “after 90” college students had a wide range of hobbies， particularly in sports， entertainment， current events and technology rather than?literature or culture. They are willing to accept new things. Internet or other media has played a leading role in their hobbies. 57% of the students think interest is significant in English study and they?enjoy learning?English. 38% hold the opinion that English is a compulsory course so they “have to” study English. 5%?have no interests in?studying English at all. On English listening， 46% of the students depend on English listening lecture and material in class. 50% prefer to improve listening by English song or film. On English reading， 67% are willing to spend some time in reading English newspaper or magazines. Furthermore， being investigated about class participation， 51% of the students said that they would prefer to participate in classroom activities actively， 22% would rather wait for speaking by name and 27% would not like to speak anything.?(Fan，2009)

According to the analysis above， proper implementation in teaching reform is supposed to be available in college English teaching.

1.Internet resource should be made good use of in English teaching.

With four credit hours per week and over sixty students one class， it is impossible for college English teachers to have a face to face tutoring and communication with each student on class. Thus we can take advantages of Internet tool like email， QQ， Fetion and Blog as an assistant to communicate with the students or share teaching resource that is worthy of recommending after class because it is well-known that “after 90”s?are fond of surfing on line to acquire new knowledge?or information and make friends. By exchanging ideas on line，?we?will be able to not only answer their questions in time but also come to understand the students well so that we can provide?proper instruction on their thoughts as well. However， excessive dependence on Internet should be avoided particularly.

2. Traditional teaching mode should be improved.

We have known that “after 90”s would prefer being active and showing themselves on class rather than a severe and stiff atmosphere， therefore the college English teacher could adopt a humorous teaching method by which students can interact freely and their desire of showing themselves can be aroused. Moreover， a teacher could try to adjust himself (herself) to the role of the students’ friend to encourage and praise them. It is supposed that the better the teacher and the students could understand?or respect each other， the more likely an effective teaching will be realized.

3. College English teacher should keep researching on students’ interests and thoughts.

The teacher could make the class more visualized and diverse to arouse the students’ interests， for instance， the teacher could first talk about the related story or background culture before introducing a new lesson or an instruction of difficult language points. In order to get to know what the students are interested in and their study motives， the teacher could adopt the method of observation， survey or face to face communication.

Conclusion

During the college English teaching， we have found that we are facing a new generation of students called “after 90s” with better foundation in English， broadening understanding about the latest information and rebellious?or self-conscious individuations. They have such distinctive characters compared with former college students that how to arouse their interests in English has become a great challenge. According to the analysis， several teaching methods are supposed to be feasible in English teaching. First， English teachers could take advantages of the internet resource better; second， instead of traditional teaching mode and a severe class atmosphere， an active teaching style in which students will play a dominant role should be adopted. Moreover， students’ study motivation should be a permanent subject for college English teacher， which required consistent research in terms of observation， survey， individual communication and the like.

參考文獻(xiàn)：

［1］樊永仙，90后大學(xué)生新生英語(yǔ)學(xué)習(xí)需求調(diào)查研究，《湖南醫(yī)科大學(xué)學(xué)報(bào)（社會(huì)科學(xué)版）》，2009年5期。

［2］何力，“90后”情緒因素對(duì)大學(xué)英語(yǔ)教學(xué)的影響及對(duì)策研究，《考試周刊》，2009年1期

［3］葉翌暉; 袁義，論90后大學(xué)生心理發(fā)展的基本特征及教育引導(dǎo)方法，《經(jīng)營(yíng)管理者》，2009年23期